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Implementing a technology-mediated learning environment is a challenge for teachers. They have to not only use the learning materials effectively (pedagogical content knowledge) but also integrate the technology that mediates the learning. It is important that prior to the implementation of technology-mediated learning content in the classroom, teachers feel confident on how to use the technology. Therefore, an effective professional development should be provided to the teachers. This paper includes details of the design and conduct of a professional development workshop on a technology-mediated learning environment for middle school math and science teachers from rural and economically depressed school districts. The teaching of active-learning math and science modules supported by flight simulation software was modelled during a one week summer professional development. The participating teachers’ attitudes were measured using the Math/Science Teaching Efficacy Belief Instruments. The teachers were also administered a post-workshop survey to solicit their perceptions of the effectiveness of the professional development. Analyses of the data indicated high self-efficacy in using the pedagogical approach and confidence in the effectiveness of the pedagogical approach. This paper will share the methodology of developing the pedagogical approach and some results based on the data analysis. 

An authentic learning environment with the integration of technology can effectively engage students and improve their academic performance. Technology can support learning situations that relate to real life, and provide opportunities for inquiry and collaboration, fostering engagement. This paper will provide details of an authentic learning environment that utilizes flight simulation software to engage middle school students in the learning of several math and science concepts. Active learning lessons were developed using missions flown on the flight simulator. The pedagogical approach was implemented in a one-week long summer camp for students from rural counties with low socio-economic status. Data on student attitudes towards STEM was collected using a 65-item questionnaire. The performance on the content taught during the camp was also measured. The pre-post data analysis indicated positive impact of the approach. The results of this study will be included in this paper. This work is supported by NSF Grant# 1614249. 

This paper will share the design of a learning environment that uses flight simulator-based activities designed to cognitively engage middle school students. The flight simulator provides an exciting, realistic, and engaging learning experience. It allows students to recognize the linkage between the concepts and application in real-world. Lesson plans were developed for several math and physics concepts integrating the flight simulator activities. To ensure buy-in for classroom implementation, the topics of these lessons were identified in consultation with the local middle school STEM teachers. Professional development on using the pedagogical approach was then provided to teachers from the middle schools that serve primarily underrepresented populations. Middle school students experienced the learning environment as part of a summer camp to deeply understand some science and math concepts. A quasi experimental between-subjects research design was used. Pre-post content and attitude instruments were utilized to collect data for determining the effectiveness of the approach. This paper provides an updated analysis (N = 50) combining the previously reported data from the 2017 camp and the implementation results of the summer 2018 camp. Results indicated statistically significant gains in students’ content knowledge and positive changes in attitudes of mainly female students towards science, technology, engineering and math.