The Role of Teacher’s Knowledge in Promoting Task-Technology Fit for Early Childhoodand Inclusive Technology-Based STEM Instruction

<p dir="ltr">In technology-based STEM instruction, teachers’ knowledge of how technology is being used</p><p dir="ltr">in the instruction is crucial to initiate meaningful learning activities, particularly in early</p><p dir="ltr">childhood and inclusive education. The objective of this research is to explore the teacher’s</p><p dir="ltr">belief in understanding technology characteristics and their attitudes toward task</p><p dir="ltr">characteristics to introduce STEM in their classrooms. Drawing on a systematic literature</p><p dir="ltr">review, which emphasized the significance of both task and technology characteristics, a</p><p dir="ltr">qualitative study was conducted as part of the British Council Game-Based Learning for</p><p dir="ltr">STEM education project. 52 teachers from greater Jakarta, Indonesia were engaged in a focus</p><p dir="ltr">group discussion to explore their beliefs and practices in fostering STEM instruction through</p><p dir="ltr">technology. The results show that even though the participants have a good understanding</p><p dir="ltr">and positive attitude towards technology, they need more support in acquiring and adopting</p><p dir="ltr">suitable technology for their pedagogical practices. The findings of this study have important</p><p dir="ltr">implications for the design and the use of technology in early childhood and inclusive</p><p dir="ltr">education STEM instruction.</p>