Chapter 9: Using Educational Technology to Foster High School Students’ Online Presence and Engagement as Becomings: An Integrated Stem Lesson on Trebuchets and Parabolas

Teachers share a lived experience of the struggles of online integrated science, technology, engineering, and mathematics (STEM) instruction during the pandemic. Teachers realized that engaging students in an online learning environment was challenging and required different instructional approaches. This chapter offers a new way of thinking about students’ online presence and engagement as becomings. This relational, ontological concept helps us think about students being part of an assemblage that is always organized, re-organized, assembled, and reassembled. Second, we share our journey during which we as classroom teachers practiced diffractive noticing during our integrated science, technology, engineering, and mathematics (STEM) lessons to support our students’ becomings and support them to become differently.