Department of Digital Systems

University of Piraeus

Training 21st Century Workforce of Early Childhood Teachers

in STEM Education through an eLearning Environment

Α. Akritidou, F. Paraskeva, A. Alexiou Department of Digital Systems, University of Piraeus

Greece

Department of Digital Systems

University of Piraeus

 

The University of Piraeus was founded in 1938 under the title of the “School for Industrial Studies”, by the Industrialists and Tradesmen Association.

In 1999 was established the Department of Digital Systems

The Distance: Greece – New York

Our University

Department of Digital Systems

University of Piraeus

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Research gap Introduction Literature Review Method Results Conclusions

Contents

Department of Digital Systems

University of Piraeus It is a compelling need for early childhood teachers to be trained to implement more challenging and technology-oriented methods at teaching including interdisciplinary approaches in learning.

Department of Digital Systems

University of Piraeus

Τeachers should have access to effective Continuing Professional Development (CPD) training programs. 

CPDis a lifelong process or

activity based on approaches, strategies

and techniques that will contribute to an increase in skills and knowledge related to learning and teaching (HEA, 2009).

Continuing Professional Development (CPD) training programs. 

Department of Digital Systems

University of Piraeus

An eLearning training program is proposed supporting teachers in exploring

new ideas and enhancing skills related toScience, Technology, Engineering, and Mathematics

(STEM Education).

The Idea: A CPD STEM training program

Department of Digital Systems

University of Piraeus

is the implementation of the STEM methodology (Science, Technology,

Engineering and Mathematics) by the model of Cognitive Apprenticeship in an eLearning Environment enhancing

collaboration among early childhood teachers.

The General Aim :

Department of Digital Systems

University of Piraeus

• To develop• To specialize in knowledge and skills • To provide high quality programs and services to children.

This CPD STEM training provides a structured pathway :

It is suggested that STEM education should begin at an early age when children's interests, desires and abilities are taking shape and while being natural explorers.

Department of Digital Systems

University of Piraeus

As for early childhood teachers training in STEM education:

will improvewill offer benefits will expand their career opportunities.

Students and teachers can work together in classroom activities that develop • students' critical thinking

• communication• evaluation • research skills.

Department of Digital Systems

University of Piraeus

But what is STEM???????

STEM education refers to teaching and learning in the disciplines of Science of Technology of Mechanics and Mathematics. If one breaks this term down, they can witness that much of this is already happening in early childhood programs (Ashbrook, 2010).

www.enterrasolutions.com

Department of Digital Systems

University of Piraeus

Science, technology, engineering and mathematics is already happening in preschool activities.

Science may be planting seeds, mixing materials together to make an experiment, or touching objects with a magnet to control the attraction.

Technology and computers would be tools.

STEM and Preschool Education

Department of Digital Systems

University of Piraeus

In Mathematics students can measure and install the correct shapes.

www.kindergartenkindergarten.com

In Engineering children can daily plan and design structures with little teacher direction.

 lbdma.wordpress.com

STEM and Preschool Education (Examples)

Department of Digital Systems

University of Piraeus

Early exposure to STEM :

supports children’s overall academic growthdevelops early critical thinking and reasoning skills,enhances later interest in STEM study and careers (Chesloff, 2012).

STEM and Preschool Education (The Need)

Therefore, it is a compelling need to get more early preschool teachers educated in STEM.

Department of Digital Systems

University of Piraeus

Early childhood teachers should be able to apply collaborative learning strategies and inquiry-based approaches (such as STEM

methodology) in order to produce effective collaborative interactions among the learners (Battistich,& Watson, 2003).

Collaborative learning is defined as a situation in which two or more people learn or attempt to learn something together’ (Dillenbourg,1999).

Jigsaw is a strategy that provides students with an opportunity to actively help each other build comprehension. Students create learning groups.

CPD STEM Training Program : Collaboration

Department of Digital Systems

University of Piraeus

Jigsaw StrategyEach group member is responsible for becoming an "expert" at one section.

Advantages of jigsaw :

the encouragement of attention participation of each team member in a substantial portion

of an educational activity. Team members must work together as a team to achieve a

common goal. Each student is dependent on others and no pupil can

succeed if cooperation does not occur (Aroson & Patnoe, 1997).

CPD STEM Training Program : Jigsaw Strategy

Department of Digital Systems

University of Piraeus

In this case, the action research used for the development of in-service early childhood teachers:

improves teaching.

develops new learning methods (STEM Methodology).

enhances collaborative learning.

The Method

This study is an action research.

Department of Digital Systems

University of Piraeus

The research question is:

“Can  the  implementation  of  the  STEM methodology (Science, Technology, Engineering and Mathematics) be  supported  by  the  model of Cognitive Apprenticeship in an eLearning Environment providing a  means  to  enhance collaboration among  early childhood teachers?”

Research Question

Department of Digital Systems

University of Piraeus

The sample of the study consisted of 16 early childhood teachers 14 females and 2 males who participated voluntarily.

Participants assigned to the Experimental Group (N=16) followed the process of implementing the eLearning Environment named: ‘apT²STEM’, in order to acquire new knowledge (STEM Methodology) and enhance collaborative learning.

Participants

Department of Digital Systems

University of Piraeus

An autonomous electronic environment named ‘apT²STEM’, was designed following the principles of Cognitive Apprenticeship as a constructivist learning model, combined with the Jigsaw co-operative strategy.

The eLearning environment named ‘apT²STEM’, is built up in Google Sites web application.

Google Sites offered by Google as part of the Google Apps productivity suite and is a simple and intuitive tool for creating collaboratively personal and business web sites.

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The eLearning environment ‘apT²STEM’

Department of Digital Systems

University of Piraeus

The eLearning environment ‘apT²STEM’

Department of Digital Systems

University of Piraeus

Cognitive ApprenticeshipModel

Modeling

Coaching

Scaffolding

Phase1

Exploration

Articulation

Reflection

Learning Environment

apT2STEMCommunication

toolSynchronous Collaboration

tool

StrategyJigsaw

Jigsaw 1:Group Composition

Jigsaw 2: Composition of Expert Groups

Jigsaw 3: Discussion on  Expert Groups

Jigsaw 4: Studying on Groups

Jigsaw 5: Experts teach their Groups

Activities

Teacher Oriented Phase

1.1 Presentation of STEM

1.3 Videos for STEM

1.2 Brainstorming-Questions on STEM

Intermediate Phase

2.1 Creation of 4 Groups

2.2 Synchronous Discussion

2.3 Experts study on Groups

2.4 Groups studying examples

2.5 Discussion

Student Oriented Phase

3.1 Implementation of STEM Methodology in Action

3.2 Discussion between learners and tutor

Roles

Individual

Individual

Individual

Group

ScienceTechnologyEngineeringMathematics

ScienceTechnologyEngineeringMathematicsGroup

ScienceTechnologyEngineeringMathematicsGroup

Experts

ScienceTechnologyEngineeringMathematicsGroup

Phase 2

Phase 3

Department of Digital Systems

University of Piraeus

The research variables for the eLearning environment ‘apT²STEM’, that have been studied were collaboration skills. Collaboration skills are measured by the assessment rubric R2-COLL. This rubric contains (7) modules with (7) questions, which are:

M1: Participation  through  a  modern  communication  tool  with  discussion  and  chat features M2: Identification of team roles M3: RespectM4: Behavior and obedience to rulesM5: Leadership M6: ConsequenceM7: Participation in scenario

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Research variables

Department of Digital Systems

University of Piraeus

For the statistical analysis of the results the statistical package SPSS (Statistical Package for the Social Sciences was used.  To assess the internal consistency of the rubric  the coefficient 

Cronbach alpha, where the index value is 0.843, confirming the reliability and internal consistency of this tool (rubric R2-COLL), was employed.

In order to test the relations between the ordinal variables, we used Fishers exact test, since our data was not adequate to use Pearson’s x2-test of independence (the presumptions performing Pearson’s x2-test were not met: 

1. no expected cell frequencies <1 and2. no more than 20% of the expected cell frequencies < 5 (Apostolakis, M. A. Stamoulis, 2007)

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Results

Department of Digital Systems

University of Piraeus

Fisher’s Exact Test Kendall’s

tau- M3 M4 M6 M7

M2

5,855a (16), p= 0,058

-

4,376a (16), p= 0,165

-

M58,959a (16), p=0,007 c

0,750b (16), p=0,007c

M64,333a (16),

p= 0,096-

Results [1/2]

Note:  aFisher’s Exact Test.                        b Kendall’s tau-b.                  c important test in α=0,05

Department of Digital Systems

University of Piraeus

Fisher’s Exact Test Kendall’s tau- Participation in skype Participation in scenario

Contribution to the socialization of

collaboration activities

3,237a (16) p= 0,694

-

5,629a (16) p= 0,351

-

Reinforcement of Collaboration

5,435a (16) p= 0,279

-

5,629a (16) p= 0,351

-

Note:  aFisher’s Exact Test.                        b Kendall’s tau-b.                  c important test in α=0,05

Results [2/2]

Department of Digital Systems

University of Piraeus

Variables (correlations) of R2-COLL:

Identification of team roles (M2) does not affect respect(M3).  Identification  of  team  roles  (M2)  does  not  affect  good  behavior 

and obedience (M4). Consequence(M6) does not affect participation in scenario(M7). The  correlation  between  the  variables  Leadership  (M5)  and 

Consequence (M6) has been performed. It  was  concluded  that  there  was  a  positive  correlation  between 

the variables. The more  the participants were  involved and helping others,  the 

more they were fulfilling their obligations. Combinations  of  variables  between    the  R2-COLL  rubric  and 

specific questions taken from the questionnaire does not affect.

Findings

Department of Digital Systems

University of Piraeus

Leadership was the factor that had displayed a great relation to their consistency to their obligations.

Teachers’ participation in the program through an online environment enhanced their collaboration and led to greater respect.

Preschool teachers :•wouldn’t feel vulnerable or anxious.•provided help to each other at any time.

Conclusions

Department of Digital Systems

University of Piraeus

Teachers succeed in:

collaboration supporting students to construct world knowledge through    

 exploration experimentation  taking advantage of children's natural curiosity.

Further research should  examine  the  efficacy  of  ‘apT²STEM’, through implementation and evaluation procedures. 

Limitations

Future Work

Not enjoying a personal contact with the administration of the survey and not providing incentives to participate.

Department of Digital Systems

University of Piraeus

[1] Higher Education Academy (HEA) (undated) Individual Recognition Scheme [Online] York: HEA. Available from: www.heacademy.ac.uk/ourwork/professional/recognition , accessed 20 May 2009.

[2] European Union, “Teachers’ Professional Development,” Europe in international comparison, 2010.

[3] B. Vasilou, X. Charamis, “Teacher attitudes towards new technologies and the role of the teacher coordinator,” 1997.

[4] P. Ashbrook, “Preschool STE,” 2010. (Available also: http://nstacommunities.org/blog/2010/03/01/preschool-stem/)

[5] California STEM, Learning network. (Available also: http://cslnet.org/what-is-stem/)

[6] JD. Chesloff, “in Sparking a Child's Interest in Science and Technology,” 2012.

[7] P.Dillenbourg, “What do you mean by collaborative leraning ?”In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier, 1999.

[8] V. Battistich, & M. Watson, “Fostering social development in preschool and the early elementary grades through co-operative classroom activities,” In R. M. Gillies & A. F. Ashman (Eds.), “Co-operative learning: the social and intellectual outcomes of learning in groups, “ London; New York: Routledge Falmer, 2003.

[9] E,Aroson & S. Patnoe “The jigsaw classroom: Bilding cooperation in the classroom,” New York, Addison Welsey Longman, Inc, 1997. (Available also: http://www.etpe.eu/new/custom/pdf/etpe1467.pdf)

[10] H. Gnardellis, “Data Analysis with SPSS 14 for Windows,” Papazisis, Athens, 2006.

[11] M. Tavakol, Reg. Dennick, International Journal of Medical Education, “Making sense of Cronbach’s Alpha,” 2011.

[12] D. Sheskin, “Handbook of Parametric and Nonparametric Statistical Procedures,”5th edition, Chapman &Hal/CRC, USA, 2011.

[13] I. Apostolakis, M. A. Stamoulis, “Exercises Computational Statistics in Health,” Issue I, Papazisis, Athens, 2007.

References

Department of Digital Systems

University of Piraeus

Thank you!Questions???

Comments

A. Akritidou, F. Paraskeva, A. Alexiou akrisk@windowslive.com,fparaske@unipi.gr, katialex@webmail.unipi.gr 

“apT²STEM” training program in the site: https://sites.google.com/site/stemandkindergarten/

Information On: http://akrisk.wix.com/akritidoukaterina