Emergent STEM teaching possibilities in an era of educational technologies

Shulamit Kapon

doi:10.1007/978-3-030-29396-3_14

Emergent STEM teaching possibilities in an era of educational technologies

Shulamit Kapon

Education in Science and Technology

Technion - Israel Institute of Technology

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This essay discusses three chapters in this volume: Milner-Bolotin, Deliberate pedagogical thinking with technology in STEM teacher education; Tabach & Trgalová, Teaching mathematics in the digital era: Standards and beyond; Zazkis, Technology in mathematics teacher education: On trust and pitfalls. Informed by theoretical constructs and frameworks such as of distributed cognition, affordance, appropriation, and knowledge in pieces, this chapter highlights and elaborates on the following crosscutting themes: technology provides different forms of doing, the intrinsic and instructional affordances of technology, appropriating ICT for instruction, teachers’ professional knowledge, and implications for teacher education.

Original language	English
Title of host publication	STEM Teachers and Teaching in the Digital Era
Subtitle of host publication	Professional Expectations and Advancement in the 21st Century Schools
Pages	261-270
Number of pages	10
ISBN (Electronic)	9783030293963
DOIs	https://doi.org/10.1007/978-3-030-29396-3_14
State	Published - 1 Jan 2020

Keywords

Affordance
Appropriation
Distributed cognition
Teacher education
Teacher knowledge

All Science Journal Classification (ASJC) codes

General Social Sciences

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10.1007/978-3-030-29396-3_14

Cite this

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Emergent STEM teaching possibilities in an era of educational technologies

Abstract

Keywords

All Science Journal Classification (ASJC) codes

Access to Document

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