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This book brings together researchers from Israel and Canada to
discuss the challenges today's teachers and teacher-educators face
in their practice. There is a growing expectation that the 21st
century STEM teachers re-examine their teaching philosophies and
adjust their practices to reflect the increasing role of digital
technologies. This expectation presents a significant challenge to
teachers, who are often asked to implement novel technology-rich
pedagogies they did not have a chance to experience as students or
become comfortable with. To exacerbate this challenge, the 21st
century teachers function not only in a frequently-changing
educational reality manifested by continuous reforms, but are also
bombarded by often contradictory and competing demands from the
legislators, administrators, parents, and students. How do we break
the vicious circle of reforms and support STEM teachers in making a
real change in student learning? This book is unique for at least
three reasons. First, it showcases research situated in Israel and
Canada that examines the challenges today's teachers and
teacher-educators face in their practice. While the governments of
both countries emphasize STEM education, their approaches are
different and thus provide for interesting comparisons. Second, in
addition to including research-based chapters, prominent scholars
discuss the contributions in each of the book sections,
problematizing the issues from a global perspective. Third,
technology has a potential to empower teachers in this era of
change, and this book provides the unique insights from each
country, while allowing for comparisons, discussing solutions, and
asking new questions. This book will be of interest to all involved
in STEM teacher education programs or graduate programs in
education, as well as to educational administrators interested in
implementing technology in their schools.
This book brings together researchers from Israel and Canada to
discuss the challenges today's teachers and teacher-educators face
in their practice. There is a growing expectation that the 21st
century STEM teachers re-examine their teaching philosophies and
adjust their practices to reflect the increasing role of digital
technologies. This expectation presents a significant challenge to
teachers, who are often asked to implement novel technology-rich
pedagogies they did not have a chance to experience as students or
become comfortable with. To exacerbate this challenge, the 21st
century teachers function not only in a frequently-changing
educational reality manifested by continuous reforms, but are also
bombarded by often contradictory and competing demands from the
legislators, administrators, parents, and students. How do we break
the vicious circle of reforms and support STEM teachers in making a
real change in student learning? This book is unique for at least
three reasons. First, it showcases research situated in Israel and
Canada that examines the challenges today's teachers and
teacher-educators face in their practice. While the governments of
both countries emphasize STEM education, their approaches are
different and thus provide for interesting comparisons. Second, in
addition to including research-based chapters, prominent scholars
discuss the contributions in each of the book sections,
problematizing the issues from a global perspective. Third,
technology has a potential to empower teachers in this era of
change, and this book provides the unique insights from each
country, while allowing for comparisons, discussing solutions, and
asking new questions. This book will be of interest to all involved
in STEM teacher education programs or graduate programs in
education, as well as to educational administrators interested in
implementing technology in their schools.
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