In the United States, there has been a growing focus on using science, technology, engineering, and mathematics to increase global competitiveness. Despite increased attention to these subjects and funding through the years, American students still fall behind students in other countries in math and science achievement. STEAM (science, technology, engineering, arts, and mathematics) education has been proposed as a reform effort to address this problem. Designed to prepare students for the interdisciplinary demands of the 21st-century workforce, STEAM education aims to incorporate art and design principles into science, technology, engineering, and mathematics subjects to foster creativity, critical thinking, and innovation. This study examines the experiences of high school teachers as they implement STEAM. Despite the potential benefits of STEAM to learning and STEM career interest, little is known about the teachers who are an integral part of its implementation. This study aims to fill this gap by examining how high school teachers' backgrounds and social interactions influence their understanding and implementation of STEAM curricula, the roles high school teachers play in developing and modifying said curricula, and the challenges high school teachers face when implementing it. This research was guided by a conceptual framework built upon three theories: social constructivism, teachers as curriculum makers, and barriers to technology integration. Social constructivism emphasizes the importance of social interactions and cultural context in shaping teachers' understanding of STEAM education. Teachers as curriculum makers highlights the active role teachers play in designing and adapting curricula to meet the needs of their students and educational environments. Barriers to technology integration provides a lens for understanding the challenges teachers face in implementing STEAM curricula. Using qualitative methods, including semi-structured interviews and thematic analysis, this exploratory study examined high school teachers' experiences implementing STEAM curricula. The findings reveal that high school teachers often lack formal STEAM pedagogical training, leading them to rely on prior content knowledge, informal learning experiences, and collaborative planning with colleagues to make decisions about implementation. Teachers face significant challenges in implementing STEAM, including a lack of funding, insufficient support from administrators, and difficulties with school timetabling. Despite these challenges, teachers hold positive attitudes toward STEAM and believe in its benefits for student career preparation, skill-building, and exposure to various subjects. The implications of this study highlight the need for targeted professional development programs that address the specific needs of high school teachers, emphasizing both content knowledge and interdisciplinary pedagogical strategies. They also highlight the importance of creating flexible and adaptable STEAM curricula that allow for teacher autonomy and creativity. Furthermore, the findings suggest that schools and districts should prioritize STEAM education by providing adequate funding, resources, and support structures to ensure its successful implementation in high schools. This research contributes to the growing body of literature on STEAM education by providing a detailed exploration of the experiences and challenges faced by high school teachers. It concludes with practical recommendations for educators, policymakers, and curriculum developers to support the effective implementation of STEAM education, aiming to prepare students with the skills and knowledge necessary for success in the 21st century. / Doctor of Philosophy / In the United States, STEAM (science, technology, engineering, arts, and mathematics) education has been proposed as a way to prepare students for the 21st-century workforce. STEAM education aims to foster creativity, critical thinking, and innovation. However, while much attention has been given to the benefits of STEAM for students, less is known about the experiences of teachers who bring this approach to life in classrooms. This study examines the experiences of high school teachers as they implement STEAM. Through interviews and in-depth analysis, this research explores how teachers' backgrounds and social interactions influence their understanding and implementation of STEAM curricula, the roles they play in developing and modifying said curricula, and the challenges they face when implementing it. Teachers face significant challenges in implementing STEAM, including limited funding, lack of support from administrators, and time constraints. Despite these challenges, teachers generally view STEAM positively, recognizing its benefits for student career preparation, skill-building, and exposure to various subjects. The implications of this study highlight the need for targeted professional development programs that address the specific needs of high school teachers, emphasizing both content knowledge and interdisciplinary teaching strategies. Schools and districts should support teachers by providing adequate resources, flexible curricula, and administrative backing. This research contributes to the growing understanding of STEAM education by highlighting the critical role of teachers and offering practical recommendations for educators, policymakers, and curriculum designers. By addressing these needs, STEAM education programs can better prepare students with the skills and knowledge necessary for success in the 21st century

This doctoral thesis investigates the impact of the “maker movement” on education, exploring how making, tinkering, coding, and play contribute to the development of 21st-century skills such as creativity, problem-solving, and computational thinking. Grounded in the construc- tionist approach, it emphasizes the intrinsic value of the learning process and interdisciplinary connections across STEAM (Science, Technology, Engineering, Arts, and Mathematics) do- mains. Starting from a robust exploration of the literature and an empirical study into youth perceptions, this research outlines an expansive educational framework that transcends traditional STEAM boundaries. The thesis illustrates the transformative journey, highlighting the formation of communities of practice and the launch of innovative outreach initiatives. It argues against offering a singular conclusion, instead presenting an integrated approach that weaves together theoretical insights with practical outcomes. The work supports pedagogical principles and demonstrates the benefits of innovative educational activities, advocating for a model of cross-disciplinary contamination and inclusivity. By bridging the gap between various fields of research and between academia and the broader community, this dissertation suggests a paradigm capable of producing impactful educational advancements. It presents a journey through educational models and methodologies, the ex- pansion of university missions, and the measurement of the impact of university FabLabs, thus contributing significantly to both academic discourse and practical applications in educational settings.

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A model for ‘techno-vernacular’ creative production as an area of practice that investigates the characteristics of this production and its application in STEAM (Science, Technology, Engineering, Art, Mathematics) learning was proposed. This dissertation consists of a study involving four workshops conducted between 2013 and 2014 that sought to examine the impact of the following combined methods a) culturally situated design, which connects vernacular art and crafts with standards-based STEM principles and allows users to simulate and develop their own creations; b) art-based learning, which is effective in stimulating the development of 21st century skills such as creativity, learning, and innovation; and c) educational applications of new technologies on UEG learning in STEAM. Findings show that this combination led to an increase in interest and motivation among UEGs. This study demonstrates the connection between technical literacy, diversity, and culture through TVC taxonomy and a learning ecology for teaching STEAM. This research aims to make a significant contribution to interdisciplinary education by bringing the culturally situated design and arts-based learning communities to STEAM through the learning sciences and to further scientific understanding of UEG interest and motivation as a model to inform future research.

Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.

This is a project that explores the realm of programming and art education for young children, trying to bring these two disciplines together in a fun and playful way. The aim is to allow children to express themselves creatively and at the same time explore and understand basic concepts of coding and programming. From the idea of creating a tool for education, this project has evolved, throughout the iterative design process of prototyping and testing, into a toolbox for personal exploration and discovery of Art and technology. This toolbox not only aims to give children the opportunity to grow and develop their understanding of digital media but also aims to help them create stronger bonds with people around them, by sharing and participating together in the activities that they will create. Prototyping is here used as an explorative tool to not only develop the final design but to also investigate children, their interests and aspirations. The different iterations have helped getting a deeper understanding of the user and the concepts revolving around the topic of art and programming to which this project try to talk to. The outcome is a physical modular interface that allows children to build, piece by piece, a digital and interactive art experience that they can eventually share and play with family and friends.