Using interactive technology leads to an interactive learning environment where learners develop their STEAM competencies, including critical thinking, collaboration, communication, creativity and innovation, self-direction, connection, and the use of interactive technology tools effectively. This research aims to investigate the use of interactive technology in developing preservice teachers’ STEAM competencies. The participants were preservice teachers (n=80) in an early childhood education program at a Federal University in the United Arab Emirates. An explanatory sequential mixed-method approach used quantitative analysis (quasi-experiment) followed by a qualitative approach (a focus group discussion was conducted). An online survey was used to collect the quantitative data from the participants before the semester started. It was sent again to participants at the end of the semester. The focus group discussions were used to collect the data from selected participants from the experimental group (n=18). The study results reveal a significant positive impact on the development of preservice teachers’ STEAM competencies after using the interactive technology.
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