Emergent STEM teaching possibilities in an era of educational technologies

Abstract

This essay discusses three chapters in this volume: Milner-Bolotin, Deliberate pedagogical thinking with technology in STEM teacher education; Tabach & Trgalová, Teaching mathematics in the digital era: Standards and beyond; Zazkis, Technology in mathematics teacher education: On trust and pitfalls. Informed by theoretical constructs and frameworks such as of distributed cognition, affordance, appropriation, and knowledge in pieces, this chapter highlights and elaborates on the following crosscutting themes: technology provides different forms of doing, the intrinsic and instructional affordances of technology, appropriating ICT for instruction, teachers’ professional knowledge, and implications for teacher education.