Document Type
Article
Department/Program
Education
Pub Date
1-2022
Abstract
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era.
DOI
https://doi.org/10.3390/educsci12010048
Journal Title
Educational Sciences
Volume
12
Issue
1
First Page
1
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Kier, Meredith W. and Johnson, Lindy L., Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19 (2022). Educational Sciences, 12(1), 1-25.
https://doi.org/10.3390/educsci12010048
