The Role of Teaching Knowledge in the Implementation of a Digital Integrated Elementary School Science Learning Environment (Poster 28)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: STEM and Digital Tools in Education

Abstract

Efforts to increase student interest in science are complicated by the limited amount of instructional time dedicated to the subject. One possible solution for encouraging more students to pursue science is to develop integrated curricula that weave science and other topics together. We explain how teachers’ prior knowledge and experiences using technology impact their ability to implement an online educational environment. TPACK framework was used to learn, what elements of a teacher’s TPACK influence their implementation of a technological learning environment designed to support the integration of computational thinking, narrative, and science instruction. We found teachers who used more pedagogical strategies had an easier time using the online learning platform. Therefore, professional learning should support teachers’ development of TPACK.

Authors

• Dianna Cazarez, WestEd

• Rasha El Sayed, WestEd

• Aleata Hubbard Cheuoua, WestEd

• Cathy Ringstaff, WestEd

• Kimkinyona Fox, WestEd

• Andy Smith, North Carolina State University

• Jessica Vandenberg, North Carolina State University

• Robert Monahan, STEM Passport

• Bradford Mott, North Carolina State University