A STEM Family E-Learning Framework to Increase Family Engagement in Disadvantaged Communities
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| Title: | A STEM Family E-Learning Framework to Increase Family Engagement in Disadvantaged Communities |
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| Language: | English |
| Authors: | Kate Darmody, Julie Booth, Fergal O’Toole, Alexandra Alcala, Josephine Bleach, Paul Stynes, Pramod Pathak |
| Source: | International Association for Development of the Information Society. 2022. |
| Availability: | International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2022 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Family (Sociological Unit), Family Involvement, STEM Education, Electronic Learning, Disadvantaged Environment, Learning Activities, Elementary Education, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Science Activities, Foreign Countries, Urban Areas |
| Geographic Terms: | Ireland |
| Abstract: | STEM family e-learning involves increasing the engagement in STEM home learning activities. STEM home learning activities range from exploring subjects such as science technology, engineering, and maths through a fun play based K-6 STEM curriculum. The family are trained to act as teachers, mentors, and coaches to the K-6 members. Families from educational disadvantaged areas are typically early school leavers and having the STEM capacity to support their children is a challenge. This research proposes a STEM Family e-Learning framework to increase family engagement in supporting the K-6 members engaged in STEM learning activities. The proposed framework combines training for volunteers and STEM learning activities provided to families. Training for volunteers focuses on how to work with families in disadvantaged communities. STEM learning activities involve providing the family with STEM programmes such as Virtual Robotic Coding Clubs, Card Challenges, e-Learning Programme, STEM Play and Learn, STEM Workshops, Showcases and Events. Parent and child evaluation data indicate that the activities stimulated interest in STEM for both children and their parents and increased confidence in STEM subjects. This research can potentially enhance the mainstreaming and extension of STEM e-learning to disadvantaged communities. [For the full proceedings, see ED639633.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED639839 |
| Database: | ERIC |
| Abstract: | STEM family e-learning involves increasing the engagement in STEM home learning activities. STEM home learning activities range from exploring subjects such as science technology, engineering, and maths through a fun play based K-6 STEM curriculum. The family are trained to act as teachers, mentors, and coaches to the K-6 members. Families from educational disadvantaged areas are typically early school leavers and having the STEM capacity to support their children is a challenge. This research proposes a STEM Family e-Learning framework to increase family engagement in supporting the K-6 members engaged in STEM learning activities. The proposed framework combines training for volunteers and STEM learning activities provided to families. Training for volunteers focuses on how to work with families in disadvantaged communities. STEM learning activities involve providing the family with STEM programmes such as Virtual Robotic Coding Clubs, Card Challenges, e-Learning Programme, STEM Play and Learn, STEM Workshops, Showcases and Events. Parent and child evaluation data indicate that the activities stimulated interest in STEM for both children and their parents and increased confidence in STEM subjects. This research can potentially enhance the mainstreaming and extension of STEM e-learning to disadvantaged communities. [For the full proceedings, see ED639633.] |
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