Implementing a technology-mediated learning environment is a challenge for teachers. They have to not only use the learning materials effectively (pedagogical content knowledge) but also integrate the technology that mediates the learning. It is important that prior to the implementation of technology-mediated learning content in the classroom, teachers feel confident on how to use the technology. Therefore, an effective professional development should be provided to the teachers. This paper includes details of the design and conduct of a professional development workshop on a technology

Female students participate in STEM activities at a low rate compared to males. Educational researchers have called for studies which examine the factors that influence STEM participation. The purpose of this study is to examine how a unique learning structure built on the principals of constructive learning environments might impact students’ sense of belonging and encourage them to participate in more STEM activities. For this qualitative study, interviews were conducted with 12 mentor and 17 student participants. Preliminary findings indicated that a constructive learning environment

Paper presented at the 42nd annual meeting of the North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA), Philidelphia, PA The 2017 National Assessment of Educational Progress highlights stagnant and declining performance in mathematics, foundational to STEM and ICT, in both 4th (17% proficient) and 8th (9% proficient) grades. At the same time, promoting diversity in the workforce is paramount for U.S. innovation in STEM and ICT fields. Individuals with disabilities are underutilized members of the STEM and ICT workforce. In this poster, we

STELAR submitted the attached paper in conjunction with our participation in a poster session held for NSF-grantees at the American Society for Engineering Education (ASEE) annual conference. The paper highlights the purpose of the ITEST Program, how STELAR supports and synthesizes project findings, and provides data and information on ITEST projects focused on engineering. The National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program supports the research and development of innovative models for engaging PreK–12 students in authentic experiences

The public has an incomplete understanding of engineers and engineering as a profession. In discussions about the public’s understanding of engineers, many have referenced the “conventional” stereotype of engineers as train operators. Though this stereotype may exist among students as well as the public, few investigations to date have focused on students’ ideas about engineers and engineering. The recent introduction ofengineering into the K-12 curriculum in Massachusetts has increased interest among educators in assessing students’ knowledge of engineering as a result of intervention and

Many universities employ STEM outreach programs to spark interest in their disciplines by middle and high school students. Teaching Engineering Concepts to Harness Future Innovators and Technologists (TECHFIT) and the Nanoline Contest are two programs that are designed to give student teams an opportunity to explore STEM concepts with a final goal of innovating an automated system. This paper will discuss a partnership between an international controls company and an R1 university that makes both of these programs successful in recruiting students to computing, engineering, and technology

With increasing focus on integrating 3D printing in educational settings, more emphasis needs to be placed on how to introduce young students to the complexities of the 3D printing process. Inspired by the patrons of 3D printer services, we engage children in a simplified 3D printing process. We conducted a study with two 3rd grade public school science classes over 4 days, where students were tasked to print 3D designs they find online for use in a class presentation. Initial findings identify challenges within this process, and show indications of emerging interest towards 3D printing.

Much attention in constructionism has focused on the design of learning tools and support for students building artifacts. Far less attention has been placed on reflection and reflective artifacts that let students consider their own learning. In this paper we share an analysis of portfolios in which high school students reflected on the design of their electronic textile projects during an eight-week curricular unit in an Exploring Computer Science class, an introductory computing course for high school (secondary) students in the United States. We examine portfolios as sites of student self

In this paper, we present our guiding principles for designing a constructionist curricular unit called Stitching the Loop with electronic textiles which introduce high school students to key concepts in crafting, circuit design and computing. Our principles were to design for (1) engagement by promoting interest-driven designs; (2) expression by putting aesthetics first; (3) depth by developing challenging content within constraints; (4) multiple experiences for providing opportunities for practice; (5) audience by sharing designs; (6) collaboration by having students help other students; (7)

3D printing is increasingly being used in manufacturing and engineering design processes. To be able to design and 3D print a feasible product it is essential to learn how to 3D model. Using 3D modeling software, students can build and iterate on their 3D designs. While these technologies make just-in-time manufacturing of designs and components feasible, they also raise new cognitive challenges: students need to develop visualization and evaluation skills to assess the feasibility of their 3D models during iterative design processes. 3D modeling software alone does not help in developing