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ERIC Number: EJ1164527
Record Type: Journal
Publication Date: 2017-Oct
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0731-9258
The "T" in STEM: How Elementary Science Teachers' Beliefs of Technology Integration Translate to Practice during a Co-Developed STEM Unit
Constantine, Angelina; Rózowa, Paula; Szostkowski, Alaina; Ellis, Joshua; Roehrig, Gillian
Journal of Computers in Mathematics and Science Teaching, v36 n4 p339-349 Oct 2017
In the age of STEM education, teachers consistently struggle to understand the nature of technology and how to integrate it. This multiple-case study uses the TPACK framework to explore the beliefs and practices of three elementary science and engineering teachers from an urban school district with a recently implemented 1:1 iPad policy. All three teachers participated in a professional development opportunity in which they co-developed and implemented a STEM curriculum unit in collaboration with a graduate student coach. Data sources for the study included interviews and classroom observations. Qualitative analysis revealed that although this was a co-developed unit, three distinct variations in technology integration emerged during implementation of the STEM unit. Findings explore how teacher beliefs regarding technology and iPads (whether as a "purposeful tool for differentiation" or a potential "distraction" potentially limited by technical difficulties) influence their practices.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1238140