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 systematic literature review-based studies emphasizing 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.

Authors:
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

About the Presenter(s)
Arkhadi Pustaka is a part-time teaching faculty at Sampoerna University, Indonesia. He teaches Educational Technology courses. He develops learning tools, whether it is digital or non-digital learning tool specifically for literacy and numeracy.

Connect on Linkedin
https://www.linkedin.com/in/arkhadi-pustaka-72134233/

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