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FOSTERING GLOBAL COMPETENCIES
AND DEEPER LEARNING WITH DIGITAL TECHNOLOGIES RESEARCH
SERIES
TEACHER ENGAGEMENT, TECHNOLOGY
INTEGRATION, AND LEADERSHIP IN STEM PEDAGOGY
Research & Information Services Toronto District School Board
March 2018
Report No. 17/18-15
2 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
About this Project:
This report is the result of a collaborative project supported by the Council of Ontario Directors of Education (CODE), Technology and Learning Fund, TDSB Teaching and Learning Department-STEM K-12 and TDSB Research and Information Services led by Research Coordinator Erhan Sinay.
TITLE: Fostering Global Competencies and Deeper Learning with Digital Technologies Research Series: Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy AUTHORS: Erhan Sinay and Thomas G. Ryan Copyright © Toronto District School Board (March 2018) Cite as: Sinay, E., Ryan, T. G. (2018). Fostering global competencies and deeper learning with digital technologies research series: Teacher engagement, technology integration, and leadership in STEM pedagogy. (Research Report No. 17/18-15). Toronto, Ontario, Canada: Toronto District School Board. Reproduction of this document for use in the schools of the Toronto District School Board is encouraged. For any other purpose, permission must be requested and obtained in writing from: Research & Information Services Toronto District School Board 1 Civic Centre Court, Lower Level Etobicoke, ON M9C 2B3 Fax: 416-394-4946 Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings.
R02(STEM\2016-17\Deep Learning and GC Reports\Research Series 3\GC Research Series – TDSB STEM Teacher Engagement)es.1485
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 3
ACKNOWLEDGEMENTS
We would like to thank and acknowledge the support of TDSB Leadership Team: Antonio Santos, Central Coordinating Principal, Toronto District School Board Roula Anastasakos, Executive Superintendent, Research, Organizational Design and Information Service, Educational Partnerships Beth Butcher, Executive Superintendent, LC 1 Leadership-School Effectiveness Manon Gardner, Executive Superintendent, Teaching and Learning, Alternative, International Education We would like to thank and acknowledge the support and contributions of the following TDSB research team members in this study: Margaret Douglin, Researcher Ashley Nahornick, Researcher David Sauriol, Researcher Sarah Walter, Researcher
Kamini Jaipal-Jamani, Associate Professor, Science Education, Department of Teacher Education
Brock University, Faculty of Education
Vanessa Bonsu, Researcher Tammy Tse, Researcher We would like to thank and acknowledge the following academics granting us permissions to use all or part of their survey tool in teacher engagement: Robert M. Klassen, Department of Education University of York, York UK Sündüs Yerdelen, Middle East Technical University, Ankara, Turkey and Kafkas University, Kars, Turkey Tracy L. Durksen, University of Alberta, Edmonton, Canada
4 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
We would like to thank and acknowledge the following academics granting us permissions to use all or part of their survey tool in technology integration: Peggy A. Ertmer, Professor of Learning Design and Technology Purdue University Mable Kinzie, Professor, Instructional Technology, Center for Advanced Study of Teaching & Learning (CASTL) Curry School of Education, University of Virginia Timothy Newby, Professor, Learning Design and Technology, Department of Curriculum & Instruction Purdue University Punya Mishra, Associate Dean of Scholarship & Innovation, Professor, Leadership & Innovation Mary Lou Fulton Teacher's College, Arizona State University
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 5
Table of Contents Executive Summary ................................................................................................ 7
Background .......................................................................................................... 12
Cognitive and Emotional Engagement ................................................................. 14
Cognitive Engagement .................................................................................................................................. 15
Emotional Engagement ................................................................................................................................ 16
Social Engagement: Colleagues, Students, and Leadership .................................. 17
Social Engagement: Colleagues .................................................................................................................... 18
Gender and Teacher Engagement ................................................................................................................ 19
Social Engagement: Students ....................................................................................................................... 20
Social Engagement: Students Results ........................................................................................................... 24
Engagement: School Leadership .................................................................................................................. 26
Engagement with Leadership Results........................................................................................................... 29
Engagement: STEM and Digital Tools ................................................................... 32
Teaching with Technology Results ............................................................................................................... 36
Conclusion ........................................................................................................... 41
References ........................................................................................................... 44
6 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 7
Executive Summary
The goal of the Toronto District School Board’s (TDSB) STEM strategy is to build capacity among
TDSB K-12 educators to enhance their STEM pedagogical knowledge, self-efficacy, and promote
STEM implementation in classrooms. A critical factor in enhancing STEM across the Board is
teacher engagement. Teacher engagement is paramount for student success, as studies have
shown that teacher attitudes, behaviours and motivations are often passed onto students (Roth,
Assor, Kanat-Maymon & Kaplan, 2007). Researchers (Parsons & Taylor, 2011; Reschly &
Christenson, 2012) found student engagement can impact perceptions of school as well as school
behaviours, particularly for at-risk youth.
During the 2014-15 school year, a study on teacher engagement was conducted with 227
educators, 167 STEM educators and 60 non-STEM educators, in the TDSB as part of the STEM
strategy. This study examined: (1) teacher cognitive and emotional engagement, (2) social
engagement with colleagues, students, and leadership, and (3) teacher engagement with STEM
and digital tools.
Figure 1: Teacher Engagement Study Overview
Overall, the results suggest that there are many aspects of engagement (cognitive, emotional,
social, technology, and digital learning) that are important for teacher and student engagement.
8 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Figure 2: Elements of Engagement
Source: Victoria State Government Department of Education and Training, 2015, para 1.
The findings provided insights into different groups of teachers based on STEM/non-STEM, gender,
or years of experience. Each group had different responses to questions about engagement and
these differences are important to note, as there are many influences on engagement.
Furthermore, findings suggest STEM teachers show statistically significant increased engagement
over non-STEM teachers in many areas of emotional engagement, social engagement with
students, social engagement with colleagues, digital tools, and student use of technology and
school leadership. Part I of the study illuminates teacher cognitive and emotional engagement, as
follows:
PART 1: Teacher Cognitive and Emotional Engagement
FINDING EVIDENCE
1. Majority of educators were always cognitively engaged
The majority of STEM (60%) and non-STEM educators (54%) felt they were always cognitively engaged in their teaching.
2. Majority of educators were always emotionally engaged
Approximately half of STEM (54%) and non-STEM educators (45%) felt they were always emotionally engaged in their teaching.
3. Majority of educators enjoyed their work The majority of STEM and non-STEM educators state they enjoy their work (mean of 5.38/6 for STEM educators and 5.15/6 for non-STEM educators).
IMP
OR
TAN
T
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 9
PART 1: Teacher Cognitive and Emotional Engagement
FINDING EVIDENCE
4. STEM educators find teaching exciting and fun
STEM educators had statistically significantly higher emotional engagement compared to non-STEM educators for “excitement for teaching” and “find teaching fun.”
5. Less experienced educators report higher cognitive and emotional engagement
Educators with two or less years of experience rated their cognitive and emotional engagement questions more highly than educators with more than two years of experience.
Part 2 of the study examined teacher social engagement with colleagues, students and leadership,
and the results are as follows:
PART 2: Social Engagement with Colleagues, Students and Leadership
Finding Evidence
Social Engagement with Colleagues
1. STEM educators’ engagement with colleagues was statistically higher than non-STEM educators
STEM educators’ ratings for all areas of social engagement with colleagues (connecting, helping, valuing relationships, caring about problems of colleagues) were significantly higher than non-STEM educators.
2. Female educators’ ratings of engagement were significantly higher than males
Female educators’ ratings of engagement were significantly higher than males for cognitive, emotional, and social engagement with students and colleagues.
3. Around half of educators value their relationships with colleagues
Roughly half of non-STEM (47%) and 60% of STEM educators stated they valued their relationships with colleagues.
Social Engagement with Students
1. More than half of educators were always sympathetic and socially engaged with students
In terms of student engagement, well over half of STEM and non-STEM educators indicated they were always empathetic (67% STEM educators, 65% non-STEM) and always socially engaged with students (61% STEM, 56% non-STEM).
10 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
PART 2: Social Engagement with Colleagues, Students and Leadership
Finding Evidence
2. STEM educators’ awareness of students’ feelings was significantly higher than non-STEM educators
STEM educators’ ratings for awareness of students’ feeling were significantly higher than non-STEM educators (mean of 5.37/6 for STEM educators compared to 5.15/6 for non-STEM educators).
Social Engagement with Leadership
1. The results show a disconnect between educators’ expectations of leadership and their actual experience
Nearly three-quarters of STEM educators suggested leadership meant building, recognizing, demonstrating, believing in, involving, providing and creating in a school. However, only 38% of STEM educators strongly agreed leaders were skilled and able to help students succeed.
2. STEM educators’ perceptions of school leadership were significantly higher than non-STEM educators
STEM educators’ rating for all areas of school leadership (building relationships, recognizing accomplishments, believing in skills and abilities, decision making, leadership opportunities and a shared vision) were significantly higher than non-STEM educators.
3. Early career educators were more engaged in leadership than experienced educators
The survey also revealed that educators early in their careers (with two years of experience or less) were more engaged in terms of leadership than more experienced educators (mean of 6.05/7 for <1 year, 6.29/7 for 1-2 years, compared to mean of <5.27 for all other years).
Part 3 of the study examined educator engagement with STEM and digital tools, and the results
are as follows:
Part 3: Teacher Engagement with STEM and Digital Tools
FINDING EVIDENCE
1. Educators support technology in the classroom, but some may feel uncomfortable using it
While educators from all levels of experience seemed to equally favour the use of technology in classrooms, only about 30% STEM and non-STEM educators strongly agreed they felt comfortable using it.
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 11
2. STEM educators had statistically higher reported usage of digital tools
STEM educators showed significantly higher student use of technology (in substituting, augmenting and redefining learning) than non-STEM educators.
STEM educators indicated statistically higher usage of computer technology and interactive whiteboards than non-STEM educators.
3. Use of some digital tools were minimal
STEM educators and non-STEM educators alike never or rarely used social media and video-conferencing when teaching. (69% of STEM and 76% of non-STEM educators never or rarely use social media, and 86% of STEM and 84% of non-STEM educators never or rarely use video-conferencing).
=Key Finding
Overall, this report and the data from the TDSB’s 2014-15 Teacher Engagement survey have shown
that engagement involves much more than just learning and teaching and therefore many
dimensions must be considered when examining the complexities of student and teacher
engagement. Further research recommended to use and validate the “Engaged Teachers Scale”
(Klassen, Yerdelen, & Durksen, 2013), in a broader system-wide interventions involving larger
populations.
Summary: In the 2014-15 school year, a TDSB study on teacher engagement was conducted
with 227 educators, 167 STEM educators and 60 non-STEM educators, as part of the TDSB’s
STEM strategy. A critical factor in enhancing STEM across the Board is teacher engagement.
Teacher engagement is paramount for student success, as studies have shown that teacher
attitudes, behaviours, and motivations are often passed onto students (Roth, Assor, Kanat-
Maymon & Kaplan, 2007). This study examined: (1) teacher cognitive and emotional
engagement, (2) social engagement with colleagues, students and leadership, and (3) teacher
engagement with STEM and digital tools. Overall, results have shown that engagement
involves much more than just learning and teaching and includes many dimensions. A major
finding from the study was that overall STEM teachers showed statistically significant
increased engagement over non-STEM teachers in many areas of emotional engagement,
social engagement with students, social engagement with colleagues, digital tools, student
use of technology, and school leadership.
IMP
OR
TAN
T
12 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Background
Engagement is a complex and multidimensional construct incorporating beliefs, attitudes, social
interactions, emotions, skills, and behaviour (Harris, 2008). While engagement involves both
physical and cognitive elements, many studies have investigated only distinct dimensions of this
construct (Harris, 2008). Consider the Australasian Survey of Student Engagement that suggested
engagement is a “students’ involvement with activities and conditions likely to generate high
quality learning” (ACER, 2011, p. 3), or the (North American) National Survey of Student
Engagement (NSSE), which measures the extent to which students are actively engaged in learning,
and provides insight into engagement. Fredericks, Blumenfeld, and Paris (2004) suggest that all
elements of engagement, including behaviour, cognition, and emotion are equally important and
represent different aspects of experience. They therefore suggest more multidimensional
examinations of engagement.
Figure 3: Elements of Engagement
Research indicates teacher engagement is an important part of ensuring that students are engaged
at school and in their learning (Klassen, Yerdelen, & Durksen, 2013).
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 13
Student engagement is critical for ensuring successful learning outcomes and a positive attitude
towards learning. Due to the interrelationship between student and teacher engagement,
understanding different dimensions of teacher engagement is also important.
Incorporating both the ideas that all the elements of engagement are equally important and that
teacher engagement is important for student engagement, the current report aims to investigate
teacher engagement at the Toronto District School Board (TDSB) across several domains using data
from a recent 2014-15 survey (n=227) of the TDSB’s STEM teachers (n=167) and non-STEM
teachers (n=60). In this study we have used “Engaged Teachers Scale” developed by Klassen,
Yerdelen, and Durksen, (2013) to measure the teacher cognitive, emotional, and social
engagement (with students and colleagues). This study is implemented within the 20 elementary
STEM pilot schools in the 2014-15 school year and results are limited within this context. However,
findings of this study are discussed and triangulated in relation to the most current and
comprehensive research literature on teacher engagement.
This report positions findings within the context of the literature on engagement. The first section
will illuminate TDSB teachers’ cognitive and emotional engagement. The second section will detail
how educators are engaging with colleagues, students, and leadership in schools and the final
section will address teacher engagement with technology and digital tools.
Students respond positively to teachers who are motivated and engaged in their work, and will
pick on teachers’ attitudes towards learning (Roth, Assor, Kanat-Maymon, & Kaplan, 2007).
14 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Figure 4: Teacher Engagement Report Sections
Cognitive and Emotional Engagement
While there are many different elements that make up the concept of engagement, some
researchers, such as Jones (2008), have developed approaches based on three main domains:
behaviour, emotion, and cognition. Jones (2008) created an Engagement-Based Learning and
Teaching Approach (EBLT) wherein he defines the Cognitive Domain as the combination of beliefs
and values, the Emotional Domain consists of motivation and feelings, and the Behavioural
Domain involves habits and skills.
Figure 5: Domains of Student Engagement
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 15
Jones (2008) suggests that parents and teachers must work with students within and across all
three domains to develop an integrated approach to learning and student engagement.
Trowler (2010) also provides a useful framework for understanding how these elements of
engagement appear within positive engagement, non-engagement, and negative engagement (see
Figure 6).
Figure 6: States of Engagement
Source: Trowler, 2010, p. 6.
Students, teachers, and stakeholders of all ages need to participate in education across all of these
domains by being physically and intellectually involved, but this can only happen when they are
included, cared for, and respected (Willms, Friesen, & Milton, 2009). The TDSB’s 2014-15 survey
therefore aimed to look at teacher engagement in terms of cognition and emotion.
Cognitive Engagement
The TDSB’s 2014-15 teacher survey looked at cognitive engagement levels via survey items that
contained verbs such as trying hard, throwing oneself into their work, paying attention, and
working with intensity. The vast majority of both non-STEM and STEM teachers indicated they
always try their hardest to perform well while teaching. Of the 60 non-STEM teachers surveyed,
72% stated they always try their hardest and 76% of STEM teachers said so. STEM (n=126) and
non-STEM (n=60) educators also indicated they were always cognitively engaged at 60% and 54%
respectively. In fact, 100% of STEM and non-STEM teachers reported to be
often/frequently/always cognitively engaged at work. These results are quite positive and indicate
the majority of teachers remain consistently cognitively engaged in their work (see Figure 7 for the
means and Table A1 in Appendix A for the frequencies).
16 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Figure 7: Cognitive Engagement
Emotional Engagement
The TDSB’s 2014-15 survey tapped into emotional engagement implicitly through survey item
verbs such as excited, happy, paying, love, and fun. Over half (58%) of non-STEM teachers said that
they always “love teaching,” compared to 67% of the STEM teachers surveyed. STEM and non-
STEM educators also indicated they were always emotionally engaged while teaching, at 54% and
45% respectively. Additionally, STEM educators had statistically significant results compared to
non-STEM educators for “excitement for teaching” and “find teaching fun” (mean of 5.41
compared to 5.15, respectively, for excitement about teaching and a mean of 5.28 compared to
5.00 for find teaching fun). These results are also very positive and suggest that most teachers are
emotionally engaged and enjoy their work (see Figure 8 for means and Table A2 in Appendix A for
the frequencies).
Significant difference between groups (p < 0.05)
I try my hardest to perform well while
teaching.
While teaching, I really "throw" myself into my
work.
COGNITIVE ENGAGEMENT
Overall
While teaching I pay a lot of attention to my
work.
While teaching, I work with intensity.
5.63
5.22
5.47
5.28
5.40
5.73
5.39
5.58
5.30
5.50
NON-STEM STEMMean
response
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 17
Figure 8: Emotional Engagement
Social Engagement: Colleagues, Students, and Leadership
The notion that humans learn best by being social and connecting with others has been shown
theoretically and scientifically. Past social theorists, such as Vygotsky (1978) and Bandura, Ross,
and Ross (1963), determined that each of us learn best via social interaction. We can choose to
work alone but people may perform better, in theory, if we work collaboratively. Working with
others has long been understood as an aspect of Vygotsky’s zone of proximal development
(Hrastinski, 2009) and really emerges when we compare communal learning to the extent of
learning one can achieve individually. However, when it comes to engagement, the social elements
can be problematic in that “consistency and agreement among scholars and educational institutes
about what constitutes social engagement is still non-existent” (Parsons & Taylor, 2011, p. 27).
Summary: Teachers were asked about their cognitive and emotional engagement with
teaching. Overall, the majority of teachers reported being always cognitively and emotionally
engaged. The majority of educators enjoy teaching. Nonetheless, STEM educators had
statistically higher emotional engagement compared to non-STEM educators for “excitement
for teaching” and “find teaching fun.” Less experienced educators report higher cognitive and
emotional engagement with teaching.
Significant difference between groups (p < 0.05)
I love teaching.
I find teaching fun.
Overall
EMOTIONAL ENGAGEMENT
I am excited about teaching.
I feel happy while teaching.
5.15
5.13
5.32
5.00
5.15
5.41
5.28
5.53
5.28
5.38
NON-STEM STEMMean
response
EMOTIONAL ENGAGEMENT
18 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Still, social interactions are an important part of engagement, and the TDSB’s 2014-15 survey
therefore examined teacher engagement in terms of colleagues, students, and school leadership.
Figure 9: Vygotsky’s Zone of Proximal Development
Source: Dcoetzee, 2012, p. 1
Social Engagement: Colleagues
The TDSB’s 2014-15 survey of STEM and non-STEM educators examined social engagement with
colleagues via survey items that contained verbs such as connecting, helping, relationships, and
caring. Twenty-eight (28) non-STEM teachers (47% of those surveyed), indicated that they always
value “relationships built with colleagues.” By contrast, 100 of the STEM teachers surveyed (60%)
suggested they always value “relationships built with colleagues.” Figure 10 shows a comparison of
the means of scores related to social engagement for STEM and non-STEM educators.
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 19
Figure 10: Social Engagement (Colleagues)
Gender and Teacher Engagement
Teachers were asked to indicate their gender on the survey: male, female, trans, androgynous,
gender-queer, or other. When elements of engagement were analyzed through gender, there was
a significant difference between female and male teachers in cognitive, emotional and social
engagement with both students and colleagues (see Figure 11). This indicates that female
teachers’ ratings of engagement were significantly higher than male teachers’ ratings for many of
the dimensions of engagement measured by the survey.
Figure 11: Gender and Engagement
Cognitive
Emotional
Social (Students)
Social (Colleagues)
5.54
5.40
5.60
5.22
5.25
5.04
5.16
4.95
FEMALE MALE
Significant difference between groups (p<0.05)
Meanresponse
Significant difference between groups (p < 0.05)
Overall
At school, I connect well with my colleagues.
At school, I am committed to helping my
colleagues.
At school, I value the relationships I build with
my colleagues.
At school, I care about the problems of my
colleagues.
SOCIAL ENGAGEMENT: COLLEAGUES
4.49
5.10
5.20
4.51
4.83
5.07
5.46
5.46
5.10
5.27
NON-STEM STEM Meanresponse
20 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Social Engagement: Students
Teachers must find ways to engage with students and to help students engage with their learning.
The term student engagement has, over the years, been described in numerous ways (Azvedo,
2015; Dixson, 2015). Reeve (2012) suggests student engagement is an observable display or
manifestation of motivation and enthusiasm. While student engagement can be observed by
looking through and within instances of motivation, this is only a fragment of student engagement
(Dixson, 2015). Motivation can lead us to engage, but we must also engage in a manner that
supports our learning (Mello, 2016).
Figure 12: Description of Student Engagement
Student or learner engagement is important because it directly impacts achievement, behaviour
and perception (of belonging) and can be linked to dropout rates of at-risk students (Parsons &
Taylor, 2011; Reschly & Christenson, 2012). However, there are several understandings of learner
engagement, therefore “. . . defining the concept is problematic as there is disagreement about
what counts as student engagement” (Harris, 2008, p. 58).
Summary: Teachers were asked about their social engagement with colleagues, via survey
items that contained verbs such as connecting, helping, relationships, and caring. STEM
educators’ engagement with colleagues was statistically higher than non-STEM educators for
all areas of social engagement (connection with colleagues, helping colleagues, valuing
relationships, caring about problems of colleagues). Approximately, half of educators (47% of
non-STEM and 60% of STEM educators) reported they value their relationship with colleagues.
Furthermore, female teachers’ ratings of engagement were significantly higher than male
teachers’ ratings for many of the dimensions of engagement measured by the survey.
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 21
In 1993, Skinner and Belmont also included motivation as an important part of engagement, and
recently Davis (2006) suggested students may work harder for teachers they like. Hattie (2009),
commenting on a meta-analysis, suggested engagement involves “. . . more respect of self and
others, fewer resistant behaviours, greater student-initiated activities, and higher learning
outcomes” (p. 119). Several findings support the idea that teacher-student relationships are a
critical part of student engagement. For example, Roorda, Koomen, Spilt, and Oort (2011) revealed
robust teacher-student relationships related to engagement and achievement. This builds upon
the findings of Chen, Gonyea, and Kuh (2008), who demonstrated that learner satisfaction and
achievement were well within a working definition of engagement. Willms (2011) also claimed
engagement involved, “a long-term disposition towards learning — viewing learning as fun, seeing
it as important, seeing the value of working with and functioning as part of a team, being part of a
social institution” (p. 6).
Figure 13: Effect of Teacher-Student Relationships on Engagement
Student engagement signifies actions and states (Barkley, 2009) and examining engagement
chronologically involves interest (Dewey, 1913), effort (Meece & Blumenfeld, 1988), and
measuring time on task (Berliner, 1990).
22 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
The opposite of engagement would be viewing learning as boring, seeing it as unimportant and
working alone while remaining separate from the institution. This disconnection was identified by
Klem and Connell in 2004, who found students of low socio-economic background often struggled
academically, realized limited success in elementary school, and by secondary school 40% to 60%
were disengaged. From the 1980s to 2010, Parsons and Taylor (2011) identified three shifts in how
educators sought to reduce disengagement among students. In the 1980s when disengagement
and disadvantaged students were identified, both participation and achievement were key, hence,
a focus was to reduce dropout statistics. In the 1990s, classroom management grew in importance
and the aim was to decrease disciplinary issues via engagement strategies. In the first decade of
the millennium, the goal was to engage students as lifelong learners.
Figure 14: Shifts in Reducing Student Disengagement
Equity is also inherently tied to disengagement because “[it] is disproportionately experienced by
students living in poverty, students with disabilities, and students from ethnic minority and
Aboriginal communities” (Willms, Friesen & Milton, 2009, p. 7). All students should have an
opportunity to experience engagement and this may be possible if Leithwood and Patrician (2015)
are correct in suggesting that “parent involvement in their children’s learning is widely
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 23
acknowledged as having a positive effect on student academic success . . . [since] parent
engagement can mitigate differences in socioeconomic status (SES) and family background” (p.
664).
Figure 15: Parent and Student Engagement
Source: Leithwood & Patrician, 2015, p. 669
Engagement opposes disengagement as it requires energy, effort, and actions to complete a task
(motivation) (Reschly & Christenson, 2012), which in turn connects to safe and supportive
relationships within a respect for diversity (see Figure 16).
Figure 16: Engagement in Schools
Source: American Institutes for Research, 2016, p.1
Student engagement can be understood via the thoughts of Gunuc and Kuzu (2014) who suggest
engagement is really “ . . . the quality and quantity of students’ psychological, cognitive, emotional
and behavioral reactions to the learning process as well as to in-class/out-of-class academic and
social activities to achieve successful learning outcomes ” (p. 589). Student engagement is situated
24 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
within sociology and understood conceptually as a psychological notion (Kahu, 2013). Järvelä et al.
(2016) believe “engagement as a concept is a fusion of the socioemotional and cognitive aspects of
learning” (p. 40), wherein the cognitive aspects of student engagement include the “need to feel
like they are valued and belong and be in a good emotional and psychological state to learn”
(Cobb, 2014, p.14). Gunuc and Kuzu (2014) claim that an “increase in class engagement not only
increases students’ level of academic achievement but also leads to positive outcomes” (p. 210).
Figure 17: Student Engagement
Source: Gunuc and Kuzu, 2014, p. 588
Järvelä et al., (2016) suggest behavioural engagement “includes actions such as attendance
and participation, emotional engagement includes a sense of belonging and of valuing learning,
and cognitive engagement is described as willingness to engage in effortful tasks and strategy use”
(p. 40). Ideally, all students will demonstrate positive behavioural engagement where students are
“asking questions, taking an active part in classes, paying attention to classes and making efforts”
(Gunuc & Kuzu, 2014, p. 590). If there is behavioural engagement, then student learning can
unfold in a natural manner.
Social Engagement: Students Results
To tap in to this important area of engagement, the recent TDSB’s 2014-15 survey of STEM (n=126)
and non-STEM (n=60) educators measured social engagement with students via survey items that
contained verbs such as showing warmth, feelings, awareness, caring, and empathy towards
students. Of the 60 non-STEM teachers surveyed, 39 (65%) indicated that they are “empathetic
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 25
towards students” and 110 (67%) of STEM teachers also indicated that they are “empathetic
towards students”. Over half of STEM (61%) and non-STEM (56%) teachers indicated they were
always socially engaged with students. Furthermore, STEM educators’ ratings for awareness of
students’ feeling were significantly higher than non-STEM educators (mean of 5.37/6 for STEM
educators compared to 5.15/6 for non-STEM educators) (see Table A3 in Appendix A for
frequencies and Figure 18 for means).
Figure 18: Social Engagement (Students)
The survey also indicated that, in general, teachers with two years of experience or less were more
engaged across measures of cognitive and emotional engagement, whereas rates of engagement
with students and colleagues were similar across all groups of teachers (see Figure 19).
Significant difference between groups (p < 0.05)
In class, I show warmth to my students.
In class, I am aware of my students' feelings.
In class, I care about the problems of my
students.
In class, I am empathetic towards my
students.
SOCIAL ENGAGEMENT: STUDENTS
Overall
5.43
5.15
5.45
5.55
5.40
5.54
5.37
5.60
5.57
5.52
NON- STEM STEMMean
response
26 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Figure 19: Years Teaching and Teacher Engagement
Engagement: School Leadership
Traditionally, school leadership discussion has centred upon the Principal who is “. . . the key
player when fostering trust among staff. Effective Principals display caring attitudes toward staff
members, students and parents” (Ryan & Soehner, 2011b, p. 286). Indeed, a Principal’s
interactions with staff, students, and parents illustrate leadership priorities. Järvelä et al. (2016)
claim, “engagement is responsive to context and social interactions in collaboration” (p. 41).
Within schools, “one of the fundamentally important dimensions of school climate is relational and
involves how ‘connected’ people feel to one another in school” (Cohen, McCabe, Michelli, &
Pickeral, 2009a, p.185).
Cognitive Emotional Social - Students Social - Colleagues
5.83
5.585.50
4.92
5.75 5.75
5.335.42
5.55
5.385.50
5.13
5.495.40
5.59
5.06
5.44
5.26
5.45
5.18
Mean Responses0 (Never) to 6 (Always)
Less thanone year
1-2years
3-5years
6-10years
11 or moreyears
Summary: Teachers were asked about their social engagement with students, via survey
items that contained verbs such as showing warmth, feelings, awareness, caring, and empathy
towards students. Social engagement with students is important; it is a key factor in helping
students engage with their learning. In terms of student engagement, well over half of STEM
and non-STEM educators indicated they were always empathetic (67% STEM educators,
65% non-STEM) and always socially engaged with students (61% STEM, 56% non-STEM).
STEM educators’ ratings for awareness of students’ feelings were significantly higher than
non-STEM educators (mean of 5.37/6 for STEM educators compared to 5.15/6 for non-STEM
educators).
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 27
Figure 20: Analytic Framework: The Influence of Principals on Teachers’ Perceptions in the School Milieu
Source: Price, 2015, p. 12
It is this very connectedness (engagement) that has surfaced as a growing area of research in
leadership (Legros & Ryan, 2016). A leader who is aware of engagement and focused on decreasing
disengagement will act in a different manner than a leader who is unaware of these elements.
Educators understand and embrace the notion that what they do in the school and classroom
impacts student learning (Ryan & Gallo, 2011a). Leadership definitely impacts teaching quality, and
therefore a leader who increases engagement whether it be via a coherent instructional program
(with useful feedback) or using data to improve the instructional program, can have a positive
impact on classroom instruction (Robinson, 2011). Robinson (2011) states, “the most powerful way
that school leaders can make a difference to the learning of their students is by promoting and
participating in the professional learning and development of their teachers” (p.104). In doing so,
engagement is enhanced and fortified.
Leadership is “second only to classroom instruction as an influence on student learning…To date
we have not found a single case of a school improving its students’ achievement record in the
absence of talented leadership” (Seashore-Louse et al., 2010, p.9)
28 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Figure 21: Engagement within Leadership
Source: Parkland School Division, 2016, p.1
For example, Project Tomorrow (2014) has assembled the three Es of Education which suggest:
• Enabling students to reach their potential through increased access to educational resources and experts that extend learning beyond the capacities or limitations of their school or community.
• Engaging students in rich, compelling learning experiences that develop deeper knowledge and skill development, especially the problem solving, creativity and critical thinking skills so highly desired for our world today.
• Empowering students to take responsibility for their own educational destinies and to explore knowledge with an unfettered curiosity, thus creating a new generation of lifelong learners. (p. 12)
Figure 22: Three Es of Education
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 29
An informed educator conscious of these three Es will act differently than a leader who is less
informed. Recently, Hughes and Pickeral (2013) laid out five practical engagement strategies for
Principals embracing distributed leadership:
1. Leadership can be seen as a partnership amongst all stakeholders 2. Participants have a shared vision 3. With shared responsibility comes shared accountability 4. All ideas (not personalities) are recognized 5. Inner strength of all participants is valued. (p. 76)
To enact these strategies requires an investment in social relationships with teachers, students,
and stakeholders; this engaged leadership affects student learning.
Figure 23: Five Practical Engagement Strategies for Principals
Engagement with Leadership Results
The recent TDSB’s 2014-15 survey partially focused on school leadership. School leadership was
sampled via survey item verbs such as builds, recognizes, demonstrates, believes, involves, provides
and creates states of being for teachers through school leadership actions. STEM educators’ rating
for all areas of school leadership (building relationships with teachers, recognize accomplishments
30 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
of individual teachers, respect for teachers, believing in skills and abilities of teachers, involving
teachers in decision making, providing teachers with leadership opportunities and a shared vision)
were significantly higher than non-STEM educators. Overall, within the area of school leadership,
55% of non-STEM educators versus 80% STEM teachers rated high that school leadership involves
building, recognizing, demonstrating, believing in, involving, providing and creating in a school.
This could mean that STEM teachers expect more than non-STEM teachers when it comes to
leadership in schools (see Figure 24).
Figure 24: School Leadership
Echoing the findings regarding cognitive and emotional engagement, Figure 25 also illustrates that
early career teachers are more highly engaged than teachers who have over three years of
experience in relation to school leadership (Mean of 6.05/7 for <1 year, 6.29/7 for 1-2 years,
compared to means of less than 5.27 for all other years of experience).
Significant difference between groups (p < 0.05)
SCHOOL LEADERSHIP
Our school leadership provides teachers with
leadership opportunities.
Our school leadership creates a shared vision for our
school to which teachers are committed.
Overall
Our school leadership builds trusting relationships with
teachers.
Our school leadership recognizes the
accomplishments of individual teachers.
Our school leadership demonstrates respect for
teachers by listening to their ideas.
Our school leadership believes in the skills and
abilities of teachers to contribute to student success.
Our school leadership involves teachers in decision-
making that affects their instructional work.
25%
32%
27%
16%
29%
27%
37%
28%
19%
14%
14%
21%
22%
17%
17%
18%
56%
54%
59%
64%
49%
56%
46%
55%
59
59
59
58
59
59
59
412
Low Middle High Response Count
11%
11%
9%
7%
11%
4%
14%
10%
10%
16%
10%
7%
12%
9%
12%
11%
80%
73%
81%
87%
77%
87%
74%
80%
167
167
166
167
167
166
167
1167
Low Middle High ResponseCount
NON-STEM STEM
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 31
Figure 25: Years Teaching and Teacher Engagement (School Leadership)
These results are supported by other recent research, such as that of Price (2015), which claims
that focusing “on how principals' social interactions with teachers influence teachers' perceptions
of students' engagement provides a theoretical link as to how principals indirectly influence
student achievement” (p.1). Indeed, “shared leadership and instructional leadership are important
variables, but they are indirectly related to student achievement” (Seashore-Louis et al., 2010, p.
51). However, it seems the sharing “relationships that principals build with teachers have real
implications, [centering upon] the beliefs of trust and support among teachers in a school and
[has] a ripple effect on teachers' perceptions of student engagement” (Price, 2015, p.1). With
engagement being a vital element in schools and education, “frequently moving principals among
schools is not an ideal policy” (Price, 2015, p.1). As noted earlier within the work of Trowler (2010),
it is behaviour, emotion, and cognition that underpin engagement, non-engagement and negative
engagement, and this can be changed simply with the movement of a Principal from one school to
another school.
6.05
6.29
5.24
5.10
5.26
Sch
oo
l Le
ade
rsh
ip
Less thanone year
1- 2years
3-5years
6-10years
11 or moreyears
Meanresponse
1 = Low 7 = High
32 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Engagement: STEM and Digital Tools
This report has so far explored the elements of cognitive, emotional, and social engagement using
data from STEM and non-STEM teachers within the TDSB. Another important area for student and
teacher engagement is digital literacy and learning. This section will address engagement through
the STEM initiative and teacher engagement with technology and digital tools. From the onset, it is
important to understand that “students’ knowledge of career requirements can significantly
impact their career choices” (Franz-Odendaal, Blotnicky, French, & Joy, 2016, p. 167). Therefore,
exposure to STEM disciplines seems even more critical at an early age.
STEM has been described as “the integration of Science, Technology, Engineering, and
Mathematics into a new transdisciplinary subject in schools” (International Technology and
Engineering Education Association, 2009, p. 1) within the TDSB there has been a steady movement
towards STEM (see Figure 26).
Summary: Teachers were asked about their social engagement with leadership, via survey
items that contained verbs such as builds, recognizes, demonstrates, believes, involves,
provides, and creates states of being for teachers through school leadership actions. One of
the fundamental aspects of school climate is social engagement with leadership. The results
show a disconnect between educators’ expectations of leadership and their actual experience.
Nearly three-quarters of STEM educators suggested leadership meant building, recognizing,
demonstrating, believing in, involving, providing, and creating in a school. However, only 38%
of STEM educators strongly agreed that leaders were skilled and able to help students
succeed. STEM educators’ rating for all areas of school leadership were significantly higher
than non-STEM educators. The survey also revealed that educators early in their careers
(with two years of experience or less) were more engaged in terms of leadership than more
experienced educators.
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 33
Figure 26: TDSB STEM Involvement
Recently, Bybee (2013) suggested STEM could be understood by embracing the following
elements:
Knowledge, attitudes, and skills to identify questions and problems in life situations, explain the natural and designed world, and draw evidence based conclusions about STEM-related issues;
Understanding of the characteristic features of STEM disciplines as forms of human knowledge, inquiry, and design;
Awareness of how STEM disciplines shape our material, intellectual, and cultural environments; and
Willingness to engage in STEM-related issues and with the ideas of science, technology, engineering, and mathematics as a constructive, concerned and reflective citizen. (p. xi)
The TDSB STEM strategy encompasses these ideas (see Figure 27).
Figure 27: TDSB STEM Strategy
9%
33%
9%
29%
20%Prior to September 2014
September 2014 - December 2014
January 2015- June 2105
September 2015 - December 2015
January 2016 - present
When did you begin your involvement in the TDSB K-12 STEM strategy?
Q7. b) How often have you worked with the STEM coach assigned to
Source: Toronto District School Board, 2016
34 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Franz-Odendaal et al. (2016) found that STEM activities in many schools were limited to “ . . . (a)
visiting an exhibit at a science center or museum or aquarium; (b) having a special group visit the
class for STEM-based activities; and (c) attending a special STEM-based program or competition
(such as Math Olympics, science camps, science fairs)” (p.167).
Figure 28: STEM Activities
However, the TDSB has sought to expand educators’ understanding and use of STEM through
consistent coaching (see Figure 29). Seventy-three percent (73%) of educators reported working
with a STEM coach regularly or sometimes.
Figure 29: TDSB STEM Coaching
Recently within the Primary division, one educator developed a “STEM project to engage
kindergarten and first-grade students in science and engineering using role-play as a pedagogical
8%
19%
44%
29%Never
Rarely
Sometimes
Regularly
How often have you worked with the STEM coach assigned to
your school?
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 35
strategy” (Dolenc, Wood, Soldan, & Tai, 2016, p. 30). The introduction to this STEM activity
prepares students for an “active role in the classroom. [R]ole-play has been shown to increase
interaction and engagement” (Dolenc et al., 2016, p. 30). There is little debate about the
importance of STEM in schools since it can, and does, support disciplinary literacy learning (Wilson,
Smith, & Householder, 2014). Early exposure to any of the STEM disciplines may launch a career or
lead to new levels of literacy. For instance, engineering can happen at the elementary school level,
requiring the application of science and math (Berland, Steingut, & Ko, 2014).
Many believe that the “effective integration of technology in class is important for increasing
students’ class engagement” (Gunuc & Kuzu, 2014, p. 218). STEM can foster engagement because
of its particular linguistic interdisciplinary challenges and science instruction that can inspire
marginalized youth to succeed (Henrichs & Leseman, 2014). Additionally, “engagement in more
intensive STEM activities and teacher influence were statistically significant predictors of the
likelihood to choose a STEM career” (Franz-Odendaal, et al., 2016, p.167). This complements the
research of Nadelson and Seifert (2016) who found “knowledge seeking, embracing change,
exploring opportunities, and acting on a sense of responsibility were . . . indicators of teacher . . .
engagement in educational innovations” (p. 63).
Figure 30: Importance of STEM
36 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Teaching with Technology Results
Unlike the findings from previous areas of engagement, the TDSB’s 2014-15 survey revealed that
the use of technology may not necessarily be the only the domain of younger teachers. As noted in
Figure 31, teachers with less than a year of teaching experience and those with 11 or more years of
teaching experience seemed to be at similar levels of technology use. Teachers with 1 to 2 years of
teaching experience have the highest average of using technology in teaching and learning.
Figure 31: Years Teaching and Students’ Use of Technology
The TDSB’s 2014-15 survey also examined teaching with technology via survey items that
contained verbs such as feeling at ease, comfortable, confident, and able to incorporate technology
in teaching. Within the area of teaching with technology, 80% of non-STEM teachers and 86% of
STEM teachers indicated that they strongly felt at ease “earning about technologies for teaching
and learning.” Interestingly overall, 78% of STEM and 69% of non-STEM educators agreed with the
suggestion that they felt at ease, comfortable, confident, and able to teach with technology (see
Figure 32).
2.11
3.50
3.00
3.07
2.83
SAM
R m
od
el
Less than
one year
1- 2
years
3-5
years
6-10
years
11 or more
years
Meanresponse
1 = Never 5 = Very Frequently
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 37
Figure 32: Teaching with Technology
Within the survey of STEM (n=165) and non-STEM (n=60) educators, student use of technology
was illuminated via survey prompts that contained verbs such as use, augment, enhance, and
extend assigned tasks via digital technology. STEM educators showed significantly higher student
use of technology, in substituting, augmenting and redefining learning, than non-STEM educators.
Figure 33: Levels of Technology Integration
Significant difference between groups (p < 0.05)
I feel at ease learning about technologies for teaching
and learning.
I feel comfortable about my ability to teach students to
work with technologies.
I feel confident that I have the skills necessary to use
technologies for instruction.
I feel confident that I can successfully teach relevant
subject content with appropriate use of technology.
I feel confident that I can regularly incorporate
technology into my lessons, when appropriate, to
support student learning.
Overall
TEACHING WITH TECHNOLOGY
I feel comfortable about my ability to work with
technologies for teaching and learning.
8%
13%
10%
10%
10%
10%
10%
12%
18%
25%
25%
19%
22%
20%
80%
68%
65%
64%
71%
68%
69%
60
60
60
59
59
59
357
Strongly Disagree / DisagreeNeither agree nor disagreeStrongly Agree / Agree
Response Count
5%
7%
7%
8%
8%
8%
7%
10%
16%
16%
19%
13%
16%
15%
86%
78%
77%
73%
79%
75%
78%
167
167
167
166
164
166
997
Strongly Disagree / DisagreeNeither agree nor disagreeStrongly Agree / Agree
ResponseCount
NON-STEM STEM
Source: Puentedura, 2014, p.1. Reproduced and adapted by
permission of the author Dr. Ruben R. Puentedura, 2014
38 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Of the 165 STEM teachers surveyed, 51% indicated that students very frequently/frequently
substituted tools, including technologies, to complete tasks, compared to 28% of non-STEM
teachers. Additionally, 40% of STEM teachers enabled students to enhance and augment their
learning very frequently/frequently, whereas of the 15% of non-STEM teachers surveyed
suggested students’ use of technology enabled them to augment their learning very
frequently/frequently. Fifty four (54%) of STEM educators indicated that very
frequently/frequently/sometimes students’ use of technology caused them to modify the task
compared to 45% of non-STEM educators (see Figure 34).
Figure 34: Students’ Use of Technology
Significant difference between groups (p < 0.05)
Students modify their learning and task completion using
technology (e.g., students place their essay on an online
discussion board to seek feedback from classmates).
Students use technolgy to completely redefine their
learning and task completion (e.g., students submit a
short documentary using Window s Movie Maker instead
of an essay).
Students substitute tools, including technologies, to
complete tasks (e.g., students submit an assignment in a
Word document rather than handing it in on paper).
Students use technologies to augment their learning and
improve how they are doing tasks (e.g., students use the
text-to-speech function on a w ord processor to help the
w riting process).
Overall
STUDENTS' USE OF TECHNOLOGY
35%
39%
54%
59%
47%
37%
46%
26%
21%
33%
28%
15%
19%
21%
21%
60
59
57
58
234
Never / RarelySometimesVery Frequently / Frequently Response
Count
NON-STEM STEM
23%
28%
45%
37%
34%
26%
32%
27%
35%
30%
51%
40%
27%
28%
37%
165
165
165
165
660
Never / RarelySometimesVery Frequently / Frequently Response
Count
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 39
The TDSB’s 2014-15 survey of STEM and non-STEM educators also revealed the extent of use of
digital tools (technology) via survey items that itemized hardware such as computers/laptops,
whiteboards, mobile tech, as well as, software, social media, video conferencing and collaboration
tools.
Figure 35: Digital Tools
The majority of non-STEM teachers (84%) indicated that they never used video conferencing and
76% said they never used social media. A large proportion of STEM teachers also suggested they
did not use video conferencing (86%) or social media (69%). Many STEM teachers stated they very
frequently/frequently used computers/laptops (74%), which was statistically higher than non-
STEM teachers (62%). Similarly, another statistically significant result was that, 54% of STEM
educators suggested they used interactive whiteboards very frequently/frequently, compared to
34% of non-STEM teachers. Overall, more digital tools were never used by non-STEM educators
compared to STEM educators (see Figure 36). These results suggest that digital tools are used, but
the frequency and selection of tools can be challenging for some educators in classrooms.
40 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Figure 36: Digital Tools STEM vs Non STEM
Digital learning allows students to reside in one place yet study in another; for instance, a student
can be living in Egypt and taking Canadian courses online (Ryan and Young, 2014). An online
course has a global platform/classroom and we must therefore consider global insights into online
learning (Khe Foon, 2016).
In summary, these results suggest that technology and digital learning is important for student and
teacher engagement, but that additional traits including self-confidence, enthusiasm, and
experience (prior knowledge) are also important influences (Andersen & Ponti, 2014). Cognitive,
emotional, and behavioural engagement are all important. For example, online discussion forums
can increase student engagement because they allow students to exchange words, terms and
phrases, thereby creating a sense of online community (Hollands & Tirthali, 2014). This bonding
and building of community online is a digital phenomenon that can be applicable to a wide variety
of courses (Mello, 2016). Research supports this idea, as Goldberg et al. (2015) found a very
positive correlation amid student engagement evidence and course achievement.
Significant difference between groups (p < 0.05)
DIGITAL TOOLS
Collaboration tools (e.g., Google Apps for
Education)
Computer technology (e.g., computers/laptops)
Video conferencing (e.g., Skype, Google
Hangouts)
Other digital tools (please specify)
Overall
Interactive whiteboards (e.g., Smartboard,
Promethean)
Mobile devices (e.g., iPad, Android, tablet,
Smartphone)
Social media (e.g., Facebook, Twitter)
38%
16%
52%
21%
76%
84%
50%
48%
16%
22%
14%
23%
13%
15%
6%
16%
46%
62%
34%
55%
11%
2%
44%
36%
56
58
50
56
54
55
16
345
Never / RarelySometimesVery Frequently / Frequently
ResponseCount
NON-STEM
26%
4%
32%
16%
69%
86%
44%
40%
26%
21%
14%
28%
12%
10%
13%
18%
48%
74%
54%
56%
18%
4%
43%
42%
161
164
153
165
154
152
61
1010
Never / RarelySometimesVery Frequently / Frequently
ResponseCount
STEM
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 41
Conclusion
STEM has a strong positive effect on multiple elements of teacher engagement. Through teachers’
cognitive/emotional engagement, engagement with colleagues, teachers and leadership and
engagement with technology and digital tools, teachers show stronger levels of engagement in all
three domains after taking part in STEM.
STEM helps to connect a teacher more with their teaching increasing the levels of emotional and
cognitive engagement. Although the levels of enjoyment in being a teacher were already high,
teaching STEM increased them higher. Further, teachers reported having “fun” more often when
they included STEM in their classroom. Deeper, and more positive, connection with other teachers
makes teachers more willing to lesson plan, take risks in their classroom and seek out colleagues to
expand their knowledge of STEM and even export the enthusiasm to other teachers.
As the personal satisfaction a teacher has in their own teaching grows they become more willing to
expand their professional connections. This leads to teachers helping, connecting with, and
building relationships with their fellow teachers more often. Additionally, teachers are shown to
be more socially engaged and aware of their students’ feelings. Teachers involved with STEM more
clearly see the contributions of their school leadership than non-STEM teachers, specifically, in the
Summary: Teachers were asked about their teaching with technology and students’ use of
technology and digital tools.
While educators from all levels of experience seemed to equally favor the use of technology in
classrooms, only about half of STEM and non-STEM educators said they felt comfortable using
it. STEM educators showed significantly higher student use of technology (in substituting,
augmenting, and redefining learning) than non-STEM educators’.
STEM educators indicated statistically higher usage of computer technology and interactive
whiteboards than non-STEM educators. However, there were some digital tools that were
rarely used. STEM educators and non-STEM educators alike never or rarely used social
media and video-conferencing when teaching.
42 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
areas of their administrator, and or, STEM leadership building, generating buy in, believing in, and
creating a positive school atmosphere.
STEM teachers showed higher rates of technology use than their colleagues. These teachers used
technology in their class more often and when they did their students used the technology in more
advanced ways. The connection between STEM and the use of technology helps in terms of
acclimating classrooms more so to STEM and making technology usage a more routine element of
student life.
In their totality, growth across all three areas that were studied shows the beneficial effect that
STEM has on the engagement of STEM teachers. As noted, earlier in this report, there is a
correlation between teacher engagement and student engagement. This means that having STEM
within schools is a positive for overall engagement within the school and can act as a positive force
across other school-related domains. Findings from this research show that incorporation of the
STEM pedagogy has positive results in terms of creating more engaged classrooms, students, and
schools.
Findings from this report help to booster findings from additional reports in the STEM, global
competencies, and deep learning report series. Whereas those reports discussed positive effects
STEM has on student achievement, global competencies and technology usage in the classroom,
this report shows some information as to why those effects occur. The answer begins with STEM
pedagogy increasing teacher engagement which in of itself leads to a plethora of positive effects.
STEM in the classroom connects teachers more so to their jobs.
In summary, these results suggest that technology and digital learning is important for student and
teacher engagement, but that additional traits including self-confidence, enthusiasm, and
experience (prior knowledge) are also important influences (Andersen & Ponti, 2014). Cognitive,
emotional, and behavioural engagement are all important. For example, online discussion forums
can increase student engagement because they allow students to exchange words, terms and
phrases, thereby creating a sense of online community (Hollands & Tirthali, 2014). This bonding
and building of community online is a digital phenomenon that can be applicable to a wide variety
of courses (Mello, 2016). Research supports this idea, as Goldberg et al. (2015) found a very
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 43
positive correlation amid student engagement evidence and course achievement (student
performance).
This report and the data from the TDSB’s 2014-15 survey have shown that the engagement setting
involves much more than just learning and teaching and therefore, many dimensions must be
considered when examining the complexities of student and teacher engagement. Further
research is recommended to use and validate the “Engaged Teachers Scale” (Klassen, Yerdelen, &
Durksen, 2013) in a broader system-wide intervention involving larger populations.
Figure 37: An Embedded Multi-Dimensional Student Engagement Framework
Source: Pickford, 2016, p. 1
44 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
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APPENDIX A: SUPPLEMENTAL TABLES Table A1: Cognitive Engagement
Table A2: Emotional Engagement
Table A3: Social Engagement: Students
0% (0) 0% (0) 0% (0) 0% (0) 8% (5) 20% (12) 72% (43) 5.63 0% (0) 0% (0) 0% (0) 0% (0) 2% (4) 22% (36) 76% (126) 5.73 p = .209
0% (0) 0% (0) 0% (0) 3% (2) 13% (8) 42% (25) 42% (25) 5.22 0% (0) 0% (0) 0% (0) 1% (1) 14% (23) 32% (53) 54% (90) 5.39 p = .149
0% (0) 0% (0) 0% (0) 0% (0) 9% (5) 36% (21) 56% (33) 5.47 0% (0) 0% (0) 0% (0) 0% (0) 4% (7) 34% (56) 62% (103) 5.58 p = .252
0% (0) 0% (0) 0% (0) 3% (2) 10% (6) 42% (25) 45% (27) 5.28 0% (0) 0% (0) 0% (0) 2% (4) 13% (22) 36% (60) 48% (80) 5.30 p = .880
0 % ( 0 ) 0 % ( 0 ) 0 % ( 0 ) 2 % ( 4 ) 10 % ( 2 4 ) 3 5 % ( 8 3 )5 4 %
( 12 8 )5 . 4 0 0 % ( 0 ) 0 % ( 0 ) 0 % ( 0 ) 1% ( 5 ) 8 % ( 5 6 )
3 1%
( 2 0 5 )
6 0 %
( 3 9 9 )5 . 5 0
NON-STEM (60)
Always
STEM (167)
COGNITIVE ENGAGEMENT
Of t en
I try my hardest to perform w ell w hile teaching.
While teaching, I really "throw " myself into my w ork.
While teaching I pay a lot of attention to my w ork.
While teaching, I w ork w ith intensity.
Somet imes Of t en M EAN On OccasionRarely NeverFrequent lyNever Rarely On
OccasionAlways
S i g ( 2 -
t a i l e d)M EAN Somet imes Frequent ly
Significant difference between groups (p<0.05) Significant difference between groups (p<0.05)
0% (0) 0% (0) 0% (0) 10% (6) 12% (7) 32% (19) 47% (28) 5.15 0% (0) 0% (0) 1% (1) 3% (5) 8% (14) 31% (51) 58% (96) 5.41 p = .044
0% (0) 0% (0) 0% (0) 8% (5) 8% (5) 45% (27) 38% (23) 5.13 0% (0) 0% (0) 0% (0) 2% (4) 13% (22) 39% (65) 46% (76) 5.28 p = .277
0% (0) 0% (0) 2% (1) 7% (4) 8% (5) 25% (15) 58% (35) 5.32 0% (0) 0% (0) 1% (1) 2% (4) 4% (7) 29% (48) 64% (107) 5.53 p = .080
0% (0) 0% (0) 2% (1) 8% (5) 15% (9) 38% (23) 37% (22) 5.00 0% (0) 1% (1) 0% (0) 4% (7) 8% (13) 41% (68) 47% (78) 5.28 p = .039
0 % ( 0 ) 0 % ( 0 ) 1% ( 2 ) 8 % ( 2 0 ) 11% ( 2 6 ) 3 5 % ( 8 4 )4 5 %
( 10 8 )5 . 15 0 % ( 0 ) 0 % ( 1) 1% ( 2 ) 3 % ( 2 0 ) 8 % ( 5 6 )
3 5 %
( 2 3 2 )
5 4 %
( 3 5 7 )5 . 3 8
Always
NON-STEM
I love teaching.
I f ind teaching fun.
EMOTIONAL ENGAGEMENT
Of t en M EAN
I am excited about teaching.
I feel happy w hile teaching.
Never Rarely On
OccasionSomet imes Of t en Frequent ly Always M EAN Never Rarely On Occasion Somet imes Frequent ly
S i g ( 2 -
t a i l e d)
STEM
Significant difference between groups (p<0.05)
0% (0) 0% (0) 0% (0) 2% (1) 13% (8) 25% (15) 60% (36) 5.43 0% (0) 0% (0) 0% (0) 1% (2) 7% (11) 29% (48) 63% (105) 5.54 p = .308
0% (0) 0% (0) 0% (0) 5% (3) 15% (9) 40% (24) 40% (24) 5.15 0% (0) 0% (0) 0% (0) 2% (3) 8% (14) 41% (68) 49% (82) 5.37 p = .053
0% (0) 0% (0) 0% (0) 5% (3) 3% (2) 33% (20) 58% (35) 5.45 0% (0) 0% (0) 0% (0) 0% (0) 7% (11) 27% (45) 66% (110) 5.60 p = .145
0% (0) 0% (0) 0% (0) 2% (1) 7% (4) 27% (16) 65% (39) 5.55 0% (0) 0% (0) 0% (0) 1% (1) 9% (14) 24% (40) 67% (110) 5.57 p = .851
0 % ( 0 ) 0 % ( 0 ) 0 % ( 0 ) 4 % ( 8 ) 10 % ( 2 3 ) 3 1% ( 7 5 )5 6 %
( 13 4 )5 . 4 0 0 % ( 0 ) 0 % ( 0 ) 0 % ( 0 ) 1% ( 6 ) 8 % ( 5 0 )
3 0 %
( 2 0 1)
6 1%
( 4 0 7 )5 . 5 2
Always
NON-STEM
In class, I am empathetic tow ards my students.
SOCIAL ENGAGEMENT: STUDENTS
In class, I show w armth to my students.
In class, I am aw are of my students' feelings.
In class, I care about the problems of my students.
Rarely On Occasion Somet imes Frequent lyOf t en Frequent ly Always M EAN NeverNever Rarely On
OccasionSomet imes
S i g ( 2 -
t a i l e d)Of t en M EAN
STEM
Significant difference between groups (p<0.05)
Significant difference between groups (p<0.05)
Significant difference between groups (p<0.05)
2 Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy
Table A4: Social Engagement: Colleagues
Significant difference between groups (p<0.05)
0% (0) 0% (0) 3% (2) 17% (10) 20% (12) 46% (27) 14% (8) 4.49 1% (2) 0% (0) 2% (4) 3% (5) 15% (25) 44% (74) 35% (59) 5.07 p < .001
0% (0) 0% (0) 0% (0) 3% (2) 22% (13) 36% (21) 39% (23) 5.10 0% (0) 0% (0) 0% (0) 1% (1) 9% (15) 34% (57) 56% (94) 5.46 p = .001
0% (0) 0% (0) 0% (0) 5% (3) 17% (10) 32% (19) 47% (28) 5.20 0% (0) 0% (0) 0% (0) 2% (3) 11% (18) 28% (46) 60% (100) 5.46 p = .035
0% (0) 2% (1) 3% (2) 15% (9) 24% (14) 34% (20) 22% (13) 4.51 0% (0) 0% (0) 1% (1) 4% (7) 17% (29) 40% (67) 38% (63) 5.10 p = .001
0 % ( 0 ) 1% ( 1) 2 % ( 4 ) 10 % ( 2 4 ) 2 1% ( 4 9 ) 3 7 % ( 8 7 ) 3 1% ( 7 2 ) 4 . 8 3 0 % ( 2 ) 0 % ( 0 ) 1% ( 5 ) 3 % ( 16 ) 13 % ( 8 7 )3 7 %
( 2 4 4 )
4 7 %
( 3 16 )5 . 2 7
Always
STEM
At school, I connect w ell w ith my colleagues.
At school, I am committed to helping my colleagues.
At school, I value the relationships I build w ith my colleagues.
At school, I care about the problems of my colleagues.
SOCIAL ENGAGEMENT: COLLEAGUES
Somet imes Frequent lyOf t en M EAN Always M EAN Never Rarely On OccasionNever Rarely On
OccasionSomet imes Of t en Frequent ly
NON-STEM
S i g ( 2 -
t a i l e d)
Significant difference between groups (p<0.05)
Teacher Engagement, Technology Integration, and Leadership in STEM Pedagogy 3