Skip to main content
Article thumbnail
Location of Repository

Re-imagining STEM : peer scaffolding ICT in initial teacher education

By Margaret M. Lloyd, Michelle Mukherjee and Alberto Bellocchi

Abstract

In this paper, we report on how peer scaffolding was used to effect change in tertiary teaching practice and academic disposition in the use of Information and Communication Technology (ICT) in Science teaching and learning. We present a small-scale case study investigating the practice of one of this paper’s authors. It is told through two salient episodes which narratively describe the scaffolding used to support a teaching experiment. This was made possible through the national Teaching Teachers for the Future Project (2011-2012) which aimed to enhance the technological pedagogical capability of pre-service teachers across Australia. The outcome was a demonstrable shift in the academic’s disposition towards the use and benefits of ICT in teaching science and an increase in skills and confidence for both the academic and his students. This study and its outcomes fit within the contemporary push to “re-imagine” the teaching of Science, and more broadly of STEM, in schools

Topics: 130000 EDUCATION, STEM, Science education, ICT, teacher education, Alternate Reality Games, ARG
Year: 2012
OAI identifier: oai:eprints.qut.edu.au:56860

Suggested articles

Citations

  1. (2011). Blogging in the global society: Cultural, political and geographical aspects.
  2. (2012). Curriculum Assessment Reporting Authority). (n.d.). Science: General capabilities. Retrieved

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.