STEM In Practice: A Qualitative Exploration on Effectively Implementing Technology in High Schools

Mentor Mentor Jr., EdD; Chris Cale, EdD; Sunddip Panesar-Aguilar, EdD; Michelle McCraney, EdD


In a southeastern U.S. school district, it was unknown how teachers integrated technology into their classroom teaching in the science, technology, engineering, and mathematics (STEM) curriculum. Teachers should be knowledgeable of their content, pedagogy of the content, and delivery instruction to improve students’ learning outcomes. The purpose of this bounded qualitative case study was to explore how teachers integrated technology into their teaching to improve science students’ learning outcomes. Purposeful sampling was used to select 12 certified science teachers, with at least 1 year of teaching experience, who had access to instructional technologies and taught STEM-related content. Data were collected through teachers’ lesson plans and semi-structured interviews. Typological analysis was used to code and summarize data into emerging themes. Teachers used instructional tools and sources to help students learn. District administrators may provide STEM teachers with technology tools and training to improve science instruction and optimal learning outcomes for students.