Abstract
There is much research and professional development activity surrounding STEM teaching. Yet there is little agreement regarding definitions for high quality STEM (science, technology, engineering, and mathematics) professional development. This chapter examines the claims surrounding the predicted changes in classrooms promoted by the next generation of technologically savvy teachers. The current operant assumptions about next generation learners imply future teachers will have a smoother transition for incorporating new technologies into their instruction. After introducing teachers to state-of-the-art science tools for collecting and analyzing scientific data for teaching, our data suggests teacher reflections over-emphasized the tool use and under-value attention to facets of science learning. While exploring younger teachers various ways reflecting in and on action in comparison to their older counterparts, young teachers undervalue critical STEM attributes of design and analysis of evidence and overemphasize the centrality of the tool during planned teaching events. Using Schön’s framework we observed this phenomena when teachers reflected both in and on practice. Potential influences include the culture of public school accountability and achievement testing teacher candidates have experienced and a hyper-technological focus of current reform and marketing tools as personal devices rather than learning tools. We exploring the nature and origin of this techno-centric perspective which distracted from teachers achieving many central tenets of STEM reform.
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Yerrick, R., Radosta, M., Greene, K. (2018). Technology, Culture, and Young Science Teachers: A Promise Unfulfilled and Proposals for Change. In: Dori, Y.J., Mevarech, Z.R., Baker, D.R. (eds) Cognition, Metacognition, and Culture in STEM Education. Innovations in Science Education and Technology, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-319-66659-4_6
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