STEM Teachers and Teaching in the Digital Era: Professional Expectations and Advancement in the 21st Century Schools

STEM Teachers and Teaching in the Digital Era
	Preface
		References
	Contents
	About the Editors
	Introduction: STEM Teachers and Teaching in the Era of Change
		1 Why This Book?
		2 Teaching in an Era of Change
		3 New Skills for the New Century
		4 Schools for the New Century: Highlighting Teacher and Technology Roles
		5 Educating and Supporting the Twenty-First Century Teachers
		6 The Uniqueness of Teaching STEM Disciplines
		7 Potential of Technology to Empower Teachers
		8 Structure of the Book
			8.1 Part I: Expanding Teachers’ Roles: Empowerment
			8.2 Part II: Expanding Teachers’ Roles: Israeli and Canadian Perspectives
			8.3 Part III: Developing Teacher Learning Communities in the Era of Change
			8.4 Part IV: Emergent STEM Teaching Possibilities in the Era of Educational Technologies
			8.5 Part V: Teachers’ Knowledge for Successful Twenty-First Century Teaching
		9 Overview of the Common Themes
		References
	Part I: Expanding Teachers’ Roles: Empowerment of Teachers
	Teacher Knowledge in the Era of Change
		1 Introduction
		2 The Newest Reforms in Ontario
		3 Which Educator Actions Are Key for the Reform?
			3.1 Professional Learning Through Collaborative Inquiry
			3.2 Building a Culture of Inquiry
			3.3 Teacher Agency
		4 Introducing the Collaborative University-School Board Project
			4.1 The Mathematics Leadership Learning Projects (MLLP)
		5 Conclusions
		References
	Mathematics Teachers Edit Textbooks: Opportunities and Challenges
		1 Introduction
		2 The M-TET Project
		3 Teachers’ Need: Organizing Tools Embedded in the Textbook
		4 Addressing Students’ Difficulties: Mathematical Modifications
		5 Connections Between Mathematics Teachers and Textbook Authors
		6 Connections Between Mathematics Teachers and Mathematicians
		7 Conclusion
		References
	Discussion: Teacher Learning in Community: Premises, Promises and Challenges
		1 Teacher Learning in Community
		2 Putting It All Together: Promises and Challenges
		3 Putting It All Together: Challenges
		4 Final Thoughts
		References
	Part II: New Perspectives in Teaching Science and Mathematics: Israeli and Canadian Perspectives
	Professional Learning Communities of Science Teachers: Theoretical and Practical Perspectives
		1 Theoretical and Practical Perspectives
			1.1 Rationale
			1.2 Professional Development Programs and Teachers’ Learning
			1.3 Scholarship of Teaching and Practitioner Research
			1.4 Boundary Crossing
			1.5 Professional Learning Communities (PLCs)
		2 Professional Learning Communities (PLCs) for Middle-School STEM Teachers: An Evolving Model
			2.1 Introduction and Background
			2.2 The STEM PLC Program
			2.3 The Model: Evolving from Hierarchical Model to a Network Model
				2.3.1 The Ice-Water Glass Story
				2.3.2 The Evolving Network Model
			2.4 Outcomes
				2.4.1 A Variety of PLC Profiles
				2.4.2 The Network Model
				2.4.3 Impact on Teachers and Students
		3 The PLCs of Physics Teachers in Israel
			3.1 Introduction and Background
			3.2 The Physics PLC Program
			3.3 The Model: Teachers’ Learning Towards Learner-Centered Approach
			3.4 An Example of a Learning Sequence Towards Learner-Centered Approach
			3.5 Outcomes
				3.5.1 Responding to Teachers’ Needs
				3.5.2 Promoting a Learner-Centered Approach in Physics Learning and Teaching
				3.5.3 Fostering Students’ Learning
		4 Conclusion
		References
	On Teaching and Learning Mathematics – Technologies
		1 Introduction
		2 The Place of Technology in Teaching and Learning
			2.1 Tools as Dispensable Crutches
			2.2 Tools as Ontological Determinants
		3 Teachers and Teaching in the Digital Era
			3.1 Teachers Re-Thinking Concepts
			3.2 Teachers Re-Thinking Mathematical Meaning
		4 Towards a Vision of Mathematics-Technologies Teaching
		References
	Part III: Teacher Professional Development in the Era of Change
	A Sense of Community in a Professional Learning Community of Chemistry Teachers: A Study of an Online Platform for Group Communication
		1 Introduction
			1.1 The Context of the Study
			1.2 The Importance of the Community for Teachers’ Professional Development
			1.3 Sense of Community
			1.4 SoC in Online Communities
			1.5 WhatsApp Application Groups
		2 Research Question
		3 Methodology
			3.1 Participants
			3.2 Data Analysis
		4 Results
			4.1 The Goals for Beginning a Conversation
			4.2 Membership
				4.2.1 Boundaries
				4.2.2 Emotional Safety
				4.2.3 Personal Investment
				4.2.4 A Sense of Belonging and Identification
			4.3 Influence
			4.4 Fulfilling Needs and Reinforcement
			4.5 Emotional Connection
		5 Discussion
			5.1 Mechanism of Influence and Recommendations
				5.1.1 In Terms of Membership
					Community Symbols
					Building Trust
					Investment of Time
					Tuesday Event – Shared Virtual Event – A Sense of Presence
					During the LT PLC Meetings
			5.2 In Terms of Influence
			5.3 In Terms of Fulfillment of Needs and Reinforcement
			5.4 In Terms of a Shared Emotional Connection
			5.5 SoC in the Online Platform
			5.6 Challenges
			5.7 Limitations
		References
	From Practice to Practical: Computer Science Teachers Teaching Teachers
		1 Introduction
		2 Literature Review
			2.1 Teachers’ Knowledge
			2.2 Teachers’ Knowledge During Curricular Change
			2.3 Peer Teaching as a Means to Cultivate PCK Growth in Time of Change
		3 The Contexts of the Study
			3.1 The Israeli CS Program for High School
			3.2 The CS-LTC
			3.3 Workshops
		4 Research Goals and Research Question
		5 Methodology
			5.1 Participants
			5.2 Data Sources
			5.3 Research Methods
		6 Findings
			6.1 Fragile Knowledge
			6.2 Flexibility and Pedagogical Considerations
			6.3 Knowledge Originating from the LTs’ Classroom Practice
			6.4 Knowledge with Practical Relevance to the Teachers
			6.5 Variation in Perceptions of the Teachers in the Workshops
		7 Discussion
			7.1 Characteristics of the Knowledge Conveyed in the Workshops
			7.2 Practice to Practical: LTs’ Meta-PCK
		8 Conclusions
		References
	Motivators, Contributors, and Inhibitors to Physics Teacher-Leaders’ Professional Development in a Program of Professional Learning Communities
		1 Introduction and Theoretical Frameworks
		2 The Study
			2.1 The Study’s Context
			2.2 Methodology
				2.2.1 Research Questions
				2.2.2 Participants
				2.2.3 Data Sources
				2.2.4 Data Analysis
		3 Results
			3.1 The Changes in Teacher-Leaders’ Knowledge, Attitudes, and Practice
				3.1.1 Dana’s Professional Growth
				3.1.2 Sofia’s Professional Growth
				3.1.3 Roy’s Professional Growth
				3.1.4 Implementation in Teacher-Leaders’ Classrooms
			3.2 Motivators, Contributors, and Inhibitors to the Implementation of the Collaborative Reading Assignment in Teacher-Leaders’ Practice
				3.2.1 Factors in the Personal Domain
					Professional Knowledge
					Professional Beliefs and Attitudes
					Personal Attributes and Circumstances
				3.2.2 Factors in the Domain of Practice
					Classrooms
					School
					Regional PLC
					Technology
				3.2.3 Factors in the Domain of Consequence
					Teacher-Leaders’ Classrooms
					Teacher-Leaders’ School
					Regional PLC
				3.2.4 Factors in the External Domain
					The PD Program
					The Teacher-Leaders’ PLC
		4 Discussion
		References
	Discussion: Teacher Professional Development in the Era of Change
		1 Introduction
		2 Our Musings about Teacher PD in the Era of Change
			2.1 Understanding Teacher Learning
				2.1.1 Knowledge-for-Practice Approach
				2.1.2 Knowledge-as-Practice Approach
				2.1.3 Knowledge-of-Practice Approach
			2.2 The Roles of Lead Teachers in the PD Efforts
		3 Conclusions
		References
	Part IV: Emergent STEM Teaching Possibilities in the Era of Educational Technologies
	Deliberate Pedagogical Thinking with Technology in STEM Teacher Education
		1 Introduction
		2 Technology in STEM Teacher Education: Closing the Theory-Practice Gap
		3 Deliberate Pedagogical Thinking with Technology Framework for Teacher Knowledge Growth
		4 Three Examples of DPTwT Framework in Action in STEM Teacher Education
			4.1 PeerWise and Peer Instruction in STEM Teacher Education
				4.1.1 Peer Instruction
				4.1.2 PeerWise Online Collaborative System
			4.2 Collaborative Learning Annotation System in STEM Teacher Education
			4.3 Collaborative Design of STEM Demonstration Videos
		5 Big Ideas for Technology Use in STEM Teacher Education
		6 Summary
		References
	Teaching Mathematics in the Digital Era: Standards and Beyond
		1 Introduction
		2 Theoretical Framework
		3 Methods
			3.1 Data Sources
			3.2 Data Analysis
		4 Findings
			4.1 European Framework for Digital Competence of Educators (DigCompEdu)
			4.2 Australia National Framework for Professional Standards for Teaching
			4.3 Ireland Digital Strategy for Schools: Enhancing Teaching, Learning and Assessment
			4.4 Professional Digital Competence Framework for Teachers in Norway
		5 Discussion
			5.1 Central Terms
			5.2 Refining Our Framework
			5.3 Further Directions for Study
		References
	Technology in Mathematics Teacher Education on Trust and Pitfalls
		1 Introduction
		2 On the Notion of Fidelity
		3 Examples of “Infidelity”
			3.1 “Counterexample” to Fermat’s Last Theorem
			3.2 Division by Zero
		4 Settings: Script Writing
			4.1 Example 1: Decimal Expansion of a Fraction
			4.2 Example 2: Sum of Exterior Angles in a Polygon
			4.3 On the Power of Scripting
		5 More on Rounding and Partial Information
		6 Conclusion
		References
	Emergent STEM Teaching Possibilities in an Era of Educational Technologies
		1 Introduction
		2 Technology Provides Different Forms of Doing
		3 Identifying the Affordances (and Constraints) of ICT
		4 Appropriating ICT for Instruction
		5 Teachers’ Professional Knowledge
		6 Implications for Teacher Education
		References
	Part V: Teachers’ Knowledge for Successful Twenty-First Century Teaching
	Issues of Teaching in a New Technology-Rich Environment: Investigating the Case of New Brunswick (Canada) School Makerspaces
		1 Introduction
		2 Brief Overview of NB Educational Reforms in the Early 2000s: ‘STEMing’ Schools Up
		3 Makerspaces as a New Form of Teaching and Learning
		4 Analyzing the First-Year Data
		5 Characteristics of Successful Innovative Teachers in the Context of Makerspaces
		6 Preliminary Conclusions and Points for Future Research
		References
	The Influence of teacher’s Orchestration Using a Novel System for Advancing Group Learning on Students’ Conceptual Learning – The Case of a Geometry Lesson
		1 Introduction
		2 Theoretical Background
			2.1 Collaborative Learning
			2.2 Teacher Orchestration in Mathematics
			2.3 Argumentation in Mathematics
			2.4 Argumentation in Geometry and the Use of Dynamic Geometry Environments (DGE)
			2.5 Inclusion Relations in Quadrilaterals
		3 The SAGLET System and Its Integration with the Virtual Math Team Software
		4 Research Question and Setting
		5 The Research Study
			5.1 Participants
			5.2 Procedure
			5.3 Task Design
			5.4 Data Collection
			5.5 Analysis of the Data
		6 Results
			6.1 Encouraging Collaboration Between Group Members
			6.2 Monitoring and Supervising the Execution of the Task
			6.3 Asking for Justification
			6.4 Scaffolding Learning Processes
			6.5 Social Validation
		7 Discussion and Conclusions
		References
	Discussion: Creating a New World –Teachers’ Work in Innovative Educational Environments
		1 Introduction
		2 A Fruitful, Reciprocal Relationship Between Research and Practice
		3 Technology as a Facilitator of Innovative Educational Environment
		4 Teachers as Guides and Facilitators
		References
	Index