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The “T” in STEM: How elementary science teachers’ beliefs of technology integration translate to practice during a co-developed STEM unit
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, , , University of Minnesota - STEM Education Center, United States ; , Michigan Technological University, United States ; , University of Minnesota - STEM Education Center, United States

JCMST Volume 36, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In the age of STEM education, teachers consistently struggle to understand the nature of technology and how to integrate it. This multiple-case study uses the TPACK framework to explore the beliefs and practices of three elementary science and engineering teachers from an urban school district with a recently implemented 1:1 iPad policy. All three teachers participated in a professional development opportunity in which they co-developed and implemented a STEM curriculum unit in collaboration with a graduate student coach. Data sources for the study included interviews and classroom observations. Qualitative analysis revealed that although this was a co-developed unit, three distinct variations in technology integration emerged during implementation of the STEM unit. Findings explore how teacher beliefs regarding technology and iPads (whether as a “purposeful tool for differentiation” or a potential “distraction” potentially limited by technical difficulties) influence their practices.

Citation

Constantine, A., Rozowa, P., Szostkowski, A., Ellis, J. & Roehrig, G. (2017). The “T” in STEM: How elementary science teachers’ beliefs of technology integration translate to practice during a co-developed STEM unit. Journal of Computers in Mathematics and Science Teaching, 36(4), 339-349. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2021 from .

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