The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Technology's Role in Supporting Elementary Preservice Teachers as They Teach: An Urban STEM Afterschool Enrichment Program
Abstract
This chapter describes a teacher preparation model incorporating a STEM focused, technology enhanced course and field experiences for preservice teachers. This field-based science method course supports and engages preservice teachers in creating and implementing lessons for early childhood and elementary students enrolled in an afterschool STEM Enrichment Program offered in a diverse urban elementary school. Technology is woven throughout the model, supporting preservice teachers as they build their content knowledge, and research effective practices to teach and assess their students. This model also helps to address the need to enhance STEM instruction in schools and inspire preservice teachers to engage their students in the STEM learning process. Findings from the model's implementation indicates a positive impact on the preservice teachers' understanding of science content and standards, on their pedagogical practices to design STEM lessons based on the revealed understandings of students' knowledge, and on the development of their professional identities.
Related Content
|
Curtis O'Dwyer, Lindsay B. Wells, Leema G. Berland.
© 2026.
42 pages.
|
|
Diane Silva Pimentel.
© 2026.
26 pages.
|
|
Katherine L. McNeill, Samuel Lee, Yang Zhang, Austin T. Moore, Jason Y. Buell, Maria A. Moreno Vera, Brian J. Reiser, Brianna Balke.
© 2026.
34 pages.
|
|
Symone A. Gyles, Elizabeth Starks, Veronica Cassone McGowan, Bryan White, Carrie Tzou.
© 2026.
36 pages.
|
|
Matthew J. Adams, Sinéad Carroll Brien, Kate E. Miller.
© 2026.
42 pages.
|
|
Noushin Nouri, Maryam Saberi.
© 2026.
48 pages.
|
|
Vanessa Nizeyimana Louis.
© 2026.
38 pages.
|
|
|