Technology-Enhanced Teacher Education for 21st Century: Challenges and Possibilities

Abstract

Science, Technology, Engineering, Art and Mathematics (STEAM) education goals have transformed dramatically during the last half of the century. Presently, they include developing an appreciation of the beauty and wonder of science; possessing sufficient knowledge to engage in public discussions; becoming careful consumers of information; learning about STEAM inside and outside school; and having the skills to enter careers of their choice, including, but not limited to STEAM. Unlike their 20th century predecessors who were exploring if and how technology might enter the public education realm, modern educators focus on how technology can address these goals. At the same time, the preparation of future STEAM teachers hasn’t always kept pace with the changing technology-rich educational landscape. Teachers can barely keep up with technological innovations and often end up placing the pedagogical aspects of technology engagement on the back burner. New educational goals coupled with new educational technologies should be reflected in how we prepare STEAM teachers. This chapter attempts to re-conceptualize the engagement of STEAM teacher-candidates with technology during their formative years in order to help them meet these rapidly changing goals. To make the argument more meaningful, we use an example of a physics methods course in which an instructor modeled technology-enhanced active engagement pedagogy and teacher-candidates were able to experience this learning environment both as students and as future teachers. The chapter also discusses the impact of this course on teacher-candidates’ Technological Pedagogical Content Knowledge (TPCK), their attitudes about science teaching and learning, and their pedagogical decision-making during the practicum.