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Prior to COVID-19 and the shift to fully online instruction, teacher preparation programs were teaching candidates to use technology in the classroom, but they were not focusing on how to teach in exclusively online or hybrid models. In the future, all preservice teachers will need to know how to teach online, whether due to necessity or by choice. Therefore, the purpose of our research is to first identify essential elements of critical digital pedagogy for facilitating online inquiry, and then to integrate these methods into our teacher preparation program to prepare preservice teachers to facilitate inquiry-based science, technology, and mathematics (STEM) effectively in online learning environments that are equitable and inclusive of all learners. We utilize a mixed-methods approach with quantitative and qualitative measures including literature reviews, individual interviews, focus groups, program documents, and efficacy surveys. Drawing on this data, this presentation shares the findings from the first part of this three-year research project by discussing essential elements of critical digital pedagogy for facilitating online STEM inquiry. We identify what tools and instructional approaches can be used to support STEM learning in online environments in ways that will support all students, including those who are traditionally marginalized in U.S. schools. 

The use of technology has positively impacted instruction in math and science, including instruction for students with significant cognitive disabilities (SCD). Additionally, virtual reality (VR) technology has been used for students with SCD and has resulted in positive outcomes. However, it has not been widely adapted to teach science concepts to students with SCD, and part of that is the teacher's lack of understanding and technical knowledge of technology. This narrative case study aimed to describe the teachers of students with SCD’s knowledge, attitudes, and instructional practices as they engage in professional development and the use of VR in the classroom. To collect data, the researcher used interviews, virtual reality training, PD and classroom observations, and document analysis. The study showed that prior to this research, teachers did not use virtual reality in the classroom. They felt excited about getting trained on it and anxious in using it due to the spectrum of students’ cognitive abilities. Although they liked to use VR, they pointed out that “time to develop and/ or implement the technology in the classroom” was the biggest constraint. The teachers wanted to use VR to reinforce the concepts taught in the classroom. In conclusion, the teachers' professional development on virtual reality has allowed them opportunities to understand VR use in instruction and express their perceptions about it. 

An online professional development program for STEM was designed to support faculty in acquiring knowledge and skill for implementing culturally relevant instructional approaches in STEM courses. Following Bandura’s theory of self-efficacy an instrument was developed to assess faculty members skills, knowledge, and belief statements about culturally relevant instructional approaches. In this paper, the development of the new instrument titled Culturally Relevant Instructional Approach: Self-Efficacy Scale (CRIA: SE) is described. Items from the instrument are provided. 

Education about natural environments and their connection to ecosystems has the potential to foster environmental literacy and stewardship. Fostering environmental awareness in students helps them to learn about STEM topics in nature through hands-on classroom lessons with immersive experiences. Virtual reality technology serves as an educational tool that provides immersive learning experiences, which makes it relevant to developing environmental knowledge. This study focuses on Louisiana’s natural environment, particularly the Louisiana wetlands that exist near communities with little to no STEM training opportunities for teachers and students in K-12 schools. A virtual reality themed professional development program was established in Louisiana, to equip STEM teachers with virtual reality skills to immerse students into simulated field experiences of Louisiana wetlands. Integrating virtual reality technology into the teaching of Louisiana wetlands, helps put STEM concepts in a real-world context that is relatable to teachers and students living in these areas. This study draws insight from the teachers’ learning experiences as they participated in the professional development program.