Students need to be prepared for the 21st century by developing the literacy skills necessary for participating in the age of synthesis-an age that requires a progressive set of skills and knowledge. The authors identified nine educational innovations that are perceived to be effective for preparing students for the 21st century age of synthesis society. They coded a collection of 39 teacher-generated Grade 3-5 science, technology, engineering, and mathematics (STEM) lesson plans to document the extent to which the teachers included these nine educational innovations their STEM lesson planning. The authors found practices such as project-based and student-centered learning (which are common established approaches to teaching STEM) to be strongly represented in the plans, whereas practices such as family involvement and place-based learning (which have not been traditionally used in STEM instruction) were less evident in the plans. In their discussion they explore the implications for STEM teaching, and potential directions for future research.
Louis S. Nadelson is an associate professor and director for the Center for the School of the Future in the Emma Eccles Jones College of Education at Utah State University. He has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher professional development, program evaluation, multidisciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college math, science, computer science, and engineering teaching to frame his research on STEM teaching and learning. Nadelson brings a unique perspective of research, bridging experience with practice and theory to explore a range of interests in STEM teaching and learning. Ms. Christina Marie Sias, Utah State UniversityChristina Sias is a PhD. student at Utah State University Mrs. Anne Seifert, Idaho National LaboratoryAnne Seifert is the Idaho National Laboratory STEM Coordinator and founder and executive director of the i-STEM network. She holds a BS degree in elementary education, an MA in Education Administration and an EDS in Educational Leadership. As a 30 year veteran teacher and administrator she has been involved in school reform, assessment, literacy, student achievement, and school improvement. Her current work involves coordinating partnerships with educators, the Idaho Department of Education, business, and industry to raise STEM Education awareness. Anne's research interests include STEM education, inquiry and project-based instruction with the incorporation of 21st Century learning, change practices, and cultural influences on school effectiveness.c American Society for Engineering Education, 2016 Challenges for Integrating Engineering into the K-12 Curriculum: Indicators of K-12 Teachers' Propensity to Adopt Educational Innovations AbstractWith recognition of the potential expansion of the engineering pipeline, engineering was included in the Next Generation Science Standards (NGSS). The inclusion of engineering in the NGSS (and other state level STEM learning standards) comes with the expectation that K-12 teachers teach engineering as part of their curriculum. However, teacher adoption of innovations, such as teaching engineering, is a complex process that relies heavily on teacher propensity to adopt novel curricular choices and instructional approaches. Thus, prior to preparing teachers to teach engineering, there is a benefit to knowing something about how open teachers are to educational innovations and how likely they are to take the risks associated with adopting curriculum that effectively integrates unique and novel approaches to teaching and learning.Using our experience with enhancing teacher capacity to teach integrated STEM through professional development (PD), we have recognized that the teachers who are early adopters of innovation tend to have openness to multiple ideas and engage in diff...
Teacher adoption of educational innovation frequently involves in taking risks and having a vision of trying something new. Some teachers seem to have a higher level of propensity for embracing the novelty associated with educational innovation. Building on our work to empirically document the behaviours associated with K-12 teacher engagement with educational innovation, we developed an instrument to measure their level of willingness to consider changes in instructional approaches and curricular choices. We administered the instrument along with several other measures to over 400 K-12 educators engaged in a professional development program designed to enhance teacher capacity to adopt educational innovations. We found a number of personal and professional variables to be associated with propensity to adopt educational innovation and developed a structural equation model to verify the relationships. We also found the pre-and post-professional development tour participants experienced significant increases in all but one of our measures. We discuss our results in the context of teaching in schools and the implications for teacher and organisational change. , with a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, in-service and pre-service teacher professional development, program evaluation, multidisciplinary research, and conceptual change. He uses his over 20 years of high school and college math, science, and engineering teaching to frame his research on STEM teaching and learning. He brings a unique perspective of research, bridging experience with practice and theory to explore a range of interests in STEM teaching and learning.Anne Seifert is the Idaho National Laboratory STEM Education Program's director and founder and executive director of the i-STEM network. She holds a BS in elementary education, an MA in education administration, an EDS in educational leadership, and she is a 30-year veteran teacher and administrator. Her research interests include STEM education, enquiry, and project-based instruction with the incorporation of 21st-century learning, change practices, and cultural influences on school effectiveness.
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