Abstract:

High-quality experiences with science, technology, engineering, and mathematics (STEM) in the preschool programs often pave the way for learning about computer science and engineering in elementary and secondary classrooms. Early, engaging STEM learning experiences are also an essential way to attract more students to STEM course work and eventual STEM careers. Currently however, the number of high-quality STEM education resources and materials available to early childhood educators is quite limited. This resource limitation is further complicated when early childhood educators do not understand how to use technology and other pre-engineering materials in developmentally appropriate ways in early childhood settings. This paper presents the results of a virtual teacher professional development program in which teachers are taught how to select and use developmentally appropriate technological resources to effectively teach their students (ages 3-5) in diverse settings. The study measured teachers STEM early childhood teaching efficacy, changes in teacher instructional performance, and impacts that it has on young students' interest in and use of pre-engineering tools and engagement in associated activities. Results of this research indicates that the participating teachers improved their instructional performance and teaching efficacy after engaging in the professional development. They also sought out help from one another and convinced their program administrators of the importance of having pre-engineering in their educational settings. The young students in the teachers' educational settings also increased their interested in using the technology provided to them. They also began to play together more around pre-engineering activities and their STEM related receptive and expressive vocabulary increased as a consequence of their new experiences with their teachers. In summary, the teacher professional development in pre-engineering and effective technology use benefited both the teachers who participated in the professional development research and their students.

Keywords:

Pre-engineering, early childhood, teacher professional development.