Fostering Pre-service Teachers’ Data Literacy through Inquiry-based Learning in a Technology Integration Course

• In Event: Constructing Futures with Technology: Digital Literacies, AI Integration, and Transformative Teacher Preparation

Abstract

This qualitative exploratory study investigated a pedagogical approach to fostering pre-service teachers’ data literacy through an inquiry-based learning project in a technology integration course within a teacher education program. Data sources included PSTs’ reflections, project artifacts, and semi-structured interviews. PSTs’ data literacy was examined across three dimensions: identifying and collecting data from relevant sources, evaluating data quality and relevance, and effectively presenting data. The varying quality of PSTs’ inquiry-based projects indicated that their data literacy is still in development. Findings suggest that cultivating PSTs’ data literacy requires sustained instructional scaffolding, meaningful opportunities for applied practice, and structured reflection to support deeper engagement with data in educational contexts.

Author

• Wen Wen, SUNY Oneonta