Enhancing Digital Skills of Early Childhood Teachers Through Online Science, Technology, Engineering, Art, Math Training Programs in Estonia

Abstract

Teacher professional development programs, including mid- and long-term Science, Technology, Engineering, Art, Math (STEAM) courses, have recently moved from in person learning at university premises to an online environment. Whether it is a temporary change in learning methods caused by the COVID-19 restrictions or whether it will become a new normal is currently under discussion in many teacher training institutions around the world. The aim of this study was to design and implement time- and money-saving synchronous online teacher training format for conducting co-design courses for early childhood teachers in the theme of STEAM integrated learning activities. Based on Tallinn University’s curriculum of in-person training courses on the same topic, with the volume of 40 contact hours, we delivered the content in two different formats: in 11-months (as it used to be in pre-COVID period) and in 4-months, adapted to participants’ needs. We used a self-assessment survey, based on DigCompEdu framework, to assess the increase of digital competences in the two formats. The long-format course had 31 participants and the short-format course had 50 participants. The assessment was based on pre- and post-test and we used structured live video presentations to let participants retrospectively describe their learning experiences. Results indicate that the participants of both courses had improved their digital competences and achieved the learning outcomes set by course content. There was no significant difference in increase of digital competences or the way the course was perceived between participants of both courses. This brings us to the cautious consideration that it is possible to achieve desired outcomes of STEAM courses even in a shorter period when conducting them online compared to the in-person courses. There is a need for further research where results from participants of in-person and online teaching courses are compared.

Characterization of STEM teacher education programs for disciplinary integration: A systematic review

“…Aydin-Gunbatar et al (2020 support the thesis and assert that the training processes develop skills such as communication, teamwork, creativity, and interdisciplinary integration. Leoste et al (2022), also share this idea and suggest that the training programs provide the necessary knowledge for interdisciplinary integration. Therefore, these programs are aimed at imparting training in STEM teaching competencies.…”

“…Two significant aspects to analyze in program implementation are modality and training duration. Although the majority of analyzed programs were conducted in-person, Ciftci and Topcu (2022), Leoste et al (2022), andPewkam andChamrat (2022) argue that virtual or blended environments provide a more flexible and adaptive training approach that caters to the individual needs of participants. However, according to Wu et al (2019Wu et al ( , 2021 these training environments create a significant workload for both work and learning, as many virtual tools are overwhelming and at times impractical, leading to usability and integration inadequacies.…”

Science Learning in Answering Digital Competency Needs of Preservice Math and Science Teachers in the STEM Context

“…In science learning, students learn to collect data, analyze information, and build arguments based on valid evidence. In this process, students must also understand how to access information ethically and responsibly (Leoste et al, 2022) Information is easily found and accessed via the internet in the digital era. However, information found on the internet may only sometimes be reliable or may not be copyrighted.…”

Innovative Approach on Teaching and Learning with Technical Aids for STEM Education at the Primary Level

“…According to Leoste, Lavicza, Fenyvesi, Tuul and Õun [48], the mechatronics kit can be regarded as a digital educational toy, STEAM kit, and device supporting STEAM teaching and learning approaches. Participants in the conducted research were briefed and introduced to the type of kit during the "Technical Education in Primary Education" course, a didactics program that focuses on suitable methodological approaches for teaching "Technical Education" in primary school.…”