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Ross, M. & Rae, N. (2026). STEM Integration Through Project-Based Learning (PBL). Follow the workbook in order, or decide where to begin based on your schools’ needs: Need a shared understanding of what high quality PBL looks like? Use Tool #1: Building Shared Foundations Feeling unprepared to design and facilitate PBL experiences? Use Tool #2: … Read more
Lescault, T. & Codding, D. (2026). Collaborating for Effective Technology Integration. Technology integration is most effective when it is purposeful, collaborative, and connected to student learning goals. Collaboration between teachers and instructional technology specialists, coaches, librarians, curriculum leaders, and colleagues can help educators identify meaningful ways to use technology that enhance learning rather than simply … Read more
Palmer, C. & Teasley, S. (2026). Building Schoolwide Capacity for Student-Centered STEM Integration. To illustrate how schoolwide STEM implementation depends on the collective efforts of teachers, students, instructional support staff, and administrators working with STEM coaches, the five scenarios in this brief highlight common experiences and relationships within a growing STEM school. These scenarios take … Read more
DiMaria, S. & Davis, C. (2026). Beyond Content: Preparing Students to Solve, Communicate, and Lead with Practice Pathways. This brief provides instructional coaches and teachers in established Project Based Learning schools, with the grounding needed to explain why focusing on disciplinary practices through Practice Pathways supports deeper student learning and guidance on incorporating these practices … Read more
Thompson, A. & Cook, A. (2026). Digital Citizenship – A Workshop for the Community. Why does digital citizenship education matter? Inseparable Worlds. Digital and offline life are fully integrated. Students navigate both simultaneously as a single reality. Safe Spaces. Schools provide a supportive, structured environment for students to practice digital behavior safely and reach the … Read more
Yeadon, B., & Kelley, C. (2026). Recipe for Lesson Planning. Just as a master chef follows a recipe while adding creativity and expertise, effective teachers use intentional planning to create meaningful learning experiences. A lesson plan is more than a schedule of activities, it is likely a carefully crafted recipe that blends essential ingredients such … Read more
Taylor, L., & Shimoda, T. (2026). The MIRROR Framework. The MIRROR Framework (Map the mastery, Interrogate the integration, Release to the learner, Reflect on the cognitive load, Observe and co-anchor, Review and recalibrate) is a multi-tiered coaching blueprint for STEM instructional coaches. It helps them shift the classroom conversation from “What app/program are we using … Read more
Hightower Herron, S., & Ullah, T. (2026). Tech with Intent: A Digital Mentor Guide. This research brief addresses a problem of practice in a public school setting that supports the integration of instructional tools into K-12 classrooms, specifically the district’s limited technology integration support. To solve this challenge, this brief outlines goals, objectives, and an … Read more
Ware-Royal, K., & Widman, S. (2026). Memphis School of Excellence Technology Integration Guide. Technology alone does not transform learning. The impact comes from how teachers use technology to support strong instruction, meaningful learning experience, and student ownership. Before choosing a technology tool, consider the connection between Content, Pedagogy, and Technology. How do content, teaching strategies, … Read more
Ehrmann, A., & Sushil, S. (2026). Facilitating Teacher Thinking on Cultivating Third Spaces in STEM Classrooms This brief presents a resource (Appendix A) to help teachers consider the relevant funds of knowledge that they and their students bring to learning the content (Moll et al., 2006). This resource can also serve as a guide for … Read more
This material is supported by National Science Foundation awards #2300618 and #2300619. Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the views of NSF.