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Science teachers’ mentoring support experiences when integrating technology in design-based learning STEM activities
In this study, the experiences of science teachers who applied the design-based learning (DBL) method in science lessons and received mentoring support towards technology integration were analyzed. Using a nested mixed design, the study included 43 science teachers who participated in a professional development program carried out with a mentoring model in a national project. In the study, face-to-face and online training were given to teachers, and mentoring was provided. Lesson plans and technology integration were evaluated with an online form. It was observed that teachers mainly tried to integrate technology into DBL activities but not as a component of the design process. The teachers integrated technology when teaching DBL STEM activities by using new teaching methods that incorporated instructional technologies. They carried out the integration, especially in the stages of solution development, prototyping/testing, and communication. Teachers who believed that technology supported their professional development recommended improving professional development programs to help overcome the challenges of technology integration.
Journal Article
The classroom teacher's technology survival guide
\"A comprehensive guide for integrating educational technology in the K-12 classroom.This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, The Classroom Teacher's Technology Survival Guide is replete with practical tips teachers can easily use to engage their students and make their classrooms places where both students and teachers will enjoy learning. Covers the most up-to-date technologies and how they can best be used in the classroom Includes advice on upgrading time-tested educational strategies using technology Talks about managing \"disruptive technologies\" in the classroom Includes a wealth of illustrative examples, helpful suggestions, and practical tips This timely book provides a commonsense approach to choosing and using educational technology to enhance learning\"-- Provided by publisher.
Book
Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation
In the United States, recent STEM education reform initiatives call for teaching STEM subjects through integration of multiple related subjects. In response to this call, an integrated STEM education methods course was developed for secondary preservice teachers in STEM disciplines. At the conclusion of the course, qualitative data (e.g., interviews, student artifacts) were collected to examine the methods course students’ practices and experiences of STEM integration. Teachers’ learning was approached from situated perspectives that shed light on contexts in which teaching practices are situated and funds of knowledge that individual teachers bring to bear to their teaching contexts. While the students successfully developed STEM integration lessons and taught them, they faced challenges attributable to current school practices, limited interdisciplinary understandings, and a lack of role models. Acknowledging the numerous constraints in the current educational system and structure, several ways were suggested to mitigate the challenges and build on the strengths that preservice teachers established.
Journal Article
Surveying preschool teachers’ use of digital tablets: general and technology education related findings
The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers’ knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.
Journal Article
The application of AI technologies in STEM education: a systematic review from 2011 to 2021
BackgroundThe application of artificial intelligence (AI) in STEM education (AI-STEM), as an emerging field, is confronted with a challenge of integrating diverse AI techniques and complex educational elements to meet instructional and learning needs. To gain a comprehensive understanding of AI applications in STEM education, this study conducted a systematic review to examine 63 empirical AI-STEM research from 2011 to 2021, grounded upon a general system theory (GST) framework.ResultsThe results examined the major elements in the AI-STEM system as well as the effects of AI in STEM education. Six categories of AI applications were summarized and the results further showed the distribution relationships of the AI categories with other elements (i.e., information, subject, medium, environment) in AI-STEM. Moreover, the review revealed the educational and technological effects of AI in STEM education.ConclusionsThe application of AI technology in STEM education is confronted with the challenge of integrating diverse AI techniques in the complex STEM educational system. Grounded upon a GST framework, this research reviewed the empirical AI-STEM studies from 2011 to 2021 and proposed educational, technological, and theoretical implications to apply AI techniques in STEM education. Overall, the potential of AI technology for enhancing STEM education is fertile ground to be further explored together with studies aimed at investigating the integration of technology and educational system.
Journal Article
Learning online : what research tells us about whether, when and how
\"At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology, not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices\"-- Provided by publisher.
Book
Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research
In the modern age, digital games are widely used as informal media for Science, Technology, Engineering, and Mathematics (STEM) education and medical therapy for game-based learning. Digital games provide learners with a graphical system of interaction that enhances scientific concepts within an enjoyable environment. The vastly increasing number of digital games produced in the market affects the quality of STEM digital games while requiring multidisciplinary expertise. This paper proposes a framework for STEM digital game-based learning encompassing input-process-output stages. Several studies from the early 2000s onward were reviewed to discuss and present a new perspective on a framework for the design and development of digital games, particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs as output. This simple and precise framework will generate a universal product for various types of learners. It can thus be used as a guideline for game designers, developers, and experts to develop STEM digital games and achieve better learning outcomes.
Journal Article