Abstract
This chapter focuses on digital technologies within STEM, referred to in this book as an integrated study of Science, Technology, Engineering and Mathematics. A distinction is made between learning with and learning about digital technologies. As well as acknowledging the importance of digital technologies assisting with teaching and learning in Junior Secondary schools in STEM subjects, it makes the case for digital technologies to be seen as a study in its own right. This is evidenced through, for example, identification of some schooling systems making coding and robotics mandatory areas of study in primary and secondary schools. Key trends, challenges and developments in technology are discussed. An implication for teachers is for them to develop technological knowledge (TK) so that they have the Technological Pedagogical Content Knowledge (TPACK) capabilities to effectively teach with and about digital technologies. Given that future teachers need these capabilities, there are implications for initial teacher education programmes preparing the next generation of Junior Secondary teachers. The chapter concludes with a summary of the 2016 Queensland Digital Technologies Summit: Initial Teacher Education, including the co-constructed philosophy and strategies for action for future teachers developed at that Summit.
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