Examining Let’s Talk Science’s Canada 2067 Learning Roadmap in evolving approaches to STEM education in a digital world.

Research Questions.
Project Description
  • If and how is teaching Global Competencies and 21st century skills currently implemented in pre-service education across Canada?
  • How effective is professional learning and development for in-service teachers on Global Competencies and 21st century skills?
  • How can we improve the teaching of Global Competencies in pre-service education?
  • What aspects of the current preparation best prepare teacher candidates to integrate Global Competencies in their future classrooms?
​In 2016, the Ontario government released a new framework for education called 21st century competencies. This framework sought to integrate new competencies around technology, creation, and innovation into K-12 education across Ontario. Through inquiry-based, experiential learning in STEM, these 21st century competencies will equip children with the necessary tools to be successful in an ever-growing, globally connected, technological society. Importantly, educators must be equipped to teach these competencies in their classrooms. The current project examines how Global Competencies and 21st century competencies are being incorporated into preservice and in-service teacher education by using Let’s Talk Science’s Canada 2067 Roadmap as a framework for evaluation.
Publications
 Mueller, J., Willard-Holt, C., Alexander, B., & Cantalini-Williams, M. (2022). Developing integrated curriculum knowledge and an in-              depth understanding of diverse learners in collaboration with community partners: Initiatives and challenges. In Kitchen,                    J., &  Petrarca, D. (Eds.). (2022). Initial teacher education in Ontario: The four-semester teacher education programs after five            years. In Canadian research in teacher education: A polygraph series (Vol. 12) [eBook]. Canadian Association for Teacher                  Education/Canadian Society for the Study of Education. http://dx.doi.org/10.11575/PRISM/39656
Mueller, J., & Yennemadi, K. (April 2022). Course by design in a TPACK context: A learner centred model for designing digital
          instruction. 33rd International Conference of the Society for Information Technology and Teacher Education (SITE), San Diego,
          CA, April 11 – 15, 2022. (Round Table)
Brassard, L., Mueller, J., Archer, K., & Spencer-Mueller, K. (2021). Learning to teach global competencies in a transforming digital     
          world: A national examination and case     study. In Harpreet Dhir (Ed.). Barriers to Teaching 21st-Century Competencies
          and the Impact of Digitalization (pp. 37 - 64). IGI Global. DOI:10.4018/978-1-7998-6967-2.ch003 
Mueller, J., & Nickel, J., Eds. (2019). Globalization and Diversity in Education: What Does It Mean for Canadian Teacher Education? 
​         Ottawa, ON: Canadian Association for Teacher Education. http://cate-acfe.ca/wp-content/uploads/2019/06/Draft-of-Final
​         Book-June-2.docx
Willard-Holt, C., Mueller, J., Hennessey, E., Oosenbrug, E., & Repp, C. (September 2018). Technology-enhanced design thinking (DT):
         What impact does a course of technology and design thinking have on pre-service teachers’ ability to develop lessons and
​         assessment tools?  Global Education, Teaching & Learning Conference, Dubrovnik, Croatia, September 19 – 21, 2018. Best   
​         Paper Award
Mueller, J. (February 2017). Integrating technology in teaching. Teacher Development, Dover American International School, Cairo,
         Egypt.

Project Team Members

Dr. Julie Mueller

Emily Krysten Spencer-Mueller

Leah Brassard
Karin Archer