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Elementary Students as Digital Makers: Improving STEM+C Teaching and Learning With Digital Making
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Author(s): Yan Sun (Mississippi State University, USA), Mabel C. P. O. Okojie (Mississippi State University, USA), Wei-Chieh Wayne Yu (Mississippi State University, USA)and Tinukwa C. Boulder (Pennsylvania State University, USA)
Copyright: 2020
Pages: 19
Source title:
Leveraging Technology to Improve School Safety and Student Wellbeing
Source Author(s)/Editor(s): Stephanie P. Huffman (Missouri State University, USA), Stacey Loyless (University of Central Arkansas, USA), Shelly Albritton (University of Central Arkansas, USA)and Charlotte Green (University of Central Arkansas, USA)
DOI: 10.4018/978-1-7998-1766-6.ch015
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Abstract
The solution to the nation's shortage in STEM workers begins in elementary schools. However, elementary teachers are not well prepared to teach STEM, and they lack the knowledge and competency to inspire students early on in the fields of science, technology, engineering, mathematics, and computational thinking (STEM+C). Consequently, elementary students' wellbeing in STEM+C learning is negatively affected. Preparing elementary teachers for teaching STEM+C with digital making is suggested in this chapter as a means to improve elementary teachers' STEM+C teaching competency and to improve elementary students' wellbeing in STEM+C learning. This chapter also proposes and discusses related approach, framework, and pedagogy to illustrate how elementary teachers can teach STEM+C effectively by engaging elementary students as digital makers. Suggestions for future research are also discussed in this chapter.
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