Enhancing STEM Education: Integrating Collaborative Technologies in Micro-Teaching for Pre-service Teachers

Gerald Tembrevilla; Mohosina Jabin Toma; Marina Milner-Bolotin

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: The Best of Computers in Education Division (COED)
Tagged Division: Computers in Education Division (COED)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47315

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Paper Authors

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Gerald Tembrevilla Mount Saint Vincent University orcid.org/0000-0003-0173-8472

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Gerald Tembrevilla obtained his PhD in science (physics) education at the University of British Columbia. He served as a postdoctoral fellow in the Faculty of Engineering at McMaster University. Currently, Gerald is an Assistant Professor in the Faculty of Education at Mount Saint Vincent University in Halifax, Canada. He teaches and conducts research on the integration of emerging, learning, and collaborative technologies to enhance hands-on science, experiential learning, scientific argumentation skills of K-12 students, preservice, and practicing teachers. He also investigates the complicated impacts of such technologies in the design, assessment, and implementation on K-12 STEM curriculum, pedagogy, and institutional policies in the Philippines and Canada.

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Mohosina Jabin Toma University of British Columbia, Vancouver

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Mohosina Jabin Toma is a PhD student in the Department of Curriculum and Pedagogy at the University of British Columbia (UBC), Vancouver, Canada. Her research focuses on K-12 STEM teacher education and the integration of educational technology in STEM education. She has two thesis-based master's degrees, three peer-reviewed journal articles, and three conference presentations. In her PhD research, she is exploring the integration of generative artificial intelligence (GenAI) into K-12 STEM education.

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Marina Milner-Bolotin University of British Columbia, Vancouver

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Prof. Milner-Bolotin is a STEM (originally physics and mathematics) educator who studies how modern educational technology can be used to enhance K-12 and post-secondary STEM learning and STEM teacher education. She has published extensively in field. She is also a co-author of an introductory physics textbook and a collection of mathematics problems for gifted and curious students. She is also actively involved in STEM outreach and studies its impact on the students and their parents.

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Abstract

This is a full paper on computer supported pedagogy. In recent years, the integration of collaborative technologies in STEM (Science, Technology, Engineering, and Math) methods courses for K-12 preservice teachers has yielded valuable insights [1]. This paper summarizes key findings from the use of WeVideo and WeVu as collaborative technologies in micro-teaching and their impact on preservice teachers' development, technological, pedagogical, and content knowledge (TPACK) [2], and the promotion of access and equity in STEM education [1].

Micro-teaching [1, 3] involves short-duration teaching sessions conducted by preservice teachers with their peers as students. Over the course of two years, I implemented this approach in three STEM methods courses per year, each accommodating an average of 25 preservice teachers. I leveraged two web-based collaborative technologies, WeVideo [4] and WeVu [5], to facilitate this process.

WeVideo, a user-friendly online video editor, served as the platform for recording, editing, and enhancing the micro-teaching videos. These videos typically ran for three to five minutes. Subsequently, these videos were uploaded onto WeVu, another web-based platform. WeVu enabled preservice teachers to share their micro-teaching videos, engage in time-specific and general comments, and assess one another's work either synchronously or asynchronously.

Theoretical Framework: While the technological, pedagogical, and content knowledge (TPACK) framework has been widely adopted for effective technology integration in education, my approach was guided by the Deliberate Pedagogical Thinking with Technology Framework (DPTwT) [6] and Community of Practice (CoP) [7]. DPTwT and CoP emphasize the continuous growth of teachers' pedagogical knowledge through collaboration with peers and experts. It recognizes teachers as learners, taking into account the Teacher-Zone of Proximal Development as a key element in their professional development.

Key Learnings from Micro-Teaching: Through preservice teachers’ weekly exit slips and reflections, comments on colleagues micro-teachings, and weekly observations and interactions as they use collaborative technologies in their micro-teaching and video creation, I synthesized three core learning outcomes:

Nurturing Reflective Practitioners: Preservice teachers developed the skills necessary for critical reflection, not only on their teaching and learning competencies but also in providing constructive feedback on their peers' micro-teaching sessions. This reflection process was guided by a rubric aligned with TPACK and focused on autobiographical, peer-based, and student-centered perspectives.

Enhancing TPACK and Collaboration: Preservice teachers improved their TPACK and critical collaboration skills by integrating theoretical knowledge into their micro-teaching practices. They navigated the alignment of theories, pedagogical approaches, and lesson planning. This process increased their confidence, teamwork, and awareness of theory-informed practice, contributing to their media and STEM literacy, communication, and presentation skills.

Promoting Access and Equity: The use of WeVideo allowed preservice teachers facing health-related limitations, such as COVID-19 infections, to participate in the video creation and editing process either synchronously or asynchronously. This approach broadened accessibility and equity in STEM methods courses, as WeVideo was provided for free, compatible with any device, and flexible, making it suitable for remote learning scenarios.

Conclusions and Future Directions: The integration of collaborative technologies in micro-teaching has demonstrated its effectiveness in nurturing reflective practitioners, expanding TPACK, and addressing access and equity issues. This approach offers valuable opportunities for preservice teachers to gain experience and build confidence in STEM teaching before embarking on their school practicum [8].

As technology continues to advance, we anticipate the diversification of micro-teaching pedagogies. Simulated learning environments, including virtual and mixed reality simulations, may play a significant role in teacher education. The use of Human-in-the-loop (HITL) [9, 10] technologies can further streamline the micro-teaching experience without the need for peer students. Future research should explore the robust adoption of technology, particularly in simulated learning environments, to enhance the quality of teacher education programs.

Citation
Format

Tembrevilla, G., & Toma, M. J., & Milner-Bolotin, M. (2024, June), Enhancing STEM Education: Integrating Collaborative Technologies in Micro-Teaching for Pre-service Teachers Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47315

TY - CPAPER
AB - This is a full paper on computer supported pedagogy. In recent years, the integration of collaborative technologies in STEM (Science, Technology, Engineering, and Math) methods courses for K-12 preservice teachers has yielded valuable insights [1]. This paper summarizes key findings from the use of WeVideo and WeVu as collaborative technologies in micro-teaching and their impact on preservice teachers&#39; development, technological, pedagogical, and content knowledge (TPACK) [2], and the promotion of access and equity in STEM education [1].

Micro-teaching [1, 3] involves short-duration teaching sessions conducted by preservice teachers with their peers as students. Over the course of two years, I implemented this approach in three STEM methods courses per year, each accommodating an average of 25 preservice teachers. I leveraged two web-based collaborative technologies, WeVideo [4] and WeVu [5], to facilitate this process.

WeVideo, a user-friendly online video editor, served as the platform for recording, editing, and enhancing the micro-teaching videos. These videos typically ran for three to five minutes. Subsequently, these videos were uploaded onto WeVu, another web-based platform. WeVu enabled preservice teachers to share their micro-teaching videos, engage in time-specific and general comments, and assess one another&#39;s work either synchronously or asynchronously.

Theoretical Framework:
While the technological, pedagogical, and content knowledge (TPACK) framework has been widely adopted for effective technology integration in education, my approach was guided by the Deliberate Pedagogical Thinking with Technology Framework (DPTwT) [6] and Community of Practice (CoP) [7]. DPTwT and CoP emphasize the continuous growth of teachers&#39; pedagogical knowledge through collaboration with peers and experts. It recognizes teachers as learners, taking into account the Teacher-Zone of Proximal Development as a key element in their professional development.

Key Learnings from Micro-Teaching:
Through preservice teachers’ weekly exit slips and reflections, comments on colleagues micro-teachings, and weekly observations and interactions as they use collaborative technologies in their micro-teaching and video creation, I synthesized three core learning outcomes:

Nurturing Reflective Practitioners:
Preservice teachers developed the skills necessary for critical reflection, not only on their teaching and learning competencies but also in providing constructive feedback on their peers&#39; micro-teaching sessions. This reflection process was guided by a rubric aligned with TPACK and focused on autobiographical, peer-based, and student-centered perspectives.

Enhancing TPACK and Collaboration:
Preservice teachers improved their TPACK and critical collaboration skills by integrating theoretical knowledge into their micro-teaching practices. They navigated the alignment of theories, pedagogical approaches, and lesson planning. This process increased their confidence, teamwork, and awareness of theory-informed practice, contributing to their media and STEM literacy, communication, and presentation skills.

Promoting Access and Equity:
The use of WeVideo allowed preservice teachers facing health-related limitations, such as COVID-19 infections, to participate in the video creation and editing process either synchronously or asynchronously. This approach broadened accessibility and equity in STEM methods courses, as WeVideo was provided for free, compatible with any device, and flexible, making it suitable for remote learning scenarios.

Conclusions and Future Directions: The integration of collaborative technologies in micro-teaching has demonstrated its effectiveness in nurturing reflective practitioners, expanding TPACK, and addressing access and equity issues. This approach offers valuable opportunities for preservice teachers to gain experience and build confidence in STEM teaching before embarking on their school practicum [8].

As technology continues to advance, we anticipate the diversification of micro-teaching pedagogies. Simulated learning environments, including virtual and mixed reality simulations, may play a significant role in teacher education. The use of Human-in-the-loop (HITL) [9, 10] technologies can further streamline the micro-teaching experience without the need for peer students. Future research should explore the robust adoption of technology, particularly in simulated learning environments, to enhance the quality of teacher education programs.

AU - Gerald Tembrevilla
AU - Mohosina Jabin Toma
AU - Marina Milner-Bolotin
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Enhancing STEM Education: Integrating Collaborative Technologies in Micro-Teaching for Pre-service Teachers
UR - https://peer.asee.org/47315
ER -