Exploring How Digital Technologies Can Support Co-Construction of Equitable Curricular Resources in STEM

Autor/inn/en	Kier, Meredith W.; Khalil, Deena
Titel	Exploring How Digital Technologies Can Support Co-Construction of Equitable Curricular Resources in STEM
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 6 (2018) 2, S.105-121 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Educational Technology; STEM Education; Case Studies; Middle School Teachers; Engineering; Professional Personnel; Technology Uses in Education; Blended Learning; Cooperation; Cooperative Planning; Middle School Students; Social Justice; Teaching Methods; Lesson Plans; Communities of Practice; Ethnography; Grade 8; Science Teachers; Interviews; Group Discussion; Relevance (Education); Social Problems; Reflection + Suchen Sie Ihr Suchwort? Unterrichtsmedien; STEM; Case study; Fallstudie; Case Study; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Maschinenbau; Personalbestand; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Co-operation; Kooperation; Student; Students; Schüler; Schülerin; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Community; Ethnografie; School year 08; 8. Schuljahr; Schuljahr 08; Science; Science teacher; Wissenschaft; Interviewing; Interviewtechnik; Gruppendiskussion; Relevance; Relevanz; Social problem; Soziales Problem
Abstract	The recent emphasis on engineering practices provides an opportunity for K-12 science and mathematics teachers to apply STEM concepts to real-world engineering design challenges (EDCs) for students (Next Generation Science Standards, 2013). We argue that engineering practices are more equitable when they are relatable to students and rooted in local experiences and social justice connections. There is promise in connecting middle school STEM teachers with minoritized engineers to achieve this goal. Digital technologies accessed through tablets can support teachers and engineers to form a community of practice (CoP; Lave & Wenger, 1991) and to collaborate, research, illustrate, and implement plans for equitable EDCs. We use a case study analysis to describe how two middle school STEM teachers and collaborating engineers use digital technologies within a blended community of practice to plan equitable EDCs using online collaboration and presentation tools. Teachers Kevin and Tania visually map their process of planning an EDC with professional engineers, creating connections between their middle school students, social justice issues, their own experiences, and content standards to create an EDC in which students were invested and motivated to devise solutions. The cases highlight how teachers adapted digital technologies to their needs to facilitate the co-construction of lesson plans with engineers. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01