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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
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Author(s): Marina Milner-Bolotin (University of British Columbia, Canada)
Copyright: 2017
Pages: 30
Source title: Digital Tools and Solutions for Inquiry-Based STEM Learning
Source Author(s)/Editor(s): Ilya Levin (Tel Aviv University, Israel) and Dina Tsybulsky (Tel Aviv University, Israel)
DOI: 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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