Examining Technology Integration in Middle School STEAM Units
Danielle Herro, Cassie Quigley, Lorraine Jacques, Abby Baker, Clemson University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Despite the growing national interest in STEAM, predictive reports, and examples in K-12 STEAM (Science, Technology, Engineering, Art and Math) education, there is a dearth of research on STEAM teaching. Furthermore, little research exists examining essential 21st century skills (e.g. creativity, innovation, communication, collaboration) relevant to STEAM. Our research addresses one important skill in STEAM, technology integration. Similar to STEM, technology is embedded in the problem solving process offering innovative and collaborative ways to arrive at potential solutions. This research involves a longitudinal study in which middle school math and science teachers enacted STEAM teaching in their classrooms after participating in intensive professional development (PD) aimed at increasing effective STEAM teaching. This paper examples technology integration practices of teachers used during instruction, to expand what we can learn about effective STEAM instructional practices.
Herro, D., Quigley, C., Jacques, L. & Baker, A. (2017). Examining Technology Integration in Middle School STEAM Units. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1614-1623). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)