The Role of Teacher’s Knowledge in Promoting Task-Technology Fit for Early Childhood and Inclusive Technology-Based STEM Instruction

Abstract

In technology-based STEM instruction, teachers’ knowledge of how technology is being used in the instruction is crucial to initiate meaningful learning activities, particularly in early childhood and inclusive education. The objective of this research is to explore the teacher’s belief in understanding technology characteristics and their attitudes toward task characteristics to introduce STEM in their classrooms. Drawing on a systematic literature review, which emphasized the significance of both task and technology characteristics, a qualitative study was conducted as part of the British Council Game-Based Learning for STEM education project. 52 teachers from greater Jakarta, Indonesia were engaged in a focus group discussion to explore their beliefs and practices in fostering STEM instruction through technology. The results show that even though the participants have a good understanding and positive attitude towards technology, they need more support in acquiring and adopting suitable technology for their pedagogical practices. The findings of this study have important implications for the design and the use of technology in early childhood and inclusive education STEM instruction.



Author Information
Arkhadi Pustaka, Sampoerna University, Indonesia
Christianus I Wayan Eka Budiartha, Sampoerna University, Indonesia
Ibifuro Ken-Giami, Centre for Economic and Leadership Development, United Kingdom
Sarinova Simandjuntak, Anglia Ruskin University, United Kingdom

Paper Information
Conference: ACEID2024
Stream: Innovation & Technology

This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Pustaka A., Budiartha C., Ken-Giami I., & Simandjuntak S. (2024) The Role of Teacher’s Knowledge in Promoting Task-Technology Fit for Early Childhood and Inclusive Technology-Based STEM Instruction ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2024.58
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.58


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Posted by James Alexander Gordon