Investigating Educators’ Perceptions of STEM Integration: A Semi-Structured Interview Approach

The study utilized a semi-structured interview approach to identify phenomena that are related to integrated STEM education by addressing the question, what are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition’s implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways, by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration/project-based learning/design-based education, non-traditional assessment, STEM content, time, professional development, and outside support (from businesses and industry). The interpersonal implementation phenomena include: leadership, collaboration, willingness, authentic/meaningful/relevant experiences for participants, and outside support (from people in business and industry). The analysis concluded that these phenomena could be considered both critical components and key implementation factors due to their interconnected nature. The data showed that the identified phenomena are necessary as part of an integrated STEM curriculum which makes them critical components, and that the identified phenomena are necessary to create and implement an integrated STEM setting, making them implementation factors as well. Implications for further research include: the possibility of looking at the interconnectedness of the phenomena, examining how each phenomenon contributes to integrated STEM, and measuring current STEM implementations to see if they incorporate the identified phenomena. Additionally, inclusion of an absent phenomenon could be researched to see if integrated STEM education is improved

Wearable Technology and Schools: Where are We and Where Do We Go From Here?

The area of wearable technology is having a rapidly growing impact on society with more consumers purchasing wearable tech. At the same time, wearable technology seems to be poised to have an impact on educational settings. This paper explores the area of wearable technology related to schools. It considers how wearable technology can be used by teachers to improve instruction and by students to change how they interact with the school environment. Wearable technology applications currently being implemented as part of the curriculum in schools are identified and discussed. To conclude, traits and skills that school leaders need to exhibit for a wearable technology initiative to be successfully implemented are proposed. Wearable technology has the potential to impact schools in the same way as the computers and mobile devices of today. This paper does not set out to provide answers but is designed to create discussions about wearable technology and schools

Educators’ Perceptions of Integrated STEM: A Phenomenological Study

The study utilized a semistructured interview approach to identify phenomena that are related to integrated STEM education by addressing the question: What are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition’s implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways: by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration, project-based learning, and design-based education; nontraditional assessment; STEM content; time; professional development; and outside support (from businesses and industry). The interpersonal implementation phenomena include: leadership; collaboration; willingness; authentic, relevant, and meaningful experiences for participants; and outside support (from people in business and industry). The analysis concluded that these phenomena could be considered both critical components and key implementation factors due to their interconnected nature. The data showed that the identified phenomena are necessary as part of an integrated STEM curriculum, which makes them critical components, and that the identified phenomena are critical to create and implement an integrated STEM setting, making them implementation factors as well. Implications for further research include: the possibility of looking at the interconnectedness of the phenomena, examining how each phenomenon contributes to integrated STEM, and measuring current STEM implementations to see if they incorporate the identified phenomena. Additionally, inclusion of an absent phenomenon could be researched to see if integrated STEM education is improved