![]() ![]() We discovered that neither knowledge in science nor technology transferred into the students' stop motion films. The films were revealing, as the results showed that the students included very little technological content in the films, even though that was the aim of the task. We analysed the students' films through inductive analysis, and the results showed us the extent of the technological content. ![]() Stop motion is a technique for making films. Using clay and stop motion, the students were asked to express what technology meant to them as they manifested this physically. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment. We chose aesthetic learning processes as a basis for this initiative. By teaching technology through STEAM, we aimed to promote the students' acquisition of technological knowledge and encourage thinking about technology. This is also a known issue in our research field. During the years we have worked with teacher preparation, we have seen students struggle to understand and define technology. This study describes a lesson with pre-service technology teachers within a STEAM environment in higher education. Further, the challenges and the direction of future studies are summarized. Finally, it is essential for frontlines teachers of various disciplines to collect first-hand data and provide feedback to the whole team after implementing the interdisciplinary STEM activities with their students. ICT Head shall keep the teachers abreast of the latest technologies and tools that can facilitate ICT-enriched learning and teaching environment and provide timely support for the frontline teachers. Head teachers of relevant disciplines are encouraged to closely work with each other, take an active part in planning an integrated curriculum, and seek frontline teachers' advice on designing in-class or out-of-classroom STEM activities. It is recommended that school principals should build up strategic partnerships with higher education institutions, school sectors, communities, and industries. Possibilities of distributed leadership for effective STEM practices are proposed. This paper provides a critical literature review and discussion on deploying distributed leadership to design, implement and promote interdisciplinary STEM education in ICT-enhanced environments of primary schools. STEM faculty members were likely to have a neutral or positive conception where non-STEM faculty members often had negative feelings about STEM.Īlthough interdisciplinary STEM education is receiving increasing emphasis in many curriculum documents and policy reports, there appears inadequate practices or research to guide schools to distribute the leadership and responsibilities to promote quality curriculum and learning outcomes. Their conception is most likely based on their academic discipline or how STEM impacts their daily lives. This paper examines the conceptions of STEM held by faculty members from a public Research I institution in the middle of a regional “STEM movement.” Faculty members responded to two open-ended questions: (1) What is STEM? and (2) How does STEM influence and/or impact your life? Although 72% of these faculty members possessed a relevant conception of STEM, the results suggest that they do not share a common conceptualization of STEM. The acronym STEM (science, technology, engineering, and mathematics) has been adopted by numerous programs as an important focus for renewed global competitiveness for the United States, but conceptions of what STEM entails often vary among stakeholders. Educational reformation has proceeded slowly despite the many calls to improve science and mathematics for our students. ![]()
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