Associate Professor | Faculty of Education | Department of Curriculum and Pedagogy
The University of British Columbia | Vancouver
From More Technology to Improved Science Education: Who, What, When, Where, and Why
At the dawn of the third decade of the 21st Century, science educators face many challenges. Those include new curricular demands, student disengagement from science, limited resources for teacher education and professional development, as well as the challenges of new emerging technologies. The technology challenge is especially puzzling as it is still unclear who should support teachers in the successful implementatio of emerging technologies? What technologies should be used in science education? When and where should these new tools be used to support student learning? And most importantly, why should we invest in teacher education in the context of emerging technologies? In this talk I will discuss all these issues and show some possible solutions from the Science Teacher Education Program at the University of British Columbia in Vancouver Canada.
Marina Milner-Bolotin, Ph.D. (http://blogs.ubc.ca/mmilner/ ) is an Associate Professor in the field of Science Education in the UBC Department of Curriculum and Pedagogy at the University of British Columbia, Vancouver, Canada where she teaches undergraduate and graduate science education and educational technology courses. She also teaches in the fully online Master of Science Education Program at UBC. Her favourite online course is EDCP 544 that focuses on mathematics and science teaching in technology-enhanced learning environments. Her areas of research include science (physics) and mathematics education, educational technology in mathematics and science, and teacher education. She has been teaching mathematics and science in K-12 schools and at the undergraduate level for more than 25 years in the Ukraine, Israel, the United States, and Canada. She is actively involved in provincial, national and international organizations focused on improving science and mathematics education, such as the American Educational Research Association, American Association of Physics Teachers, Canadian Association of Physicists, Canadian Society for the Study of Education, and the British Columbia Physics Teachers’ Association.
Dr. Milner-Bolotin’s research publications include more than 50 peer-reviewed papers, eleven book chapters, an edited book, a collection of mathematics problems for gifted students, and an undergraduate physics textbook used throughout Canada and internationally. She has received a number of local, national, and international research grants to study the implementation of technology in mathematics and science education, including the NSTA Vernier Award (2006), and HP Educational Innovation Grant (2008). In 2010, she received a Canadian Association of Physicists Teaching Medal for Excellence in Undergraduate Physics Teaching. In 2014, she received a UBC Faculty of Education Killam Teaching Prize. During 2008-2018, she served as an Association Editor of the journal Physics in Canada. In 2016, she was invited to become a member of the Editorial Board of the LUMAT, Finnish Mathematics and Science Education Journal. In 2017, she became an Associate Editor of Frontiers, Science Education Journal. She is currently studying how active engagement of physics teacher-candidates with technologies during their physics methods courses promotes the development of their capacity for Deliberate Pedagogical Thinking with Technology and their willingness to implement active engagement pedagogies in their courses.