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Virtual STEM Stories: Blending STEM and Literacy in a Virtual Environment

Virtual STEM Stories: Blending STEM and Literacy in a Virtual Environment

Shannon O. Driskell, Margaret F. Pinnell, Mary-Kate Sableski
Copyright: © 2021 |Pages: 21
ISBN13: 9781799872221|ISBN10: 179987222X|EISBN13: 9781799872245
DOI: 10.4018/978-1-7998-7222-1.ch024
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MLA

Driskell, Shannon O., et al. "Virtual STEM Stories: Blending STEM and Literacy in a Virtual Environment." Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, edited by Margaret L. Niess and Henry Gillow-Wiles, IGI Global, 2021, pp. 494-514. https://doi.org/10.4018/978-1-7998-7222-1.ch024

APA

Driskell, S. O., Pinnell, M. F., & Sableski, M. (2021). Virtual STEM Stories: Blending STEM and Literacy in a Virtual Environment. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (pp. 494-514). IGI Global. https://doi.org/10.4018/978-1-7998-7222-1.ch024

Chicago

Driskell, Shannon O., Margaret F. Pinnell, and Mary-Kate Sableski. "Virtual STEM Stories: Blending STEM and Literacy in a Virtual Environment." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, edited by Margaret L. Niess and Henry Gillow-Wiles, 494-514. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7222-1.ch024

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Abstract

Literacy is critical for success in other areas, including science and engineering. As teachers responded to the demands of remote learning because of the COVID-19 pandemic, they developed innovative methods to teach both reading and STEM (Science, Technology, Engineering, Mathematics) subjects in virtual environments. This chapter describes how one team of teachers adapted face-to-face STEM and literacy modules for a virtual environment. The authors describe the face-to-face modules and the process the teachers followed to transition them to a virtual environment. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) framework—an approach to designing online learning—was used as a lens to analyze the process and the product of the virtual modules. Implications and recommendations for teachers seeking to adapt face-to-face lessons to a virtual environment are presented.

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