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Making Connections: Evaluation of Integrated STEM Professional Development
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, University of Toledo, United States ; , Keene State College, United States ; , University of Toledo, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on a two-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in grades 5-9 from a large Midwestern public school district The National Research Council’s framework for integrated STEM education was used to explain the goals, outcomes, nature and scope, and implementation of the program Teachers were measured on their growth in STEM content knowledge, technology integration, and impact of PD Increases resulted in all these areas with statistically significant improvements in most of them, particularly in year two According to teachers, the greatest strengths of the program were the STEM connections teachers began making, the changes in teachers’ instructional practices, and increased comfort with using technology Quantitative data and teacher feedback both indicate that the program was highly successful and had a positive impact on teachers and students

Citation

Lambert, J., Gong, A. & Arbogast, M. (2018). Making Connections: Evaluation of Integrated STEM Professional Development. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1927-1932). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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