Strengthening teachers’ STEM preparedness through a technology integration online course

Abstract The importance of technology education during teacher preparation and in-service professional development is paramount as it faces the challenge of adequately equipping teachers with sufficient level of STEM preparedness so they would be able to educate our next generation of students effectively in the subject areas of science, technology, engineering, and mathematics. In this quantitative survey study, 59 in-service teachers enrolled in an online summer technology integration course completed a pre and post survey. Finding of the study revealed that after course-taking, no gender difference was found and participating teachers’ perceived value of implementing STEM education for K-3 grades increased, teachers’ self-efficacy on teaching STEM courses in K-3 grades improved, and teachers’ STEM pedagogical knowledge was strengthened. Overall, these teachers’ confidence in teaching STEM areas trended upward after taking the online course, rendering them more STEM preparedness in future teaching of these subject areas. Implication of the study included the need for implementing early STEM education in K-3 grades and the continuing necessity to upholster teachers’ STEM preparedness through venues of in-service professional development.