Discursive Practices and the Digital Divide

Abstract

This team of authors collaborated to transform a middle school–focused informal STEM learning experience to a virtual platform that engaged students in authentic STEM learning experiences while simultaneously promoting discourse.

Keywords:

• discourse
• STEM
• virtual

Additional information

Notes on contributors

Jessica Ivy

Jessica Ivy is an Associate Professor of Mathematics Education at Bellarmine University in Louisville, Kentucky. Her scholarship focuses on the integration of technology in teaching and learning, particularly through the lens of understanding teachers’ technological pedagogical content knowledge (TPACK). Email: [email protected]

Margaret Mohr-Schroeder

Margaret Mohr-Schroeder is a Professor of STEM Education and Senior Associate Dean at the University of Kentucky. Her research interests include the transdisciplinary nature of STEM education and how it can be applied to broaden participation, and the effects on STEM literacy. Email: [email protected]

Thomas Roberts

Thomas Roberts is an Associate Professor at Bowling Green State University where he co-coordinates the Inclusive PreK–5 Education program. His research focuses on students’ perceptions of and access to high-quality informal STEM learning environments. Email: [email protected]

Sarah B. Bush

Sarah B. Bush, a former middle school mathematics teacher, is a Professor of K–12 STEM Education at the University of Central Florida. For NCTM, she served on the Board (2019–2022) and was the task force and writing team chair for Catalyzing Change in Middle School Mathematics. Email: [email protected]

Christa Jackson

Christa Jackson, a former middle school mathematics teacher, is a Professor of Mathematics, Science, and STEM Education at Saint Louis University. She is the President of the School Science and Mathematics Association, and her work focuses on teachers’ instructional practices. Email: [email protected]

Megan Burton

Megan Burton is an Associate Professor of Elementary Education at Auburn University with 10 years of elementary teaching experience. She serves as President of the Association of Mathematics Teacher Educators. Her research includes STEM education, inclusive practices, and teaching journeys. Email: [email protected]

Daniel Edelen

Daniel Edelen is an Assistant Professor of Elementary Mathematics Education at Georgia State University. He specifically uses ethnographic approaches to research socially constructed cultures and the implications for opportunities for learning. Email: [email protected]

Cathrine Maiorca

Cathrine Maiorca is an Assistant Professor at Oklahoma State University. Her research focuses on preservice teachers and students’ perceptions of STEM in both the formal and informal settings. Email: [email protected]