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Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities

Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities

Marina Milner-Bolotin
Copyright: © 2017 |Pages: 30
ISBN13: 9781522525257|ISBN10: 1522525254|EISBN13: 9781522525264
DOI: 10.4018/978-1-5225-2525-7.ch010
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MLA

Milner-Bolotin, Marina. "Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities." Digital Tools and Solutions for Inquiry-Based STEM Learning, edited by Ilya Levin and Dina Tsybulsky, IGI Global, 2017, pp. 252-281. https://doi.org/10.4018/978-1-5225-2525-7.ch010

APA

Milner-Bolotin, M. (2017). Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities. In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning (pp. 252-281). IGI Global. https://doi.org/10.4018/978-1-5225-2525-7.ch010

Chicago

Milner-Bolotin, Marina. "Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities." In Digital Tools and Solutions for Inquiry-Based STEM Learning, edited by Ilya Levin and Dina Tsybulsky, 252-281. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2525-7.ch010

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Abstract

The chapter describes the implementation of collaborative educational technologies in STEM teacher education to support teacher-candidates in acquiring inquiry-based teaching skills and positive attitudes about inquiry learning. The focus is on five different collaborative technology-enhanced pedagogies: (1) Peer Instruction, (2) collaborative design of conceptual questions with PeerWise, (3) data-driven STEM inquiry via using live data collection and analysis, (4) computer modeling-enhanced inquiry, and (5) collaborative reflection on peer teaching. Teacher-candidates experienced these pedagogical approaches first as learners, then reflected on them as future teachers, and lastly incorporated some of them during the practicum. As a result, teacher-candidates gained experience in promoting technology-enhanced inquiry in STEM education and began developing positive attitudes towards technology-enhanced inquiry-based STEM education.

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