Overview
The coursework in teacher preparation programs addresses numerous foundational areas, leaving limited capacity to integrate emerging technology content. Thus, we share how monthly workshops increased STEM teachers' technical skills and knowledge and introduced mechatronics fundamentals in their learning environment to promote engagement and rigor. This study aligns with calls from the Association of Mathematics Teacher Educators (AMTE, 2017) to prepare teachers who can integrate emerging technologies and enhance mathematical reasoning that promote conceptual understanding. Current research indicates that teacher preparation programs often do not provide sufficient opportunities to engage in the mathematical and technological thinking required for today's interdisciplinary STEM challenges (Goos et al., 2023).
Mechatronics is an interdisciplinary field that uses content from computer, mechanical, and electrical engineering to support the development of systems and products (Bishop, 2017; Bradley, 2018). It can help address real-world issues related to manufacturing, infrastructure design, and automation (Hodgson, 2021). Mechatronics holds great promise for catalyzing interest and pathways into engineering careers among high school students by teaching STEM field concepts (Karkoub & Abdulla, 2020). Furthermore, mechatronics education fosters students' soft skills, such as critical thinking, creativity, reflection, and collaboration in class (Doppelt & Barak, 2021). Thus, there is a dire need to prepare STEM teachers to integrate mechatronics into their instructional practice.
We (the authors) sought to educate STEM teachers who were Master Teaching Fellows (MTFs) about mechatronics and create opportunities for them to reflect on ways to integrate it within their practice. For our programmatic evaluation efforts, we sought to answer the following question: What are MTFs' perspectives of the workshops designed to develop their understanding of mechatronics and support their ability to integrate the knowledge gained within their learning environments?
Context
The 6-hour workshops provided opportunities for MTFs to reflect on their STEM leadership skills, gain hands-on experience with mechatronics, and consider how the content can be used in their instructional practices. The workshops were held on one Saturday each month, from September 2024 to May 2025, for a total of nine sessions. It provided a foundational introduction to mechatronics, robotics, coding, sensors, microcontrollers, the influence of artificial intelligence (AI) on mechatronics systems, mechatronics applications (including CAD, laser cutting, and 3D printing), and sustainable technologies. The session structure typically began with a 30-minute teacher leadership activity, followed by a 3 1/2-hour hands-on exploration and guided activities related to the mechatronics theme, a 30-minute lunch break, a 1-hour lesson planning session in which the MTFs reflected on how to use the knowledge gained within their STEM classrooms, and the remaining 30 minutes devoted to debriefing and reflections. Ten MTFs participated in the workshops, representing middle and high school STEM teachers from one large school district (with a K-12 population of approximately 224,000 students) in the southeastern United States. The MTFs were from nine schools in the district.
Methods
We collected data via a post-workshop survey administered through Qualtrics (a survey software) at the end of each session. The survey included quantitative and qualitative items designed to gain insights into the MTFs' perspectives on the extent to which the facilitators supported their attainment of the stated learning outcomes, the extent to which they learned knowledge and relevant skills to apply in their instructional practice, their willingness to learn more about the content discussed, and the perceived benefits and challenges of the workshops. Sample 5-point Likert items that ranged from strongly disagree to agree strongly, include: (1)The strategies used by the facilitator(s) were appropriate in helping me attain the goal(s) and/or outcomes of this professional development experience; (2) I gained knowledge and/or skills to implement the content of the Workshop into my job; and (3) I will continue to learn about this topic as part of my own professional development. The open-ended items asked the MTFs to describe how they will use the knowledge gained, what aspect of the professional development was beneficial, and what could be done to enhance the professional development. The Likert items were analyzed using descriptive statistics (frequencies and measures of central tendency). The qualitative data were analyzed using word clouds to visually display the most dominant words (Heimerl et al., 2014). Additionally, we employed thematic analysis. In particular, we initially reviewed the data to familiarize ourselves with the content, then generated codes and identified emergent themes (Terry et al., 2017). The results from each workshop were used in planning subsequent workshops.
Results
The MTFs generally perceived the workshops as valuable for developing their knowledge of mechatronics and for how it can support interdisciplinary learning activities in STEM learning communities. In the subsequent paragraph, highlights of dominant themes are discussed.
Perceived instructional benefits to their students
The MTFs indicated that the workshops' content can benefit students' learning. For instance, in September 2024, a MTF indicated, "Mechatronics is an incredible way [to] get all students included. There are so many different real-world applications and ways for kids to be connected to their learning." As the workshop progressed throughout the year, the MTFs became more explicit about how it could help them in their classrooms. For instance, in October 2024, a MTF indicated, "It made me realize that there is many things that I can do with 3D-printing that are amazing and could be really cool in a math classroom and create objects that could really be awesome manipulatives in the classroom." The statement highlights that they were learning explicit activities that they can utilize in their classroom to promote active learning and student engagement.
The MTFs also suggested that the activities used in the workshop can help students develop reasoning and critical thinking skills. For example, in January 2025, a MTF indicated, "I plan to utilize more of Tinkercad to help students in the classroom. This will involve more of them becoming problem solvers..." The examples indicate that the MTFs identified activities that could help students develop strategic approaches to solving real-world problems. This perception is consistent with the AMTE standards for effective mathematics instruction (AMTE, 2017), which emphasize the need for teachers to engage students in tasks that promote reasoning and problem solving.
Value hands-on learning experience
The MTFs frequently mentioned that they valued hands-on learning experiences. For instance, in December 2024, a MTF indicated, "I have learned how to do coding and make educational opportunities that are more hands-on and engaging for the students." This comment suggests that the hands-on experience was perceived to stimulate meaningful learning opportunities. The MTFs also acknowledged that the hands-on demonstration helped them learn various mechatronics applications, for instance, in robotics-related concepts. As noted, in April 2025, a MTF indicated, "It was great to have that hands-on walk-through of how to basically use the Arduino with the robot." Therefore, the MTFs valued the opportunities to engage in hands-on activities, demonstrating how mechatronics can provide meaningful contexts for teachers to integrate mathematics, science, and technology in authentic ways.
Growth in the MTFs’ knowledge
The MTFs perceived that the workshops helped them grow their technological pedagogical content knowledge (Mishra, 2019) and increase their confidence (Nolan & Molla, 2017) in implementing new concepts through various mechatronics applications. For instance, in October 2024, a MTF indicated, "I feel more comfortable using AI to generate rubrics for projects (which I can then refine), using it to adapt assignments for students like translation, or changing the Lexile level for me." In this instance, the MTF demonstrates their ability to use GenAI to differentiate instruction and provide all students with access and opportunities to learn in their classroom environment.
Moreover, the MTFs frequently indicated that they learned skills they can apply to solve problems that may arise when integrating mechatronics applications into their learning environment. For instance, in April 2025, after engaging in an LED light exploration activity, a MTF indicated, "For the first time, I have really understood how to do what I have been wanting to do. The light activity was eye-opening." Thus, the activities utilized helped to develop the MTFs' content knowledge. Regarding mathematics, another MTF planned to create STEM lessons that "connect math to Mechatronics." The MTFs' comments indicate that the workshops enabled them to engage with and develop content knowledge of binary systems, logical operations, and applications of linear equations and geometry, thereby reinforcing the mathematical foundation of computational thinking (Shute et al., 2017).
Appreciated support offered
The MTFs valued the support offered by their peers and the research team who facilitated the monthly workshops. For instance, in September 2024, a MTF indicated, “This is a community. We are all in this together. It’s about building the capacity of our students in accessible ways for all.” This remark suggests that the MTF valued the collaborative space created and viewed the collective effort as a community of learners vital in supporting student learning. Similarly, in December 2024, a MTF indicated they appreciated “Having a close cohort that allows us to take risks and be open to feedback while we are in the learning phase of the lessons.” The positive and productive relationship allowed them to take risks and be more willing to explore new ideas. These findings align with research that emphasizes how successful STEM implementation can be influenced by peer collaboration, sustained professional development, district support, and opportunities for teachers to share expertise across disciplines (Margot & Kettler, 2019).
Implications
The findings suggest that MTFs perceived monthly workshops as valuable for supporting their students' learning, providing hands-on experiences, developing their content knowledge, and providing adequate support to enhance their professional growth, which aligns with the principles outlined in the AMTE standards for preparing teachers of mathematics (AMTE, 2017). The results have implications for developing meaningful professional development experiences that can strengthen in-service STEM teachers' technological knowledge and ensure the information learned can be applied in their classroom settings. Given that technological innovations are advancing rapidly, teacher preparation programs may consider offering parallel workshops that are responsive to technological demands and provide adequate time for teachers to learn and apply relevant content. Furthermore, this project highlights the benefits of a strategic partnership between mathematics education programs, the school district, and community partners. Partnerships between universities, school districts, and local STEM organizations can create sustainable models of professional learning that blend theory with authentic technological practice.
Conclusion
In closing, the results provide insights into MTFs' perspectives on monthly mechatronics workshops. They highlight that the workshops are perceived to be beneficial to the MTFs. They also illustrate that teachers can be supported in developing their knowledge to prepare the future STEM workforce through collaborative work.
Acknowledgement
This material is based upon work supported by the National Science Foundation under Award No. 2344964.
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