STEM Teachers and Teaching in the Digital Era

Preface; E. Faggiano.- Introduction: STEM Teachers and Traching in the Era of Change; Y. Ben-David Kolikant, D. Martinovic and M. Milner-Bolotin.- Part I: Expanding Teacher's Roles: Empowerment.- Teacher Knowledge in the Era of Change; D. Martinovic and H. Horn-Olivito.- Mathematics Teachers Edit Textbooks: Opportunities and Challenges; R. Even.- Discussion: Teacher Learning in Community: Premises, Promises and Challenges; L. Orland-Barak.- Part II: Expanding Teacher's Roles: Israeli and Canadian Perspectives; Professional Learning Communities of Science Teachers: Theoretical and Practical Perspectives; B-S Eylon, A. Scherz and E. Bagno; On Teaching and Learning Mathematics-Technologies; N. Sinclair; Part III: Developing Teacher Learning Communities in the Era of Change.- A Sense of Community in a Professional Learning Community of Chemistry Teachers: A Study of an Online Platform for Group Communication; R. Waldman and R. Blonder.- From Practice to Practical: Computer Science Teachers Teaching Teachers; O. Brandes, Y. Ben-David Kolikant and C. Beeri.- Motivators, Contributors, and Inhibitors to Physics Teacher-Leaders' Professional Development in a Program of Professional Learning Communities; S. Levy, E. Bagno, H. Berger and B-S. Eylon.- Discussion: Teacher Professional Development in the Era of Change; D. Martinovic and M. Milner-Bolotin.-Part IV: Emergent STEM Teaching Possibilities in the Era of Educational Technologies.- Deliberate Pedagogical Thinking with Technology in STEM Teacher Education; M. Miner-Bolotin.- Teaching Mathematics in the Digital Era: Standards and Beyond; M. Tabach and J. Trgalová.- Technology in mathematics teacher education: On trust and pitfalls; R. Zazkis.- Discussion: Emergent STEM teaching possibilities in an era of educational technologies; S. Kapon.- Part V: Teacher's Knowledge for Successful 21st Century Teaching.- Issues of Teaching in new Technology-rich Environment: Investigating the case of New Brunswick (Canada)School

Marina Milner-Bolotin is an Associate Professor in science education in the Faculty of Education at the University of British Columbia, Vancouver, Canada. She holds a M.Sc. in theoretical physics from the Kharkov National University in Ukraine. She also holds M.A. and Ph.D. degrees in mathematics and science education from the University of Texas at Austin in 2001. At UT Austin, she investigated how project-based instruction in physics courses for future elementary teachers affected their interest in science and their ability to do and teach science. She specializes in science and mathematics education and science outreach. She studies how technology can be used in teacher education to prepare mathematics and science teachers who will be able to engage 21st century students in meaningful learning. Her work has appeared in international peer-reviewed research journals, scientific books, conference proceedings, seminars, and workshops. Since 1993, she has been teaching science and mathematics in Israel, USA, China, and Canada to elementary students to university undergraduates in science programs, and to pre-service and in-service teachers. She has led many professional development activities for science in-service and pre-service teachers and university faculty. She is an author of an introductory physics textbook used by thousands of students. Before joining UBC, she was faculty member at Ryerson University in Toronto, Ontario. She has received numerous research and teaching awards and served on the Executive Board of Canadian and International science education associations. To learn more about her research and publications, visit her web site.



Yifat Ben David Kolikant is an Associate Professor in the Seymor Fox School of Education, Hebrew University of Jerusalem. Her academic work is devoted to theorizing learning, teaching, and schooling in the age of globalization and digitalism, an age characterized by the ubiquity