Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework

Abstract

Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. Because existing measures primarily use only presence or type of technology as proxies for implementation quality, we developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to STEM practices; (c) the use of student-centered pedagogical practices; and (d) the degree of relevance to real-world contexts. While our framework successfully described the variation in technology implementation in our study group, we found no statistically significant difference between teachers with and without extensive training on STEM workplace technologies. Our results provide evidence that the framework captures quality of technology use and point to the need for additional research on effective teacher education around technology applications.

Keywords:

• teacher professional development
• STEM workplace technology
• measuring quality of technology implementation
• technology in classrooms

Additional information

Notes on contributors

Caroline E. Parker

Caroline E. Parker, EdD, is a Senior Research Scientist at Education Development Center, Inc. Her research interests focus on classroom implementation of STEM workforce technologies and on increasing access to quality education for English language learners and students with disabilities. Please address correspondence regarding this article to Caroline E. Parker, Education Development Center, Inc., 43 Foundry Avenue, Waltham, MA 02453, USA. E-mail: [email protected]

Cathlyn D. Stylinski

Cathlyn D. Stylinski, PhD, is a senior agent at the University of Maryland Center for Environmental Science. Her research interests focus on integration and evaluation of real-world science experiences in school and informal settings that enhance science learning and promote environmental stewardship; motivation and barriers associated with these experiences; and educator training and communities of practice around environmental issues and sustainability.

Christina R. Bonney

Christina R. Bonney, PhD, is a research associate II at Education Development Center, Inc. Her research interests focus on student motivation and learning strategies, out-of-school time learning and engagement, and program evaluation.

Rebecca Schillaci

Rebecca Schillaci, MA, is a research associate I at Education Development Center, Inc. Her research interests focus on children's intuitive beliefs about the natural world, science education, and program evaluation.

Carla McAuliffe

Carla McAuliffe, PhD, is a senior educational researcher, professional development specialist, and curriculum developer at TERC. Her research interests focus on visualization, spatial thinking, the use of geospatial technology, and the impact of teacher professional development in science education.