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Computational Pedagogical Content Knowledge (CPACK): Integrating Modeling and Simulation Technology into STEM Teacher Education

Abstract

Teaching with technology remains as a challenge for STEM teachers. Making judicious choices of when, what and how specific tools and pedagogies to use in the teaching of a topic can be improved with the help of curriculum inventories, training, and practice but as new and more capable technologies arrive, such resources and experience do not often transfer to new circumstances. Even within the realm of a particular technology, the choice of which tool would be better to teach a topic needs judicious thinking. This article presents a qualitative case study in which pre-service and in-service teachers are trained about not just the use but also basic operating principles of a technology in an attempt to enhance its integration into teaching in a more permanent, constructivist, and tool-independent way.