=Paper=
{{Paper
|id=Vol-3076/paper15
|storemode=property
|title=Adopting creative pedagogy for STEAM education in technology enhanced environments
|pdfUrl=https://ceur-ws.org/Vol-3076/ECTEL2021_DC_paper15.pdf
|volume=Vol-3076
|authors=Yagmur Cisem Yilmaz
|dblpUrl=https://dblp.org/rec/conf/ectel/Yilmaz21
}}
==Adopting creative pedagogy for STEAM education in technology enhanced environments==
https://ceur-ws.org/Vol-3076/ECTEL2021_DC_paper15.pdf
Adopting creative pedagogy for STEAM education in technology
enhanced environments
Yagmur Cisem Yilmaz
Tallinn University, Narva Road 29, Tallinn, 10121, Estonia
Abstract
Employing an arts-integrated Science, Technology, Engineering, and Mathematics (STEAM)
approach to education benefits the students by triggering creativity and innovative thinking. By
teaching through STEAM, the teachers can better make connections between subjects and
students understand the interconnectedness of those fields. Introducing creativity through the
arts when teaching complex topics aids students in becoming creators of their knowledge, as
they can explore ways to make connections between disciplines and obtain specific information
by taking initiatives, individually or collaboratively. The idea of bringing together the creative
approaches of learning, and taking ownership of the learning process initially requires a creative
pedagogical approach. This approach of teaching to be creative is claimed to be one of the most
successful ways of learning [1]. However, integrating creative pedagogy into technology
became a necessity as technological advancements have been transforming the teaching and
learning experiences. Intersecting the creative pedagogy (the arts in STEAM) and technology-
enhanced learning establishes new outlets of interdisciplinary teaching and learning. The recent
global COVID-19 pandemic has caused an abrupt transition to distance education that required
the integration of technology and digital platforms into everyday teaching because teaching and
learning have started to happen in online environments. Such transitions have inspired
educators to notice that they could adopt digital interventions in their classrooms. This
educational design research aims to further understand and develop a set of digital design
principles that aims to bring together interdisciplinary topics of STEAM by utilizing arts. To
illustrate and demonstrate different levels of uses of these design principles, a multi-layered
digital structure will be built. The design process is planned to be co-created by high school
teachers with the consideration of how we could help and support students with diverse
backgrounds and interests, and teachers with different technical and artistic competencies. The
expected result is theorization and the utilization of the design principles in integrating
interdisciplinary subjects through arts.
Keywords 1
Creative pedagogies, technology-enhanced learning, STEAM education, distance education,
and interdisciplinary.
1. Introduction 2007 to incentivize students to obtain skills
linked to STEM (Science, Technology,
Engineering, and Mathematics) fields [2]. Arts
STEAM (Science, Technology,
guide a larger number of students into
Engineering, Arts, and Mathematics) is an
understanding interdisciplinary connections
acceleratingly popular educational approach
through abstract ideas, and use those concepts
that had been first idealized in the Americans
to solve real-life problems [3]. Including arts in
for the Arts-National Policy Roundtable in
Proceedings of the Doctoral Consortium of Sixteenth European
Conference on Technology Enhanced Learning, September 20–
21, 2021, Bolzano, Italy (online).
EMAIL: ycisem@tlu.ee
ORCID: 0000-0001-8580-4881
© 2020 Copyright for this paper by its authors. Use permitted under Creative
Commons License Attribution 4.0 International (CC BY 4.0).
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the STEM curriculums help the students to while transforming the teaching material and
build necessary skills for their careers in the the teaching approaches. To overcome these
21st century [4, 5]. As Colucci-Gray et al. [6] issues, school administrations and the teachers
states: combining scientific practices with have tried multiple methods of online-friendly
design, innovation, and artistic expressions is transformations that include digitizing the
“integral to the process of thinking.” (p.2). Platz content (i.e. scanning worksheets, taking
[7] stresses that student who practice In an arts- photos of the visual teaching materials, etc.),
domain perform better in their STEM courses scheduling virtual classes on video
because they feel interested and motivated teleconferencing software (to replace real-
about the new information. However, literature classes, by utilizing Zoom, Google Meets,
shows that STEAM practices vary vastly, with Skype, etc.) [11], and facilitation of quizzes
no coherent description or methods to align through online platforms while asking the
with the learning goals. In their extensive students to keep their camera on to ensure they
literature review, Perignat and Katz- do not cheat. Although they seem to be feasible
Buonincontro [2] have found that STEAM has solutions, none of them are considered efficient
been employed as a “pedagogical tool” to in the long-term adaptation [10, 11]. Regardless
integrate arts into STEM fields (p. 38). of their sufficiency, distance education is
Learning through arts is stressed to be easing turning into a preferable method of instruction.
the long-term retention for students [8] With the rise in the use of distance learning,
motivating them to be creative and innovative, students experience motivational problems [12]
and supporting their cognitive involvement by due to learning from a distance as it does not
guiding them to construct their knowledge. involve as much interaction and requires much
What Kahu [9] identified to be major agents of self-regulation and independence. Motivational
student engagement are also linked to some correction is considered to be easier in
expected outcomes of learning through arts: classroom settings as the teachers have the
behavior, cognitive, affection. Behavior is opportunity to observe and intervene with the
about positivity towards the subject and students directly [12], but the integrity of
initiation of learning such as researching, student motivation and engagement becomes a
asking questions during lessons, etc. The challenge in partially digital and innovative
cognitive aspect is about self-regulation where teaching content. By this, the partially digital
students plan and execute their long-term teaching contents address the digitized versions
learning goals. The affection aspect is about of blueprint teaching materials and classroom
students’ emotions and interest in the task. This approaches. In the pre-COVID-19 world,
research follows a similar approach towards education technologies were developing
student engagement, however, it differentiates swiftly, and much research had been
by including a fourth agent about the instruction undertaken about implementing technological
and the environment, that corresponds to solutions into educational problems such as
Fredricks et al. 's [10] conceptualization. aiding student engagement, measuring and
Although we can use these elements to identify tracking student participation, and
student engagement and use this awareness to personalizing the learning outcomes.
improve and shape the intervention Technology-enhanced environments and
accordingly, it will remain to be a construct that learning strategies have supported and made
only aims to regulate learning in a way to room for such innovation to happen, but lacked
engage students. practicality [13] due to limited dissemination.
Engaging students does not necessarily Technology-enhanced environments allow
require the learning to occur, letting aside teachers and students to integrate the course
achieving successful learning. However, when format fully into online distance learning or in-
an immediate change is due, like in the COVID- classroom according to their needs, and by
19 pandemic outbreak, retaining student doing so, achieving an immersive learning
involvement and engagement to promote experience that promotes engagement and
learning becomes a challenge. Once schools all motivation in students. Technology-enhanced
around the globe have transformed to distance environments are settings that are used by the
education where all the teaching activities take instructors, facilitators, teachers, and learners
place online and where every participant joins for helping students to obtain knowledge and
from another location, disputes have arisen skills through the means of technological
resources, and tools [13, 14]. The term attributes seems feasible with a creative
technology-enhanced environments is used to pedagogical direction. Although STEAM
address both online distance learning platforms suggests interdisciplinary learning, it seems
and the actual classrooms that are equipped that arts are always used as a method to teach
with technology. STEM subjects and not as the target subject to
The COVID-19-caused rapid transition to be taught, making it hard to place the arts
online distance learning has illustrated where among the others as an equal field [18].
and how technology-enhanced learning was Moreover, the diverse and clashing practices of
needed and could be adopted. However, such STEAM can hinder inclusion of creativity,
awareness does not tell much about the however, the lack of research in the approaches
students’ side of the learning experience, that is, of creative pedagogies can be a challenging step
the student's motivation, engagement, curiosity, in determining the benefit of teaching creativity
and learning. As it has been stated, students [2, 19]. To overcome this challenge and address
struggle in remaining motivated during distance the “A” in STEAM education, this research will
learning [15] which can potentially influence refer to creative pedagogy. The term refers to a
their engagement and learning. However, sum of teaching through artistic methods in this
introducing an arts-related activity in lesson research. Lin [20] addresses creative pedagogy
plans can help improve students’ motivation as an intersection of teaching for creativity,
and engagement. Especially considering the learning creatively, and teaching creatively
difficulty in keeping the students' focus and which also integrates both the teachers’ and the
engagement in STEM classes, it becomes vital students’ role of learning creatively. Although
to integrate an artistic mediatory in the teaching having the role of learner can initiate an
approach because artistic expressions can exhaustive philosophical discussion on learning
support students in becoming interested in the to learn and the role of the teacher and the
knowledge they acquire [7, 8]. Dewey [16] has student in the classroom, Aleinikov [1]
suggested that arts education is one of the core describes creative pedagogy in a more practical
parts of the curriculum because arts help sense; as a way to initiate life success by
“develop creativity, self-expression, and an introducing the learners to create their
appreciation of the expression of others.” [17, knowledge, to think out-of-the-box (creativity
p.136]. Therefore, it is necessary to apply skills), and to be innovative.
STEAM approaches with an artistic focus on Creative pedagogies are an inherent
technology-enhanced environments. However, approach to teaching creatively to guide
such applications do not function well in a students in taking ownership and responsibility
short-term intervention [15] as it causes a of their learning in all study fields. The teacher
disrupted cognitive fulfillment for not allowing fosters the role of the tutor who structures the
enough time to build creativity and solution- courses and supports students to build self-
orientation. Instead, the students will focus on efficacy to overcome real-life problems, and
logic-based explanations that explicitly aim to scientific inquiries [8]. By instrumentalizing
describe the current state of a problem or arts to teach STEM creatively, the teachers can
phenomena [8]. Such an approach does not help their students to understand how diverse-
support trial-error during learning which looking disciplines interconnect. The creativity
negatively impacts the self-efficacy of students. aspect has been influenced by the introduction
Therefore, the teachers need to be equipped of educational technologies into everyday
with tools and competencies that will enable learning. The combination of both has
them to design and integrate artistic activities accelerated the process of involving
on technology-enhanced environments. technologies in learning to keep the students
The challenge resides in transforming the engaged and make their learning success. With
pedagogical approach, as solely shifting the the current global pandemic, in-classroom
teaching materials is not sufficient and education has been transitioned to distance
sustainable action towards improving student education all around the world. This shift
engagement. Therefore, we aim to adopt a caused many teachers to struggle with the new
pedagogical approach that can stimulate student structure of teaching and the needed
interaction, creativity, willingness, and technological competencies, students faced
engagement altogether to provide successful hardship on maintaining interest and remaining
learning. Bringing together all these desirable engaged with course material. Therefore, we
need to instrumentalize more of the digital tools constitute to stimulate students’
or approaches that are inclusive of distance interest and engagement on a complex
education. To fulfill such potential, and interdisciplinary STEM topic?
establish new aspects to the current pedagogical
approaches, it becomes a necessity to challenge To accommodate the layered structure of the
the traditional sense of creativity and education research questions, and to generate key
by rethinking and redesigning STEAM characteristics of interdisciplinary design
education scenarios that could be applied to principles of STEAM, this research will adopt
distance or contact education. In the a mixed-method design-based approach. There
intersection of creative pedagogies and TEL, are four major phases of the design research to
incentives, and interventions relating to compose the final outcome of this project,
technological creative teaching approaches namely: (1) analysis, (2) development, (3)
stand. However, the current tools and evaluation and revision, and (4) dissemination.
interventions need some development to bring Each phase constitutes iterative processes to
these aspects together. enable rebuilding, and amending the prototype
This research accepts the constructivist and the included design principles. The
approach and integrates pragmatic reasoning to research design is an altered combination of
it to develop a set of design principles to be McKenney and Reeves’ [21], and Plomp’s [22]
employed for teaching interdisciplinary educational design research models. The
concepts through arts digitally, and to design an interaction between phases and the cyclical
intervention that demonstrates methods to research model of this research is illustrated in
utilize those design principles. Figure 1.
2. Methodology
The aim of this research is to propose a
framework of design principles to integrate arts Figure 1: The design-based research model
and one or multiple STEM subjects by adapted for this research
demonstrating a set of digital activities on a to-
be-designed digital construct. This aim is The preliminary analysis phase
portrayed by the initial question of this consists of (1) a detailed literature review to
research: what attributes are effective and identify the current digital practices of STEAM
sustainable in a digital design that aims to education, and those activities’ advantages and
educate upper secondary school students on drawbacks, (2) an analysis of the current
STEM subjects through arts? To address that awareness, practice, competence, and approach
big question and to achieve the research of upper secondary school teachers (of STEAM
purpose, the following overarching questions fields) towards teaching STEM subjects
will be investigated: through arts (creative pedagogy) and on digital
platforms. Only one data collection is intended
1. How do teachers and students combine for this stage to gather information on the 2nd
information that originates in different factor of this phase. The data will be collected
knowledge domains of STEAM? by the means of survey questionnaires with
2. What are the current awareness, close-ended questions, and semi-structured
practices, and challenges of teaching interviews with teachers. The teachers will be
interdisciplinary STEAM subjects acknowledged about the further proceedings of
digitally in upper secondary schools in this research and asked to join for the other
Estonia? phases. This direct invitation would be one of
3. What are the characteristics of a well- the methods to employ participants. After
functioning and engaging digital obtaining descriptive results from the first
artistic intervention for the purpose of phase, the development stage will commence in
integrating multidisciplinary learning accordance with the findings.
strategies? The development and the evaluation
4. What types of characteristics do the phases are strongly interconnected and are
digital artistic interventions should planned to have at least three cycles to mature
the intervention and to achieve the intended way that the teachers will determine their needs
outcomes. The teachers will be employed and request a ignite to pursue that idea. The
through the network of other PhD candidates second layer will suggest the teachers
and colleagues working on technology- incorporate some additional tasks onto their
enhanced learning and educational selection, and by doing so obtain extra learning
technologies at Tallinn University. The objectives as a result. These two layers will be
teachers will be partners in this research as they co-developed by the researcher and the
will be responsible for participating in co- teachers. These two layers will list down certain
creation workshops to brainstorm and develop materials that are accessible through a
the intervention idea. Upon developing a hyperlink. This way, the teachers could assign
prototype, the teachers will try it in their students with certain tasks, and send them the
classroom, observe their students for link to access the materials without needing to
engagement and behavioral changes. They will hand in task maps, materials, etc.
include their feedback and in-class activity The third layer will introduce arts (fine arts,
assessments to identify whether the tool had music, plastic arts, literary arts) as parts of the
been used with intended purposes and whether integration. For instance, students are given
it helped to teach interconnected STEAM Leonardo da Vinci’s drawings and paintings in
subjects. According to the evaluation reports a class that aims to teach certain mathematical
from the teachers, and data analysis, the phenomenon. The last layer builds upon the
intervention will be revised accordingly. third one by allowing users to download
During this process, it becomes vital to activities, and upload their newly created
understand the students’ perspective of artistic expression projects that aim to teach
interacting with a digital tool aiming to teach STEM subjects. New creations are an updated
STEM subjects with the help of the arts. To gain version of the activities on the third level or
insight, the students will be asked to fill in a transformed versions of those tasks. Such a
pre-questionnaire about their expectations, and complex construct will predicate on the same
their awareness of integrating arts with other design principles which will demonstrate the
STEAM subjects. Then, they will be asked to convenience of adopting creative pedagogy on
keep a record of their experience in an activity digital tools. As the base principles remain the
log; so it will enable the teachers and the same for each layer of the intervention, it is
researcher to classify whether there were any intended to welcome and encourage teachers of
unintended uses. The data obtained from the different competence levels.
teachers and the students will be analyzed Although the ambitious goal is to integrate
collectively for identifying mismatches all disciplines of STEAM (in different
between the observation of the teacher and the combinations or altogether) in the digital
self-reports of the students. structure, such a plan becomes unrealistic and
By utilizing the intervention and unapproachable due to time and budget
gathering insightful data from both the teachers constraints. Therefore, this project will
and the students, this research can become determine one of the non-arts STEAM fields
aware of what design principles are commonly and focus on that field during this research.
used to integrate interdisciplinary subjects. However, that selection will be made upon
Such design principles are necessary to meeting with teachers and gathering more
determine a framework for creating a digital insight through data. The intervention will aim
intervention for teaching STEAM to:
interdisciplinary by purposefully utilizing the • Demonstrate the design principles of
arts. how to bring together different
The intended intervention is a digital STEAM disciplines by purposefully
structure that resembles a bookcase that has utilizing arts.
developmental archival storage. The main • Showcase how the design principles
objective is to combine the same set of design could be successfully implemented in
principles in each level to illustrate the uses different levels of digital structures
among simplistic to complex interdisciplinary and designs.
design ideas. The first level will consist of ideas • Support student engagement and
where the teachers could select certain expected interest with creative interdisciplinary
outcomes or topics to integrate, it functions in a
tasks on the developed digital together to share their experience with the
structure. researcher. We will ask students to provide us
• Overcome the technology-competence with individual and group feedback to share
barrier of the teachers, and encourage their opinion of the intervention, and if they
them to take ownership and be creative think this new tool works for them with the
in their profession. reasoning behind them. Then, we will ask
• Help the teachers to explore ways for students to tell us how we could improve this
guiding their students through intervention that they would prefer using it.
complex interdisciplinary The researcher is responsible for (1)
relationships. categorizing and analyzing all data including
the student feedback, (2) co-creating the
intervention with the teacher, (3) noticing the
patterns in the design that may be challenging,
2.1. Ethical consideration, and (4) identifying design principles in the
limitations, and expected process of development. The teachers will be
responsibility distribution responsible for (1) co-creating the design, (2)
working as action researchers who are willing
to improve their professional skills, (3)
Language barrier resides to be the
collecting data from the students, and (4) taking
primary limitation of this research. I do not
observation notes and writing feedback during
speak Estonian and need to work with students
their classes.
who can communicate in English, or ask the
teachers to translate the conversations/data.
Alternatively, working with a MA Educational
Sciences student during data collection can help 2.2. Expected outcome and
me overcome this challenge. significance
As I am a new-starter of coding, it may
be challenging to produce the intervention by
This research starts with a goal to
myself or with the sole support of the teachers,
identify the characteristics of the effective
and I may need to work side by side with a
implementation of arts subjects into STEM
programmer. However, as the intervention is
subjects on digital environments and platforms
not going to be a mobile application that
by producing a curated medium through
requires more complexity, this limitation will
analyzing the existing approaches and practices
be overcome by using online platforms to
alongside this research. It is expected to
generate content that is to be utilized as a
establish a set of digital design principles for
demonstrative and functioning design.
integrating arts into teaching, and a reliable tool
Teachers will be in direct contact with
that helps teachers to teach STEM subjects
the students, and as some students might feel
through arts while creating a basis to encourage
obliged to comply with the teacher’s requests or
further research adopting the design principles.
instructions, this may arise power-related
The intervention can be employed by
problems. Another power issue could reside in
higher education institutions in the future,
the relationship between the teacher and the
especially for teaching engineering students to
researcher. We can overcome the latter by
foster creativity, innovative thinking, and
assigning the teachers to be action researchers
communication in their professional life. The
alongside being co-creators. The teachers will
intermediary digital structure is planned to be a
be responsible for tracking their students’
demonstration of how such design principles
progress, interest, and success. Alongside the
could be utilized and employed. By doing so, I
interventions’ influence on the students, the
aim to provide an explanatory and prescriptive
teachers will be responsible to note any positive
theory that can guide other research in a similar
(the intervention works in favor of students’
field, especially investigating the
learning, and teachers’ ability to use it), and
interconnections of STEAM subjects, and the
negative (misuse of the intervention- if
methods of teaching and learning these subjects
possible, lacking function and purpose)
in alignment with their interconnectivity. The
influence of the intervention. The teachers will
tool and the design principles behind it will be
be asked to gather these observations, and notes
used to elaborate and clarify some of the
fuzziness in the practice and theory about TEL- Estonian upper secondary schools (excluding
empowered STEAM education. vocational schools), and the exploration of the
The arts in STEAM are used solely for common attributes of digital tools of an
the purpose to be a way to teaching STEM effective and sustainable integration of arts into
subjects, making the arts-related studies STEAM education. The second and third years
considered insignificant for both the learner and will focus on development cycles that involve
the teacher. However, it has been evident that designing an intervention based on the design
art studies alongside or through STEM subjects principles, testing it with teachers and students,
provide ground for growth by integrating 21st- and revising the design according to the
century skills and inclusivity. Therefore, this feedback received from the users and the
research will focus on developing a framework evaluation of whether the intervention enables
of design principles for TEL-empowered other interdisciplinary work.
STEAM subjects, minding the value the arts
acquire in the teaching and learning practices.
Each phase of this research will
contribute to the development of these design
principles. First, the analysis stage will help to
elaborate on what digital practices of STEAM Figure 2: The brief timeline of this research
have functioned effectively, and in what ways
those aspects can be integrated into a design
together. Then, the key principles of
multidisciplinary integrations are understood 3. Acknowledgements
better and are merged in the initial
development. Although certain practices and First and foremost, I’d like to take this
activities might have worked in the future, it opportunity to thank my supervisors Dr. Terje
does not ensure a functioning design when they Väljataga and Prof. Dr. Tobias Ley for helping
are put together. The development and me in finding my way around towards tangible
prototyping phase will help explore which directions. Additionally, I appreciate all my
combinations of design principles work well colleagues at Tallinn University for their
together, in the sense of engaging students by support and discussions that help me elevate
integrating two or more disciplines. The this research.
practical aspect of this research will
demonstrate the methods of incorporating and 4. References
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