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Switching middle school teachers onto the STEM disciplines using a pedagogical framework for technology integration: The case for High Possibility Classrooms in Australia.
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, University of Technology Sydney, Australia, Australia

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Education in STEM (Science, Technology, Engineering and Mathematics) is a significant issue for governments and organizations across the world as concerns are expressed about students’ lack of progress in these areas. In Australia, middle school teachers’ capacity and confidence in teaching the STEM disciplines has been identified as wanting. The paper draws on findings from a study that used a pedagogical framework for technology enhanced learning to develop integrated STEM units of work. Analysis of the findings illustrates that the High Possibility Classrooms framework builds teacher agency in STEM and that being involved in professional development conducted, as a research experience is beneficial. The paper argues for greater teacher professional development resourcing in schools to make STEM an education priority, and it concludes by recommending that more middle school teachers consider pedagogical scaffolds to integrate curriculum & enhance their professional knowledge in STEM.

Citation

Hunter, J. (2017). Switching middle school teachers onto the STEM disciplines using a pedagogical framework for technology integration: The case for High Possibility Classrooms in Australia. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2115-2124). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 27, 2019 from .

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