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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

STEM Teaching and Learning via Technology-Enhanced Inquiry

STEM Teaching and Learning via Technology-Enhanced Inquiry
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Author(s): Michael L. Connell (University of Houston – Downtown, USA) and Sergei Abramovich (State University of New York at Potsdam, USA)
Copyright: 2018
Pages: 25
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch026


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This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.

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