ignite! presentation: role of digital resources in changing teacher practice for stem educators

The Role of Digital Resources in

Changing Teaching Practices in STEM Educators

Shelley C. KurlandInstructional Designer,

County College of Morris

Doctoral Candidate, Montclair State University

Co-AuthorDave Liam JohnstonDoctoral Candidate,

Montclair State University

TECHNOLOGY

WHY?

CAN IT?

HOW?

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S T E M

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Purpose of StudyExamine whether introducing relevant digital

resources into an educator’s lesson could help change one’s teaching approach

from to

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Digital ResourcesGames

Blogs/Discussion

ForumsWebsite

sVideosSocial Media

Apps Simulations

Theories:Theory of HabitusSocial Constructivist Theory of Learning

TechnologicalPedagogical ContentKnowledge

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Study Instruments

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Role of Digital Resources in Changing Teaching Practice in

STEM EducatorsFocus: 21st Century

Skills: Communication

Collaboration Problem Solving Critical Thinking

Activity Design Focus on Learning

Expected Outcomes: Faculty & Student

Technology Enhances, Not Drives Teaching

AbstractThe U.S. government has tasked the education force to prepare our students for the 21st century workforce by focusing on STEM programs and developing STEM teachers. Thus the success and failure of students in STEM courses and programs are under tremendous scrutiny. One of the goals of this study to work with STEM teachers to incorporate technology and learner-centered learning approaches to encourage participation and contribution from the learners. Another goal of this study is to identify reasons for resistance to change in teaching practice.

Theories & Framework Theory of Habitus

Social Constructivist Theory of Learning

TPACK

Transformative Teaching Approach

Shifts from“Lecture-Focused”

to “Active-Learning Focused”

Results: Barriers: Tech-Based & Non-

Tech Based Change in Teaching Approach &

View of Teaching Increase in Student

Engagement Increase Engagement via Pair

or Small Group Work All participants reported using

a wider variety of instructional techniques

All participants responded that they are either highly or

extremely likely to continue to use digital resources in their

lessons

Results: Visual MapDepicts the overlaps between the 5 qualitative themes and 3 quantitative constructs.

Study: Six Novice Faculty Members:

Marcus (Engineering) Maria (Bio/Chem) Fiona (Bio/Chem)

Christian (Ex. Science) Catherine (Bio/Chem)

Tina (Nursing)

Study Instruments: Pre/Post-Study

Surveys Post-Study Interview Planning/Reflection

Table