Unruh, J., Giles, M., & Willis, J. (2023). Using vicarious experiences to artificially create the “sweet spot”: Modeling pedagogy and technology integration. In J. Trumble, S. Asim, J. Ellis, & D. Slykhuis (Eds.), Theoretical and practical teaching strategies for K-12 science education in the digital age (pp. 238-249). IGI Global. https://doi.org/10.4018/978-1-6684-5585-2.ch013

Abstract:

“Teacher education programs continue to struggle to address challenges that arise from course sequencing, isolated content courses, and untethered field experiences. Applying strategies that mimic classroom practices through vicarious experiences that include repeated exposure to standards-based, interdisciplinary curriculum could bridge many of these gaps. This chapter explores the use of an environmental education curriculum as a foundation for modeling best practices in technology integration based on technological pedagogical content knowledge (TPACK). Building effective STEM integration models could better prepare teacher candidates to be inclusive of STEM in their future classrooms.”