Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19

Abstract

The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era.

Case of Study in Online Course of Computer Engineering during COVID-19 Pandemic

“…One of these proposals is [30], a mixed learning reality is proposed that addresses an alternative to the face-to-face engineering laboratory through a platform with access to a remotely controlled and programmed robotic arm. In [31], the authors explore how an association of STEAM university teachers took advantage of digital tools and collaborative pedagogies to teach science, technology, and engineering. While other approaches, easily extended to other academic disciplines, emerge to strengthen the resilience of the educational systems in times of crisis.…”

Trends of the Implementation of Hybrid Teaching and Learning in Mathematics Education: A Systematic Literature Review

“…Figure 2 shows the context of the year of publication, 18 articles were published in 2021 (Aristika, A et al, 2021;Ashraf et al, 2021;Batra et al, 2021, Bouck & Long, 2021Cao et al, 2021;Church et al, 2021;Fujita et al, 2021;Goulart et al, 2021;Le Pichon et al, 2021;Nair & Nair, 2021;Pavlysh et al, 2021;Pócsová et al, 2021;Pourdavood & Song, 2021;Rasheed et al, 2021;Shaw & Tranter, 2021;Wang, KQ 2021;K. Wang, 2021;Wu et al, 2021), followed by 12 articles published in 2022 (Brunetto et al, 2022;Cavanaugh et al, 2022;DeCoito & Estaiteyeh, 2022;Durandt et al, 2022;Ní Fhloinn & Fitzmaurice, 2022;Gehrtz et al, 2022;Giberti et al, 2022;Kier & Johnson, 2022;Kurianski et al, 2022;Rocha et al, 2022;Segerby, 2022;P. Wang, 2022), 5 articles in 2020 (Bakar, Mohamad & Ismail, 2020;Jeong et al, 2020;Panisoara et al, 2020;Singh-Pillay & Naidoo, 2020;Van Nuland et al, 2020), 4 articles in 2018 (Chen & Huang, 2018;Golding & Bretscher, 2018;Lambert & Alony, 2018;…”

“…In general, research approaches can be divided into two, namely quantitative and qualitative. Based on Figure 3 shows the research approach that can be analyzed from 41 articles in this study where the highest is using a qualitative research approach of 19 articles (Ashraf et al, 2021;Bakar et al, 2020;Batra et al, 2021;Bouck & Long, 2021;Brunetto et al, 2022;Church et al, 2021;Ní Fhloinn & Fitzmaurice, 2022;Gehrtz et al, 2022;Golding & Bretscher, 2018;Goulart et al, 2021;Kier & Johnson, 2022;Kurianski et al, 2022;Lambert & Alony, 2018;Muirhead et al, 2018;Pourdavood & Song, 2021;Singh-Pillay & Naidoo, 2020;Trenholm et al, 2019;Nuland et al, 2020;Wang et al, 2020), 16 articles use a quantitative research approach (Aristika et al, 2021;Cao et al, 2021;Cavanaugh et al, 2022;Chen & Huang, 2018;Durandt et al, 2022;Fujita et al, 2021;Giberti et al, 2022;Jeong et al, 2020;Musabirov et al, 2019;Nair & Nair, 2021;Panisoara et al, 2020;Pavlysh et al, 2021;Pócsová et al, 2021;Rasheed et al, 2021;P. Wang, 2022;Wu et al, 2021) and 6 articles using a mixed method research approach (DeCoito & Estaiteyeh, 2022;…”

“…However, our results found that there are 13 studies for 10 countries related to the implementation of teaching and learning during the Covid-19 pandemic, namely the United States, South Africa, China, India, Italy, Ireland, Canada, Romania, Slovakia, and the United Kingdom. The United States appears in the top position in contributing to the publication of articles (Bouck & Long, 2021;Cavanaugh et al, 2022;Church et al, 2021;Gehrtz et al, 2022;Kier & Johnson, 2022;Kurianski et al, 2022;Pourdavood & Song, 2021;Rocha et al, 2022;Van Nuland et al, 2020). Although the United States recorded the highest record, researchers from the same institution and some from different institutions.…”

Development of Mathematics Teaching Materials to Improve Higher Order Thinking Skills in Grade 3rd Students in Elementary School

“…The use of effective teaching materials is expected to stimulate students' HOTS in learning mathematics. Mathematics teaching materials are ideally attractive so that the expected learning outcomes meet the needs of students so that they can meet the standards of student learning outcomes (Kier & Johnson, 2022;Rodgríguez et al, 2021). Teaching materials that meet the needs and conditions of students will create interactions with students with a learning climate that is conducive to cognitive, affective, and psychomotor conditions (Assuncao Flores & Gago, 2020;Garzon Artacho et al, 2020).…”