A Case Study of Infusing Technology into Pre-service Secondary Science Teacher Learning: Conceptions and Attitudes While Navigating Changing Digital Landscapes

Abstract

The impact of technology on student learning, achievement, motivation, and engagement is well documented; however, little research exists on how educators navigate their changing roles within a technologically enabled classroom. Authors explored how effective and appropriate use of classroom technology based on pre-service teachers’ needs and connected to STSE and STEM curriculum can be modeled. This research focused on the preparation of pre-service teachers ( n =48) for Grade 6–12 Science teaching in Canada at a small undergraduate university and included how their course professor infused more knowledge of , in , and for practice within the science classroom. Results indicate a need for critical awareness of the processes of learning in 21st century classrooms, an understanding of how technology can enhance students’ achievement, and a value of invested time and effort into the process. Discussion surrounding challenges and tensions, and suggestions to support emerging pedagogical stances of 21st century educators are provided.