Moroccan Pre-Service Elementary Teachers' Attitudes Toward Integrated STEM Education and Mobile Device Use in STEM

Core Concepts

While Moroccan pre-service elementary teachers generally acknowledge the importance of integrated STEM education, they lack confidence in their ability to implement it effectively and hold mixed views on using mobile devices in STEM classrooms.

Abstract

• Bibliographic Information: Amaaz, A., Mouradi, A., Erradi, M., & Allouch, A. (2024). Moroccan pre-service elementary teachers: attitudes toward STEM education and mobile devices. International Journal of Evaluation and Research in Education (IJERE), 13(5), 3270–3283. https://doi.org/10.11591/ijere.v13i5.28205

• Research Objective: This study explores the attitudes of Moroccan pre-service elementary teachers towards integrated STEM education and the use of mobile devices in STEM teaching. It investigates whether these attitudes differ based on gender, grade level, and pre-university studies.

• Methodology: The study employed a quantitative approach using a 28-item questionnaire administered to 226 second- and third-year Bachelor of Education Elementary Specialty (BEES) students from two Moroccan universities. Data analysis included descriptive statistics and Mann-Whitney U tests to examine potential differences in attitudes.

• Key Findings:

  • Pre-service teachers demonstrated generally neutral attitudes towards integrated STEM education, acknowledging its importance but expressing a lack of confidence in their ability to implement it effectively.
  • Attitudes towards integrated STEM education did not differ significantly based on gender or grade level.
  • Pre-service teachers with a scientific background held significantly more positive attitudes towards integrated STEM education compared to those with a literary background.
  • Participants generally expressed positive attitudes towards the use of mobile devices in integrated STEM education, believing it could enhance STEM practices and motivate students.
  • No significant differences were found in attitudes towards mobile device use based on gender, grade level, or pre-university studies.

• Main Conclusions: The study highlights the need for targeted interventions in pre-service teacher education programs to enhance their confidence and preparedness in implementing integrated STEM education. It emphasizes the importance of addressing the knowledge gap in STEM content and pedagogy among pre-service teachers, particularly those from non-scientific backgrounds. Additionally, the study suggests the need to equip pre-service teachers with the necessary skills and pedagogical approaches to effectively integrate mobile devices into their future STEM teaching practices.

• Significance: This research provides valuable insights into the factors influencing the adoption of integrated STEM education and mobile learning in the Moroccan context. It underscores the importance of aligning pre-service teacher education with the evolving demands of 21st-century teaching and learning, particularly in STEM fields.

• Limitations and Future Research: The study acknowledges limitations related to its reliance on self-reported data and the specific sample of pre-service teachers from two universities. Future research could expand the scope to include a larger and more diverse sample of pre-service teachers across multiple institutions in Morocco. Additionally, qualitative data collection methods, such as interviews or focus groups, could provide a more nuanced understanding of the factors shaping pre-service teachers' attitudes and beliefs about integrated STEM education and mobile learning.

Stats

The research sample included 226 pre-service teachers.
76.11% of the participants were female.
23.89% of the participants were male.
The mean age of participants was 20.38 years old.
64.16% of the participants were in their third year of the BEES program.
35.84% of the participants were in their second year of the BEES program.
76.99% of the participants had a scientific baccalaureate degree.
23.01% of the participants had a literary baccalaureate degree.
100% of participants owned a mobile device.

Quotes

"Integrated STEM education is a curricular approach that combines the concepts of STEM in an interdisciplinary teaching approach [1], [3] that links these four fields so that learning becomes connected, focused, meaningful, and relevant to learners [4]."
"The implementation of integrated STEM education requires a change in instructional practices that cannot succeed without teacher preparation."
"Teachers' attitudes and beliefs influence their teaching practices, which in turn influence their students' attitudes and beliefs [11], [12]."
"The use of mobile devices has the potential to mitigate the impacts of these challenges by providing teachers with the ability to implement multiple pedagogical and didactic choices."

Key Insights Distilled From

Moroccan pre-service elementary teachers: attitudes toward STEM education and mobile devices

by Aziz Amaaz, ... at arxiv.org 11-12-2024

https://arxiv.org/pdf/2411.06512.pdf

Deeper Inquiries

How can teacher education programs effectively integrate practical experiences, such as micro-teaching or simulated classroom settings, to better prepare pre-service teachers for the real-world challenges of implementing integrated STEM education and mobile learning?

Teacher education programs can bridge the gap between theoretical knowledge and real-world application of integrated STEM education and mobile learning through several effective strategies:
1. Micro-teaching with a Focus on Integrated STEM and Mobile Devices:

Designing and Delivering Micro-lessons: Pre-service teachers can develop and teach short lessons centered around specific integrated STEM concepts, incorporating mobile devices as learning tools. This allows them to practice lesson planning, implementation, and assessment on a smaller scale.
Peer Feedback and Reflection: Incorporating peer observation and feedback sessions during micro-teaching provides valuable insights and fosters a collaborative learning environment. Pre-service teachers can analyze each other's integration of STEM disciplines and mobile device usage, promoting reflective practice.
Gradual Increase in Complexity: Starting with simpler integrated STEM activities and gradually introducing more complex projects allows pre-service teachers to build their confidence and competence over time. Similarly, they can begin by using mobile devices for basic tasks and progressively explore more advanced features and applications.
2. Simulated Classroom Environments:

Realistic Classroom Simulation: Creating a simulated classroom environment equipped with age-appropriate mobile devices and resources allows pre-service teachers to experience the dynamics of a real classroom. They can practice classroom management techniques, adapt to different learning styles, and address potential challenges in a controlled setting.
Case Studies and Problem-Based Learning: Presenting pre-service teachers with real-world case studies or problem-based learning scenarios related to integrated STEM education encourages critical thinking and problem-solving skills. They can work collaboratively to develop solutions, simulate the implementation of those solutions using mobile devices, and reflect on the effectiveness of their approaches.
Guest Speakers and School Visits: Inviting experienced STEM educators or arranging school visits allows pre-service teachers to observe integrated STEM lessons in action and interact with practicing teachers. They can gain insights into the practical aspects of implementing STEM activities, managing mobile devices in the classroom, and addressing the diverse needs of learners.
3. Focus on Pedagogical Approaches for Integrated STEM and Mobile Learning:

Inquiry-Based Learning: Teacher education programs should emphasize inquiry-based learning approaches that encourage students to ask questions, investigate, and draw conclusions. This approach aligns well with integrated STEM education, as it allows students to explore real-world problems and develop solutions using their knowledge from different disciplines.
Project-Based Learning: Integrating project-based learning into teacher education programs provides pre-service teachers with hands-on experience in designing and implementing STEM projects. Mobile devices can be incorporated into these projects for research, data collection, collaboration, and presentation.
Differentiated Instruction: Teacher education programs should equip pre-service teachers with the skills to differentiate instruction to meet the diverse needs of learners. Mobile devices can be valuable tools for differentiation, providing personalized learning experiences and supporting students with varying learning styles and abilities.
By incorporating these practical experiences, teacher education programs can empower pre-service teachers to confidently and effectively implement integrated STEM education and mobile learning in their future classrooms.

Could the emphasis on mobile device integration in STEM education overshadow or potentially widen the digital divide if access to technology or digital literacy skills are not adequately addressed among students from disadvantaged backgrounds?

Yes, an overemphasis on mobile device integration in STEM education without addressing the digital divide could exacerbate existing inequalities. Here's why:

Unequal Access: Students from disadvantaged backgrounds may lack access to personal mobile devices or reliable internet connectivity at home, putting them at a disadvantage compared to their peers with greater access. This disparity in access could result in an "achievement gap" where students without adequate resources fall behind in STEM subjects.
Varied Digital Literacy Skills: Even with access to devices, students from disadvantaged backgrounds may have varying levels of digital literacy skills. Without proper training and support, they may struggle to effectively use mobile devices for learning, further widening the gap.
Over-Reliance on Technology: An over-reliance on mobile devices in STEM education could lead to a neglect of fundamental concepts and hands-on activities that are essential for a well-rounded STEM education. Students without access to devices or with limited digital literacy skills may miss out on these crucial learning experiences.
To mitigate these risks and ensure equitable access to quality STEM education, the following measures are crucial:

Bridging the Digital Divide: Schools and policymakers need to prioritize bridging the digital divide by providing equitable access to devices, internet connectivity, and technical support for all students. This may involve initiatives such as providing loaner devices, expanding internet access programs, and offering digital literacy workshops for students and families.
Developing Digital Literacy Skills: Integrating digital literacy training into the curriculum is essential to ensure that all students have the skills to use mobile devices effectively for learning. This includes teaching students how to navigate digital environments, evaluate online information, communicate effectively online, and use digital tools for problem-solving and creativity.
Balancing Technology Integration: While mobile devices can be valuable tools for STEM education, it's crucial to strike a balance between technology integration and other pedagogical approaches. Teachers should ensure that all students have opportunities for hands-on activities, collaborative learning, and critical thinking, regardless of their access to technology.
Culturally Responsive Teaching: Teachers need to be aware of the cultural and socioeconomic backgrounds of their students and tailor their teaching practices accordingly. This includes being sensitive to students' prior experiences with technology, providing differentiated instruction, and creating a welcoming and inclusive learning environment for all.
By addressing the digital divide and promoting digital equity, we can ensure that all students have the opportunity to benefit from the potential of mobile device integration in STEM education.

If the ultimate goal of education is to foster critical thinking and problem-solving skills, how can we ensure that the integration of technology, particularly in STEM fields, complements rather than hinders the development of these essential skills in young learners?

Integrating technology effectively to enhance critical thinking and problem-solving requires a thoughtful approach that focuses on using technology as a tool to support, not replace, these skills. Here's how:
1. Project-Based Learning with Real-World Applications:

Authentic Problem-Solving: Design projects around real-world problems that require students to apply STEM concepts and critical thinking to develop solutions. Technology can be a tool for research, data analysis, simulation, and communication throughout the process.
Collaboration and Communication: Encourage teamwork where students leverage technology for collaborative research, idea sharing, and project development. This fosters communication, negotiation, and problem-solving as a group.
2. Moving Beyond Information Consumption to Creation:

Content Creation: Shift from passive consumption of information to active creation using technology. Students can design websites, build apps, code robots, or produce digital media, applying critical thinking and problem-solving to bring their ideas to life.
Computational Thinking: Integrate activities that promote computational thinking skills, such as breaking down complex problems into smaller steps, identifying patterns, and developing algorithms. This can be achieved through coding, robotics, and other technology-based activities.
3. Developing Digital Literacy and Critical Evaluation:

Evaluating Online Information: Teach students to critically evaluate online information, distinguishing between reliable and unreliable sources. This is crucial in the digital age to foster informed decision-making and problem-solving.
Understanding Ethical Implications: Discuss the ethical implications of technology use, encouraging responsible and ethical digital citizenship. This includes topics like data privacy, online safety, and the impact of technology on society.
4. Balancing Technology with Hands-On Learning:

Concrete Experiences: Provide opportunities for hands-on activities and experiments that allow students to experience STEM concepts in a tangible way. This helps build a strong foundation for understanding abstract concepts and applying them to real-world situations.
Unplugged Activities: Incorporate "unplugged" activities that teach computational thinking and problem-solving skills without relying on technology. This helps students develop a deeper understanding of the underlying concepts and prevents over-reliance on technology.
5. Teacher as Facilitator:

Guiding and Mentoring: Teachers should act as facilitators, guiding students through the problem-solving process, providing scaffolding when needed, and encouraging independent thinking.
Modeling Critical Thinking: Teachers should model critical thinking skills by asking probing questions, encouraging diverse perspectives, and facilitating thoughtful discussions.
By implementing these strategies, educators can ensure that technology integration in STEM education becomes a powerful tool for fostering critical thinking, problem-solving, and preparing students for the challenges of the 21st century.