Challenging the Technology Myth in STEM Teacher Education: From Theory to Practice

Abstract

This study challenges the myth of technology, as a universal equalizer in teacher education by examining why exposing STEM teacher-candidates to novel technologies is insufficient for supporting their acquisition of knowledge, skills, and positive attitudes about technologyenhanced pedagogies. It identifies four interrelated causes for the apparent failure of modern technologies to affect significantly student STEM learning; proposes how these causes could be alleviated through re-imagining teacher education practices; and finally presents the results of a case study of the implementation of this pedagogical approach in a large teacher education program at a university in Western Canada. The study is situated in one of the largest teacher education programs in Canada. In this program, STEM teacher-candidates are being immersed in technology-enhanced learning environments in their methods courses, and, then are asked to design technology-rich curricular materials, and consequently implement them during the Faculty-wide STEM outreach events and their school practicum.