June 24, 2017
June 24, 2017
June 28, 2017
Pre-College Engineering Education Division
There has been an increased emphasis on the integration of engineering design with science learning across all grades in the school curriculum. A critical aspect of this integration process is understanding teacher preparedness and their knowledge about the technology, content, and pedagogy relevant for the effective implementation of such integrated curriculum. Prior research suggests that teachers may not be prepared to integrate technologies and other scaffolds that are crucial for students’ productive engagement with engineering design. Teaching technology skills isolated from the classroom context in which they need to be implemented does not help. Thus, the need of the hour is classroom environments that provide teachers opportunities for engaging deeply and meaningfully with the technology and scaffolding the implementation of technology to support science and engineering learning. We present findings from a study that investigates teachers’ technological pedagogical content knowledge in the context of a project-based unit using a CAD tool. We discuss ways in which teachers’ orchestrated their classroom instruction and interactions with the students.
Dasgupta, C., & Magana, A. J., & Chao, J. (2017, June), Investigating Teacher’s Technological Pedagogical Content Knowledge in a CAD-enabled Learning Environment Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28586
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