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Journal of STEM Teacher Education

Abstract

This content and digital media analysis study was conducted within a graduate level course involving experienced science, technology, engineering, and mathematics (STEM) education practitioners. Participants assessed aural/visual proposals producing an overall score, a content score, and a digital media infusion score. The scores were tabulated and analyzed for assocations within assessed clusters, specific evaluative considerations when factoring overall score, and diffenences among associative clusters. It was determined, through formulation of the Spearman’s Rho correlation matrix and further analysis through the Fisher z-transformation output, that experienced STEM educator content score correlation coefficients were statistically higher than the experienced STEM educator digital media score correlation coefficients.

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