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Addressing Digital Competencies, Curriculum Development, and Instructional Design in Science Teacher Education
Abstract
The author reports on a mixed-methods study focusing on teacher candidates' (TCs') digital competencies as they integrated digital literacies in a science methods course. The emphasis is on course assignments which incorporated digital literacies on a variety of levels as TCs developed 1) digital case studies, 2) scientific timelines, 3) concept presentations, and 4) science resource websites focusing on multimedia interactive activities. Results indicate that the explicit integration of digital literacies created and engaged learning communities while improving technological and scientific literacies in a purposeful manner. Findings include enhanced technological literacy in terms of learning about technology, awareness of the process of knowledge construction, personalized learning pedagogy, and heightened self-efficacy. There was also evidence that TCs utilized digital literacies learned in the course during their practicum.
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