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This study investigated the technologies and tools used to support upper-level elementary students' engineering design and problem-solving activities in a bridge design and building challenge. The study was conducted in an eight-week afterschool program with a total of 36 4th to 6th grade students in small groups of four to six students. Analysis of students' group work based on video recordings revealed the use of a variety of technologies and tools. The results show that the use of technology was engaging and critical for helping students solve the engineering design problem and complete the design challenge. The use of disciplinary tools such as shake tables which are typically used by professionals also allowed students to perform certain tasks like professional engineers. Student focus group interviews showed students enjoyed the use of various technologies and tools during the design challenge. The study has implications for using technology to support K-12 students' engineering design and problem-solving activities, which include the authentic use of technologies and tools can transform learning and support critical problem solving and design thinking. The study also provides an example for instructors on how to use various technologies to engage and motivate students in hands-on engineering design tasks.

Project-based learning (PBL) has a positive impact on student motivation, students' perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers' learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers' confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers' choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.

This study describes the design and implementation of an integrated STEM + computational thinking (CT) curriculum, which was guided by project-based learning, for integrating CT in after-school programs. The study examined teachers and students' reactions to the curriculum and the challenges in implementing such a curriculum. Results show that most students and teachers reacted positively toward the curriculum. Main challenges to implementing such a curriculum were also identified. Lessons learned from the curriculum implementation are discussed. The study contributes to the integration of CT and development of CT in students. It also contributes to teacher professional development regarding CT integration.

This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: (a) providing authentic learning contexts, (b) offering web-based inquiry environments, (c) expanding learning through immersive and interactive technology, and (d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.

Nurturing computational thinking (CT) in students is necessary for problem solving and important for bridging the current STEM gap, such as the American K-12 students' lagging behind in math and science standardized testing. To facilitate the integration of CT in students' and teachers' experience and insights on implementing CT into K-12 classrooms, particularly elementary school classrooms, need to be investigated. We interviewed 12 teachers who had participated in a larger National Science Foundation funded STEM+C (computing) study that integrates CT in informal STEM learning guided by a project-based learning (PBL) approach. The teachers had facilitated a STEM+CT (computational thinking) curriculum as part of their professional development that introduced fourth- to sixth-grade students to CT in an afterschool community center's program over an eight-week period. We conducted a comprehensive analysis of the interviews regarding the implementation of CT into formal elementary classrooms including teachers' perceived value of CT, the challenges for classroom implementation, and their advice on how to resolve those challenges. Half of the teachers interviewed have adapted the informal STEM+CT curriculum they had facilitated in the after-school program in their own classrooms and the other half have not. We found that, while both groups of teachers cited similar challenges, teachers who have adapted the STEM+CT curriculum valued CT more specifically as a strategy for complex problem-solving. Teachers who have adapted the STEM+CT curriculum and integrated it as part of their own curriculum were more vocal and descriptive regarding the need and justifications for more teacher professional development regarding CT integration.