There is a widespread agreement on the importance of STEM-related subjects in children education. Nowadays, most activities around us rely heavily on technology, which appears to be a source of solutions for many of the problems modern societies have. Consequently, the process of digitization and the influence of technology in our lives will keep gaining momentum. In this context, an education system that does not provide children with the adequate background and familiarity with technology-based (digital) tools will fail preparing them for their future professional activities in our (already) digital societies. The present situation has two sides. On one hand, many secondary education students are entering universities, professional education or the labor market with extraordinarily relevant digital skills. But, on the other hand, there is still a too large percentage of students with a low level of digital and technological literacy. In order to cope with this problem, current educational policies are advocating an increased focus on STEAM disciplines, introduced to students as early as possible. But this goal finds an important obstacle: many teachers don’t have a strong enough background on this area. And this is so for three main reasons: the speed at which technology changes; the scarcity of teachers’ formal education regarding STEM-related subjects, and the limited amount of time that teachers have for accessing the formative activities that they would need to become proficient in this area. This proposal is addressed to a target group composed of pre- and in-service teachers, and teacher students (students enrolled in Education degrees), from three different levels: early childhood, primary and secondary education. The project main goal is to create an environment aiming to strengthening the STEAM skills of our target group. This environment will help reverse the situation described above, enabling our target group to use, design, develop and integrate STEAM-related activities into their everyday classroom activities. For that, the project activities include the generation of training material for teachers. Additionally, the project envisages the elaboration of a set of design guidelines about how to improve teacher involvement with respect to STEAM-related concepts and activities, a virtual laboratory and a repository of educational material, together with the organization of a number of pilot tests and dissemination activities. Regarding results, this project will have a strong impact on the educational system through the incorporation of digitally-skilled teachers to present schools. The project consortium is composed of five universities and two companies, from 6 European countries. The project is coordinated by the University of Tallinn. The other universities participating in this consortium are the University of Stavanger, the University Rey Juan Carlos in Madrid, the University of Jyväskylä and the Johannes Kepler University in Linz. The consortium constitutes a multidisciplinary group with previous research collaborations in the different areas involved in the project. MISTEMS I&S Ltd. and CraftUnique, the two companies participating in the consortium, will provide technology and support for the project development. From the methodology point of view, this project will fit into the European Digital Competences Framework for Educators (DigCompEdu), a framework aiming to detail how digital technologies can be used for enhancing and innovating education and training. Also, it will follow the STEAM Education approach for learning, based on using these subjects as access points for guiding student inquiry, dialogue, and critical thinking. To encourage learning-by-doing, we propose STEAM hands-on online training modules in the form of interactive digital open online resources based on real world social challenges that could be prototyped or simulated with STEAM kits. The structure of each learning resource will follow e-text theories and the application of the principles of the didactic method proposed by M. David Merrill: “Tell, Show, Ask, Do”. In short, the proposal seeks to provide the appropriate background for the improvement of the penetration of technology-based methods and activities into mainstream education through upscaling pre- and in-service teachers’ digital skills through modules in higher education courses.
Enhance Teachers' Digital Competences: Exploring possibilities for improving digital skills and forming collaborative groups with similar interests among teachers, schools, and researchers. Develop Innovative Multilingual Materials: Our goal was to create user-friendly, multilingual materials that boost digital confidence and support teacher education, workshops, and presentations at international conferences. Promote 3D Printing in Education: We aimed to make 3D printing more accessible to teachers, enhancing classroom engagement and providing customized teaching tools. Design Effective Workshops: Defining objectives, using interactive methods, and collecting feedback to tailor content and encourage collaboration. Improve Design through Diverse Testing: Testing workshops with diverse researchers, evaluating effectiveness, and refining materials with relevant case studies. Create Accessible GeoGebra Books: Developing user-friendly books with visuals, simplified concepts, and cross-platform compatibility, organized by subjects. Maximize Dissemination: Partnering with educational institutions, creating an online platform, using social media, offering professional development, and encouraging experience sharing.
Research Opportunities: STEAM Upgrade offers educational research opportunities for higher educational partners. The project's initial results can be used to explore the effectiveness of STEAM integration in promoting competence, skill development, lifelong learning, and digital skills among teachers. Pedagogical Innovation: Implementing the STEAMupgrade framework allows schools to foster pedagogical innovation. New approaches, methodologies, and instructional strategies aligned with STEAM principles create engaging learning environments for teachers and students. Teacher Professional Development: The partners can design programs focused on STEAM integration, enhancing teacher competences and pedagogical practices. Collaboration and Networking: Engaging with STEAM-related partners enables collaboration and networking, fostering knowledge sharing and resource exchange. This strengthens the institute's position as a hub for educational research and innovation. Meeting Educational Needs: The project addresses fostering creativity, innovation, adapting to changing educational landscapes, promoting inquiry-based learning, and developing digital skills.The consortium's participation directly contributes to teachers' professional growth.