The Value of Experience: The Influence of Technology-Based STEM Learning Activities on Preservice Teacher Attitudes Toward Science, Technology, Engineering and Math
Abstract: This study looks at the effect of content-specific, technology-rich learning activities on preservice teachers’ attitude toward science, technology, engineering and mathematics (STEM). The study employed a quantitative design involving participants in 5 sections of a required technology integration class, as part of the teacher education curriculum. The findings showed that participants who participated in the STEM learning activity scored higher on the STEM Semantic Differential survey, as compared to those who did not participate in the activity. Applications of these findings and directions for future studies are discussed.