Effect of Makerspace Professional Development Activities on Elementary & Middle School Educator Perceptions of Integrating Technologies with STEM (science, technology, engineering, mathematics)
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1. The study explored the effect of a professional development program incorporating STEM makerspace activities on educators' perceptions of STEM and technology integration. 2. Survey results showed that participation increased educators' confidence in using emerging technologies for student learning and improved attitudes toward STEM subjects like math and science. 3. While attitudes toward technology integration increased overall, statistical significance was not achieved. Future research is needed to further study the impact of makerspace environments on educators' adoption of instructional technologies.
Effect of Makerspace Professional Development Activities on Elementary & Middle School Educator Perceptions of Integrating Technologies with STEM (science, technology, engineering, mathematics)
- 1. Effect of Makerspace Professional Development Activities on Elementary & Middle School Educator Perceptions of Integrating Technologies with STEM (Science, Technology, Engineering, Mathematics) Jennifer Horner Miller PhD Dissertation Summer 2016 Defense University of North Texas
- 2. Why?
- 3. Purpose Statement The purpose of this study is to explore the effect of professional development on educators’ perceptions and confidence levels toward STEM and technology integration.
- 4. Significance & Impact of STEM Research
- 5. Research Questions 1. Does participation in STEM Makerspace professional development activities affect educators’ self-appraisal of competence in technology integration abilities? H1: Teachers will report an increase in attitudes toward instructional technology as a result of professional development. Attitudes towards the integration of technology in instructional activities.
- 6. Research Questions 2. Does participation in STEM Makerspace professional development activities affect educators’ confidence in integrating new information technology into pedagogical practice? H2. Teachers will report an increase in confidence levels toward instructional technology.
- 7. Research Questions 3. Does participation in STEM Makerspace professional development activities affect educator attitudes toward STEM? H3. Teachers who participate in a professional development program including targeted STEM professional development will improve their attitudes towards STEM.
- 8. Limitations • The sample of participants represent individuals from north Texas, which may limit generalizability to other locations. • Participants may already have been exposed to topics surrounding professional development • Participants might naturally be interested in learning more about makerspace and instructional technology environments.
- 9. Literature Review • History of K12 STEM Approaches Technology Integration Professional Development Approaches Professional Development Models Supporting STEM Integrated Design • Experimental Learning Communication via Learning Technologies Using Technology to Enhance Hands-On Instruction • Learning enhances STEM skill sets. Learning Engagement via Media Arts Advantages and Disadvantages Integrating 2D and 3D Technologies Teacher Perceptions on 2D and 3D Technologies • Future Research Trends
- 10. Population • 59 Subjects • Large North Texas Public School District • 3 School Clusters One Elementary & One Middle School From Each Cluster (Total 6 Schools) Cohort: Leader, Librarian, 8 Content Teachers
- 11. Timeline • Fall 2015 IRB Approval, Marketing, Instructional Design • January– April 2016 Makerspace Professional Development • April – June 2016 Data Analysis and Writing • Summer 2016 Final Dissertation Submitted to Faculty
- 12. Instrumentation 1. Does participation in STEM Makerspace professional development activities affect educators’ self-appraisal of competence in technology integration abilities? H1: Teachers will report an increase in attitudes toward instructional technology as a result of professional development. Attitudes towards the integration of technology in instructional activities. Stages of Adoption of Technology (Christensen & Knezek, 1999)
- 13. Instrumentation 2. Does participation in STEM Makerspace professional development activities affect educators’ confidence in integrating new information technology into pedagogical practice? H2. Teachers will report an increase in confidence levels toward instructional technology. Technology Proficiency Self-Assessment for 21st Century Learning (TPSA) (Ropp, 1999) (Christensen & Knezek, 2015)
- 14. Instrumentation 3. Does participation in STEM Makerspace professional development activities affect educator attitudes toward STEM? H3. Teachers who participate in a professional development program including targeted STEM professional development will improve their attitudes towards STEM. STEM Semantics Survey (Tyler-Wood, Knezek, & Christensen, 2010)
- 15. Location
- 16. Sequence of Events January 2016: Pretest Building Makerspace Experiences Experience learning in a makerspace environment. Learn about different approaches towards designing makerspace environments. Connect with public library makerspace programs. February 2016: Design Thinking Understand the design thinking process. Identify future ready initiatives. Define and design a school innovation space. Create a design challenge.
- 17. Sequence of Events Jan. - March 2016: Project Based Learning Canvas Online Course • Design Makerspace environment using free resources that incorporates a Project Based Learning workshop model. • Use a STEAM (science, technology, engineering, art, and math) approach to map discovery learning experiences to core content needs. • Consider how to transform classrooms and schools for 21st century learners through design.
- 18. Canvas Project Based Learning Online Course
- 21. Sequence of Events March - April 2016: Learning in 3D • Explore a variety of 3D learning technologies within a makerspace environment to include 3D printing, augmented reality iOS application, and virtual reality. • Develop an understanding as to how to apply curriculum core connections (science, mathematics, social studies, and ELA) integrating a 3D technology. • Consider what types of 3D technologies your campus makerspace might want to pursue.
- 23. Data Analysis Population • Out of 59 subjects, 51 (86.4%) were identified as females and 8 (13.6%) as males. Occupation Frequency Percent Valid Percent Cumulative Percent Valid Leaders 11 18.6 18.6 18.6 Teachers 48 81.4 81.4 100.0 Total 59 100.0 100.0
- 24. School Frequency Percent Valid Percent Cumulative Percent Campus ID 44: Middle Low Income 10 16.9 16.9 16.9 46: Middle High Income 12 20.3 20.3 37.3 47: Middle Middle Income 9 15.3 15.3 52.5 118 Elementary Middle Income 9 15.3 15.3 67.8 119 Elementary Low Income 10 16.9 16.9 84.7 121 Elementary High Income 9 15.3 15.3 100.0 Total 59 100.0 100.0
- 25. Data Analysis: Research Question One
- 26. Data Analysis: Research Question One Occupation ANOVA Sum of Squares df Mean Square F Sig. Pre_StageofAdoption Between Groups 4.300 1 4.300 5.995 .017 Within Groups 40.886 57 .717 Total 45.186 58 StageofAdoption Between Groups .338 1 .338 .746 .392 Within Groups 22.643 50 .453 Total 22.981 51 Leaders Higher Teachers
- 27. Data Analysis: Research Question One Occupation N Mean Std. Deviation Pre_StageofAdoption 1 11 5.82 .405 2 48 5.13 .914 Total 59 5.25 .883 StageofAdoption 1 11 5.64 .674 2 41 5.44 .673 Total 52 5.48 .671
- 28. Data Analysis: Research Question Two Paired Samples Correlations N Correlation Sig. Pair 1 TPSAFactor1 & TPSAFactor1PostT 52 .286 .040 Pair 2 TPSAFactor2 & TPSAFactor2PostT 52 .373 .006 Pair 3 TPSAFactor3 & TPSAFactor3PostT 52 .541 .000 Pair 4 TPSAFactor4 & TPSAFactor4PostT 52 .433 .001 Pair 5 TPSAFactor5 & TPSAFactor5PostT 51 .473 .000 Pair 6 TPSAFactor6 & TPSAFactor6PostT 51 .359 .010 df Sig. (2-tailed) Pair 1 TPSAFactor1 - TPSAFactor1PostT 51 .060 Pair 2 TPSAFactor2 - TPSAFactor2PostT 51 .212 Pair 3 TPSAFactor3 - TPSAFactor3PostT 51 .219 Pair 4 TPSAFactor4 - TPSAFactor4PostT 51 .168 Pair 5 TPSAFactor5 - TPSAFactor5PostT 50 .013 Pair 6 TPSAFactor6 - TPSAFactor6PostT 50 .105 Table 5: TPSA Paired Samples T-Test Emerging Technologies for Student Learning
- 29. Data Analysis: Research Question Two Occupation ANOVA Sum of Squares df Mean Square F Sig. TPSAFactor1 Between Groups .118 1 .118 1.087 .301 Within Groups 6.189 57 .109 Total 6.307 58 TPSAFactor2 Between Groups .247 1 .247 .972 .328 Within Groups 14.506 57 .254 Total 14.754 58 TPSAFactor3 Between Groups 2.774 1 2.774 5.692 .020 Within Groups 27.778 57 .487 Total 30.551 58 TPSAFactor4 Between Groups 1.640 1 1.640 2.563 .115 Within Groups 36.462 57 .640 Total 38.102 58 TPSAFactor5 Between Groups 4.412 1 4.412 4.137 .047 Within Groups 60.794 57 1.067 Total 65.207 58 TPSAFactor6 Between Groups 1.280 1 1.280 4.756 .033 Within Groups 15.336 57 .269 Total 16.616 58 Integrated Applications Emerging Technologies for Student Learning
- 30. Data Analysis: Research Question Two Socio-Economic ANOVA Sum of Squares df Mean Square F Sig. TPSAFactor1PostT Between Groups .118 2 .059 1.207 .308 Within Groups 2.402 49 .049 Total 2.520 51 TPSAFactor2PostT Between Groups .498 2 .249 3.498 .038 Within Groups 3.487 49 .071 Total 3.985 51 TPSAFactor3PostT Between Groups 1.497 2 .748 1.770 .181 Within Groups 20.721 49 .423 Total 22.218 51 TPSAFactor4PostT Between Groups 1.385 2 .692 1.378 .262 Within Groups 24.615 49 .502 Total 26.000 51 TPSAFactor5PostT Between Groups 2.546 2 1.273 3.398 .042 Within Groups 17.983 48 .375 Total 20.529 50 TPSAFactor6PostT Between Groups .728 2 .364 3.029 .058 Within Groups 5.771 48 .120 Total 6.499 50 Emerging Technologies for Student Learning World Wide Web
- 31. Data Analysis: Research Question Three Paired Samples Test Paired Differences t Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Pair 1 Pre_Science_Mean - S_Mean -.25000 .78403 .10873 -.46828 -.03172 -2.299 Pair 2 Pre_M_Mean - M_Mean -.83462 1.68998 .23436 -1.30511 -.36412 -3.561 Pair 3 Pre_E_Mean - E_Mean -.26538 1.12840 .15648 -.57953 .04876 -1.696 Pair 4 Pre_T_Mean - T_Mean -.40385 1.12476 .15598 -.71698 -.09071 -2.589 Pair 5 Pre_C_Mean - C_Mean -.40769 1.43457 .19894 -.80708 -.00831 -2.049 Pair 6 Pre_StageofAdoption - StageofAdoption -.115 .732 .101 -.319 .088 -1.137 df Sig. (2-tailed) Pair 1 Pre_Science_Mean - S_Mean 51 .026 Pair 2 Pre_M_Mean - M_Mean 51 .001 Pair 3 Pre_E_Mean - E_Mean 51 .096 Pair 4 Pre_T_Mean - T_Mean 51 .013 Pair 5 Pre_C_Mean - C_Mean 51 .046 Science Math Technology STEM Careers
- 32. Discussion of Findings • Statically significant finding with Level of Adoptions between leaders versus teachers pretest findings. This suggests that leaders report a higher level of competence in technology integration. Leadership learning with teachers can impact attitudes towards technology integration for a campus. • Attitudes towards technology integration did improve for all, with means increasing. However, pre and posttest analysis did not produce statistically significant findings for hypothesis one.
- 33. Discussion of Findings • Educators did report an educational significant increase in confidence levels toward instructional technology in the area of emerging technologies for student learning. Makerspace Environment • Responses analyzed for socio-economic campus background did report an educational significant increase in confidence levels toward instructional technology the the area of world wide web and emerging technologies for student learning. Online Professional Development Makerspace Environment
- 34. Discussion of Findings • Teachers who participate in a professional development program including targeted STEM professional development did improve their attitudes towards STEM. Math, Science, Technology, & STEM Careers Learning in 3D activities STEM career model for makerspace. Perceptions towards science and math did increase for all participants possibly due to makerspace environment. Teachers still did not improve attitudes towards engineering. Possibly seen as a separate component or not integrated.
- 35. Future Research • Expand to comparison study to further research occupation content and levels of adoption. Level of Experience • Significant findings suggest makerspace environment strongly impacted educators’ confidence levels integrating emerging technologies for student learning. Further research needed to explore why. • Strong educational significant findings exploring attitudes towards STEM suggest need to further study makerspace environments that incorporate hands-on approaches that integrate augmented reality, virtual reality, 3D printing, and origami activities during professional development. • Impact on student engagement, attitudes towards STEM, and academic achievement as the environment will connect to content.