Examining technology integration in middle school STEAM units

ABSTRACT

This research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction.

KEYWORDS:

• STEAM instruction
• technology integration
• middle school classrooms

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Danielle Herro

Dr Danielle Herro is an associate professor of digital media and learning at Clemson University in the College of Education’s Learning Sciences programme. She teaches courses on social media, games and emerging technologies to undergraduate and graduate students. Her current research interests focus on investigating the intersection of games, identity and social practices, and the efficacy of teacher professional development towards integrating STEAM education. Through STEAM education, she hopes to help teachers connect students’ interest in digital technologies as a way to foster more equitable participation when learning across disciplines.

Cassie Quigley

Dr Cassie Quigley is an associate professor of science education in the Department of Instruction and Learning in the School of Education at the University of Pittsburgh. She received her doctorate in curriculum and instruction at Indiana University in 2010. Her research focuses on broadening the conceptions of and participation in science – which is how she became turned onto STEAM teaching. She sees STEAM as a way to connect students to science through a transdisciplinary, problem-solving approach. She works with current teachers on expanding their current pedagogical practices to include STEAM approaches. Dr Quigley also teaches pre-service science teachers as well as graduate students.

Lorraine A. Jacques

Dr Lorraine A. Jacques is an assistant professor at Louisiana Tech University in the departments of Curriculum, Instruction, and Leadership, and Computer Science. Her main research interests are the use of digital tools and computer science to increase STEM understanding and interest.