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"Technology education"
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Utility-value intervention with parents increases students’ STEM preparation and career pursuit
During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.
Journal Article
The classroom teacher's technology survival guide
\"A comprehensive guide for integrating educational technology in the K-12 classroom.This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, The Classroom Teacher's Technology Survival Guide is replete with practical tips teachers can easily use to engage their students and make their classrooms places where both students and teachers will enjoy learning. Covers the most up-to-date technologies and how they can best be used in the classroom Includes advice on upgrading time-tested educational strategies using technology Talks about managing \"disruptive technologies\" in the classroom Includes a wealth of illustrative examples, helpful suggestions, and practical tips This timely book provides a commonsense approach to choosing and using educational technology to enhance learning\"-- Provided by publisher.
Book
Science teachers’ mentoring support experiences when integrating technology in design-based learning STEM activities
In this study, the experiences of science teachers who applied the design-based learning (DBL) method in science lessons and received mentoring support towards technology integration were analyzed. Using a nested mixed design, the study included 43 science teachers who participated in a professional development program carried out with a mentoring model in a national project. In the study, face-to-face and online training were given to teachers, and mentoring was provided. Lesson plans and technology integration were evaluated with an online form. It was observed that teachers mainly tried to integrate technology into DBL activities but not as a component of the design process. The teachers integrated technology when teaching DBL STEM activities by using new teaching methods that incorporated instructional technologies. They carried out the integration, especially in the stages of solution development, prototyping/testing, and communication. Teachers who believed that technology supported their professional development recommended improving professional development programs to help overcome the challenges of technology integration.
Journal Article
Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation
In the United States, recent STEM education reform initiatives call for teaching STEM subjects through integration of multiple related subjects. In response to this call, an integrated STEM education methods course was developed for secondary preservice teachers in STEM disciplines. At the conclusion of the course, qualitative data (e.g., interviews, student artifacts) were collected to examine the methods course students’ practices and experiences of STEM integration. Teachers’ learning was approached from situated perspectives that shed light on contexts in which teaching practices are situated and funds of knowledge that individual teachers bring to bear to their teaching contexts. While the students successfully developed STEM integration lessons and taught them, they faced challenges attributable to current school practices, limited interdisciplinary understandings, and a lack of role models. Acknowledging the numerous constraints in the current educational system and structure, several ways were suggested to mitigate the challenges and build on the strengths that preservice teachers established.
Journal Article
Surveying preschool teachers’ use of digital tablets: general and technology education related findings
The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers’ knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.
Journal Article
Learning online : what research tells us about whether, when and how
\"At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology, not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices\"-- Provided by publisher.
Book
Increasing STEM career interest: The role of out-of-school time STEM programs designed for underrepresented minorities
The creation of a large and diverse STEM workforce is a national imperative in the U.S. Despite significant efforts to improve equitable STEM educational and hiring practices, disparate employment in STEM fields across racial and ethnic demographics persists. Educational researchers and practitioners have increasingly focused on out-of-school time STEM programs as a potential avenue for boosting high school students’ interest in pursuing STEM careers. However, many studies on the efficacy of such programs rely on data from single programs with small sample sizes. The present work uses our nationally representative sample of 14,176 U.S. college students to investigate the relationship between out-of-school time STEM program attendance and students’ reported STEM career interests. Our analysis shows that students who, during their high school years, attended an out-of-school time STEM program designed specifically for underrepresented minority students had 2.4 times the odds of reporting an interest in a STEM career at the end of high school, compared to those who did not attend any out-of-school time STEM program ( p < 0 . 001 ) . By contrast, students who attended a general population STEM program (not specifically designed for underrepresented minority students) had only 1.3 times the odds of expressing an interest in a STEM career at the end of high school, compared to those who did not attend any out-of-school time STEM program ( p < 0 . 001 ) . Additionally, those who attended an underrepresented minority STEM program had 1.9 times the odds of aspiring to a STEM career, compared to those who attended a general population program ( p < 0 . 001 ) . This is the first study to use nationally representative data to compare underrepresented minority focused and general out-of-school time STEM programs. Given these promising results, this work encourages further development and funding of out-of-school time STEM programs designed for underrepresented minorities to foster a diverse and equitable STEM workforce.
Journal Article