Abstract
In this paper, the authors detail a STEM education course enriched with digital technologies, which concurrently focused on principles of equity, diversity, and inclusion (EDI). The course is entitled Curriculum and Pedagogy in STEM Education and is offered to teacher candidates (TCs) in a teacher education program at a Canadian university. The course engages TCs in curriculum development while promoting reflective practice, collaborative learning, and scientific and technological literacies. The course was initially developed and enriched with digital resources and assignments focusing on digital case studies, curriculum websites, digital timelines, and digital video games. Furthermore, to ensure that TCs are trained on inclusive practices, the course integrated EDI principles throughout all assignments, seminars and resources using an explicit and reflective approach. As an example of inclusive practices, tailored tasks requiring the application of differentiated instruction were included. The authors present their reflections on the course development and share findings on the impact of the course derived from data analysis of quantitative (pre-and post-surveys) and qualitative data (coursework) collected from TCs. This research advances knowledge on teacher preparation in online teaching and inclusive education. It demonstrates the impact of digital pedagogies on TCs’ technological literacy as well as their engagement with EDI principles.
Presenters
Isha DeCoitoAssociate Professor, Faculty of Education/Faculty of Science, Western University, Canada Mohammed Estaiteyeh
Assistant Professor, Faculty of Education, Brock University, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Inclusive Education, Digital Literacy, STEM Teacher Education, Curriculum Design
