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The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms.

The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms.

The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms.

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.

To realize the promise of the Next Generation Science Standards, educators require new three-dimensional, phenomenon-based curriculum materials. We describe and report on pilot test results from such a resource—Evolution: DNA and the Unity of Life. Designed for the Next Generation Science Standards, this freely available unit was developed for introductory high school biology students. It builds coherent understanding of evolution over the course of seven to 8 weeks.

Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claimsevidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity of Life. The scaffold provides high school students with practice in both developing and evaluating written arguments.

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008