Empowering Elementary Teacher Candidates’ with 21st Century Edtech tools: Making Science Lesson Plans Come to Life
Abstract: This qualitative study explored the impact of an elementary science methods course that meaningfully used various technology apps to enhance the teaching and learning experience of science content. This study provides an innovative approach to combining various educational technology tools to meet the 21st century demands set forth by the department of education. The meaningful use educational technology included in the methods course are embedded around the 21st century goals the use of Twitter for communication, Padlet for collaboration, Sketchnotes for critical-thinking and Nearpod to invite creativity. In the same respect edtech tool that enhance learning science content such as virtual reality through the use of Nearpod and augmented reality through Mergecubes are modeled and used by the teacher educator. The poster will highlight the course instructional design aspect that is a pertinent part of the study. The data collected included drawings, reflections, lesson plans and observations. A thematic analysis of data revealed that conceptions of teaching science were student-centered constructivist approaches including educational technology as a tool for enhancing the richness of science teaching and learning. The data findings indicate that educational technology used in the science methods course positively influenced elementary teacher candidates’ lesson plan design and digital pedagogical skills.
Presider: Scott Mavers, University of North Texas