An Investigation of the Impact of Digital Fabrication Projects on Pre-Service Teachers’ Attitudes and Skills

ID: 35673 Type: Full Paper
  1. Curby Alexander, Garry Mayes, Susan Hopper, Sita Thiruvadi, and Gerald Knezek, University of North Texas, United States

Thursday, March 8 1:30 PM-2:00 PM

William Kjellstrom, University of Virginia, United States

This study looks at the effect of content-specific, technology-rich learning activities on EC-8 preservice teachers’ competencies and skills, as well as their attitudes toward science, technology, engineering and mathematics (STEM). The study employed a quantitative design involving participants in two sections of a required technology integration class which served as part of their teacher preparation sequence. Data were collected using the STEM Semantic Survey, Technology Proficiency Self-Assessment questionnaire, and Stages of Adoption of Technology in Education questionnaire at the beginning and end of the Fall 2011 semester. The findings provide evidence of changes in attitudes and skills of the preservice educators from the beginning to the end of the course. A specific focus is on the emerging relationships between STEM dispositions and technology integration competencies, from the beginning to the end of the course. Applications of these findings and directions for future studies are discussed.


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