Nearby Nature: An Interdisciplinary Science, Literacy, and Technology Project Situated within a Traditional Teacher Preparation Program

ABSTRACTPre-service teachers often learn to teach in siloed methods courses despite evidence that interdisciplinary pedagogies benefit elementary school students. To address this discrepancy, six teacher educators initiated a two-year self-study to improve their practice. They co-created a shared module to integrate technology, literacy, and science content. The self-study was designed to answer the research question: what are the successes and challenges of implementing an interdisciplinary module within an elementary teacher education program? Findings relate to three main categories: teacher education pedagogies, use of technology tools, and interdisciplinary collaboration. Areas of promise for future integration are discussed.KEYWORDS: Pre-service elementary teacherscontent area literacyinterdisciplinarytechnology Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAnna JennerjohnDr. Anna Jennerjohn is a Researcher at Rockman et al. Cooperative. She conducts research and evaluation at the intersections of science and literacy pedagogies, literacy development for emergent multilinguals, teacher education, and teacher workforce development. She earned her PhD in Literacy Education - Curriculum and Instruction from the University of Minnesota.Debra S. PetersonDr. Debra S. Peterson has served as a teacher, researcher, and consultant with the Minnesota Center for Reading Research at the University of Minnesota for 22 years. She was a veteran elementary teacher, received the International Literacy Association Albert J. Harris award for outstanding reading research, and published multiple peer reviewed articles. She also was a co-author of the book No More Reading Instruction without Differentiation.Catherine CavanaughDr. Catherine Cavanaugh is a lecturer at the University of Minnesota. She teaches literacy courses in the Elementary Education Initial Licensure Program and is passionate about critical issues related to literacy learning and teaching. She has taught in elementary classrooms, coordinated statewide literacy projects, and served as President of the Minnesota Reading Association.