Date of Conferral







Gladys A. Arome


Many students have been exposed to science, technology, engineering, and math (STEM) in most schools. While STEM in public high schools, public middle schools, STEM-specific schools, and charter elementary schools have been researched often, the literature concerning STEM in public elementary school classrooms to promote learning is scarce. The purpose of this study was to explore elementary school teachers' use of technology, such as digital cameras, iPads, and laptops in STEM lessons. Vygotsky's constructivism theory was the conceptual framework used to guide the qualitative research questions in this study, which sought to explore how elementary public school teachers used technology in STEM lessons, how their knowledge of STEM influenced their ability to integrate technology, and how professional development supported teachers' technology integration in STEM lessons. A basic qualitative methodology was used to examine 10 elementary teachers' knowledge of STEM and the integration of technology. Using purposeful sampling, teachers in the middle region of South Carolina who teach STEM lessons were interviewed. Through the use of spreadsheets, the data were analyzed to identify themes. Key results showed that public school elementary teachers integrated technology in STEM lessons in distinct ways to promote learning. There are implications for social change in STEM Careers. Elementary teachers who have effective professional development in technology integration could promote more elementary students’ interest in STEM careers and that would lead to a greater response to STEM careers.