Switching Middle School Teachers onto STEM Using a Pedagogical Framework for Technology Integration: The Case for High Possibility Classrooms in Australia

Hunter, JL

Switching Middle School Teachers onto STEM Using a Pedagogical Framework for Technology Integration: The Case for High Possibility Classrooms in Australia

Hunter, JL

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Publisher:: AACE – Association for the Advancement of Computing in Education
Publication Type:: Chapter
Citation:: Research Highlights in Technology and Teacher Education 2017, 2017, pp. 37 - 46
Issue Date:: 2017-09-30

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Field	Value	Language
dc.contributor.author	Hunter, JL https://orcid.org/0000-0001-9232-8895	en_US
dc.contributor.editor	Liu, L	en_US
dc.contributor.editor	Gibson David, D	en_US
dc.date.issued	2017-09-30	en_US
dc.identifier.citation	Research Highlights in Technology and Teacher Education 2017, 2017, pp. 37 - 46	en_US
dc.identifier.isbn	9781939797308	en_US
dc.identifier.uri	http://hdl.handle.net/10453/117978
dc.description.abstract	Education in STEM (Science, Technology, Engineering and Mathematics) is a significant issue for governments and organizations across the world as concerns are expressed about students’ lack of progress in these areas. In Australia, middle school teachers’ capacity and confidence in teaching the STEM disciplines has been identified as wanting. The paper draws on findings from a study that used a pedagogical framework for technology enhanced learning to develop integrated STEM units of work. Analysis of the findings illustrates that the High Possibility Classrooms framework builds teacher agency in STEM and that being involved in professional development conducted, as a research experience is beneficial. The paper argues for greater teacher professional development resourcing in schools to make STEM an education priority, and it concludes by recommending that more middle school teachers consider pedagogical scaffolds to integrate curriculum and enhance their professional knowledge in STEM.	en_US
dc.publisher	AACE – Association for the Advancement of Computing in Education	en_US
dc.relation.ispartof	Research Highlights in Technology and Teacher Education 2017	en_US
dc.title	Switching Middle School Teachers onto STEM Using a Pedagogical Framework for Technology Integration: The Case for High Possibility Classrooms in Australia	en_US
dc.type	Chapter
utslib.location	Waynesville, NC USA	en_US
utslib.for	130306 Educational Technology and Computing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Waynesville, NC USA	en_US
pubs.publication-status	Published online	en_US

Abstract:

Education in STEM (Science, Technology, Engineering and Mathematics) is a significant issue for governments and organizations across the world as concerns are expressed about students’ lack of progress in these areas. In Australia, middle school teachers’ capacity and confidence in teaching the STEM disciplines has been identified as wanting. The paper draws on findings from a study that used a pedagogical framework for technology enhanced learning to develop integrated STEM units of work. Analysis of the findings illustrates that the High Possibility Classrooms framework builds teacher agency in STEM and that being involved in professional development conducted, as a research experience is beneficial. The paper argues for greater teacher professional development resourcing in schools to make STEM an education priority, and it concludes by recommending that more middle school teachers consider pedagogical scaffolds to integrate curriculum and enhance their professional knowledge in STEM.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/117978