Abstract: The problems that we face in our ever-changing, increasingly global society are multidisciplinary, and many require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts to solve them. National calls for improvement of STEM education in the United States are driving changes in policy, particularly in academic standards. Research on STEM integration in K-12 classrooms has not kept pace with the sweeping policy changes in STEM education. This study addresses the need for research to explore the translation of broad, national-level policy statements regarding STEM education and integration to state-level policies and implementation in K-12 classrooms. An interpretive multicase study design was employed to conduct an in-depth investigation of secondary STEM teachers' implementation of STEM integration in their classrooms during a yearlong professional development program. The interpretive approach was used because it provides holistic descriptions and explanations for the particular phenomenon, in this case STEM integration. The results of this study demonstrate the possibilities of policies that use state standards documents as a mechanism to integrate engineering into science standards. Our cases suggest that STEM integration can be implemented most successfully when mathematics and science teachers work together both in a single classroom (co-teaching) and in multiple classrooms (content teaching—common theme).

Abstract: Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.

Abstract: Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The first-order barrier is external, such as lack of adequate access, time, training and institutional support. The second-order barrier includes teachers' personal and fundamental beliefs such as teachers' pedagogical beliefs, technology beliefs, willingness to change. This paper argues that the lack of design thinking by teachers may be the "third"-order barrier for technology integration.

Abstract: "It's time to take the lid off learning." In "Stratosphere," Michael Fullan takes a close look at the fast-paced world of emerging technologies and argues that the inevitable influence of technology on teaching and learning must not be resisted, but rather embraced and applied in meaningful ways to positively impact school classrooms. Examines connections and disconnections between pedagogy, technology, and change knowledge in education Creates a vision for improving education by escaping the content-focused teaching of the past and embracing the new pedagogy of higher-order skills Focuses on the harnessing of fast and innovative technologies to bring about change in classrooms, districts, states, and provinces Identifies four critical elements that, at scale, have the ability to make large-scale change a reality and easier! "

Abstract: A sound understanding of technology use from the learners' perspective is crucial This study intends to contribute to our understanding on student technology use by focusing on identifying the factors that influence students' adoption of technology for learning and the relationships between these factors Students studying at a Hong Kong university were surveyed and the results revealed that the compatibility of technology and their learning styles and needs, the availability of encouragement and supports from peers and teachers, and their attitudes toward technology use were dominant predictors of students' technology use for learning Perceived usefulness of technology for learning and students' perceptions of their general ICT literacy skills had less predictive power on their technology use The findings suggest promoting students' adoption of technologies for learning through enhancing their appreciation of technologies' utilities in learning and through maximizing teachers' and peers' role in shaping and supporting their technology use

Abstract: The development of science and technology, especially information technology, internet use in education continues to grow. Use of the Internet is not just for distance education, but also developed in the conventional education system. E-learning is a learning model that is created in digital format through an electronic device. Purpose of the use of e-learning in the learning system is to expand access to education public, so that learning modules can be accessed easily, without diabatasi space and time, interactive, and effective. In this paper a prototype using a software development methodology that emphasizes the approach to aspects of design, functionality and user-interface. The final product is expected to be a module-based learning application of information technology. Key words: Internet, the quality of education, information technology, e-learning

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Abstract: The National Science Foundation and others conclude that institutional transformation is required to ensure equal opportunities for the participation and advancement of men and women in academic science, technology, engineering, mathematics, and medicine (STEMM). Such transformation requires changing the habitual attitudes and behaviors of faculty. Approaching implicit bias as a remediable habit, we present the theoretical basis and conceptual model underpinning an educational intervention to promote bias literacy among university faculty as a step toward institutional transformation regarding gender equity. We describe the development and implementation of a Bias Literacy Workshop in detail so others can replicate or adapt it to their setting. Of the 220 (167 faculty and 53 nonfaculty) attendees from the initial 17 departments/divisions offered this workshop, all 180 who completed a written evaluation found the workshop at least "somewhat useful" and 74% found it "very useful." Over 68% indicated increased knowledge of the workshop material. Of the 186 participants who wrote a commitment to engage in new activities to promote gender equity, 87% incorporated specific workshop content. Twenty-four participants were interviewed 4-6 months after attending the workshop; 75% of these not only demonstrated increased bias awareness, but described plans to change-or had actually changed-behaviors because of the workshop. Based on our sample of faculty from a Midwestern university, we conclude that at least one third of STEMM faculty who are invited will attend a 2.5-hr Bias Literacy Workshop, that nearly all will find it useful, and that most will complete a written commitment to promoting gender equity. These findings suggest that this educational intervention may effectively promote institutional change regarding gender equity.

Abstract: With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technology

Abstract: Students are coming to school with more and more exposure to digital tools, such as smartphones, tablets, and social networking apps (Rideout, Foehr, and Roberts 2010). Though teachers are trying t...

Abstract: Technology, especially e-learning technology, is being increasingly employed in instruction to enhance teaching and learning. This paper is a preliminary discussion of the advantages of and barriers to the use of technology in language instruction. Understanding the benefits and barriers of technology integration is a crucial step in integrating technology into education successfully. Lack of this knowledge may significantly impede stakeholders and educational centers from meeting the challenges of introducing and supporting the extensive use of technology by teachers in the classroom. Findings from empirical research in this area, as well as implications for language practitioners, are included in the discussion. Keywords: Language teaching, Technology, Barriers, Benefits.

Abstract: The purpose of this study is to provide an in-depth analysis of attitudes and perceptions related to the integration of mathematics, science, and technology education of preservice teachers preparing to teach STEM disciplines. Longitudinal data by individual cohort and across 7 years of the Integrated Mathematics, Science, and Technology (MSAT) Program are reported, analyzed, and interpreted to help design and improve preservice teacher education programs and improve teaching and learning in STEM classrooms. Results of quantitative analyses indicate that there was generally no change in preservice teacher attitudes and perceptions related to the value of the integration of mathematics, science, and technology education—they clearly valued integration at the onset and at the completion of the program. However, there was a significant change in preservice teacher attitudes and perceptions related to integration feasibility in terms of inefficiency and difficulty. Implications for teacher education programs include: (a) more exposure to concepts, processes, and skills in STEM that are similar, analogous, complementary, or synergistic; (b) familiarity with instructional strategies and access to resources; (c) deeper understanding of content across STEM; and (d) strategies for collaboration and team work to make integrated instruction time more efficient and less difficult to manage.

Abstract: Proponents for STEM education argue it has potential to contribute to student learning, their lives, and global economies. STEM’s promise is viewed with enough credibility that some nations have begun to adopt its principles through mandates and funding. If STEM is seen as a practical solution for future learning, then it is necessary for design and technology instructors to consider how to incorporate STEM strategies into their curriculum. The purpose of this paper is to illustrate three approaches that can be used in STEM education (Silo, Embedded, and Integration) and apply them within the context of a technology education course. Introduction As a growing trend in the academic world, STEM education is used to address real-world situations through a design-based problem-solving process, much like those used by engineers or scientists (Williams, 2011). STEM advocates argue approaching education through these strategies enables students to recognize their education as applicable and essential (Banks, 2009). This is significant for technology education as it is presented with an opportunity to increase its validity (Kelley, 2010). Although technology education programs continue to enhance students’ school experiences, they must dispute a stigma of irrelevance for those learners who desire to pursue an academic course of study (Wendy Fox-Turnbull, personal communication, October 20, 2011). To offset this vocational image, technology education instructors can increase the presence of academic content into their curriculum through including STEM, design-based learning strategies. Three approaches for teaching STEM education are currently being practiced. The distinction between each of these methods lies in the degree of STEM content used. They include silo, embedded, and integrated approaches. Following a discussion of each of these strategies, the researchers provide an example lesson, Infection Detection, where each approach is applied.

Abstract: Nearly a century ago, famed educator John Dewey said that ""if we teach today's students as we taught yesterday's, we rob them of tomorrow."" That wisdom resonates more strongly than ever today, and that maxim underlies this insightful look at the present and future of education in the digital age. As Darrell West makes clear, today's educational institutions must reinvent themselves to engage students successfully and provide them with the skills needed to compete in an increasingly global, technological, and online world. Otherwise the American education system will continue to fall woefully short in its mission to prepare the population to survive and thrive in a rapidly changing world. West examines new models of education made possible by enhanced information technology, new approaches that will make public education in the post-industrial age more relevant, efficient, and ultimately more productive. Innovative pilot programs are popping up all over the nation, experimenting with different forms of organization and delivery systems. Digital Schools surveys this promising new landscape, examining in particular personalized learning; real time student assessment; ways to enhance teacher evaluation; the untapped potential of distance learning; and the ways in which technology can improve the effectiveness of special education and foreign language instruction. West illustrates the potential contributions of blogs, wikis, social media, and video games and augmented reality in K-12 and higher education. Technology by itself will not remake education. But if today's schools combine increased digitization with needed improvements in organization, operations, and culture, we can overcome current barriers, produce better results, and improve the manner in which schools function. And we can get back to teaching for tomorrow, rather than for yesterday.

Abstract: This article is based on the findings of a 2-year study that examined the nature of effective faculty/student undergraduate research (UR) science, technology, engineering, and mathematics (STEM) relationships. The study site was a large urban public college where three fourths of all incoming freshmen receive need-based aid; and although not a historically Black college or university (HBCU), 85% are students of color. The college offers 2- and 4-year STEM degree programs. Utilizing cultural historical activity theory (CHAT) as both a theoretical and methodological framework, this phenomenological study employed semistructured interviews, written surveys, and member checking to understand four paired faculty/student UR mentoring relationships over 2 years. The findings not only concur with the bulk of UR research, indicating UR's promise for addressing the low enrollment and retention rates of students of color in the STEM disciplines but also raise issues around the emotional, financial, and professional costs to UR faculty. It is these costs that are the focus of this article that concludes with ideas, for university and college administrators and all others concerned, about on how we might support faculty in UR's crucial work toward the goal of retaining students of color in STEM. © 2012 Wiley Periodicals, Inc. Sci Ed 96:527–542, 2012

Abstract: In knowledge based economies technological literacy is gaining interest. Technological literacy correlates with attitude towards technology. When measuring technological literacy as an outcome of education, the attitudinal dimension has to be taken into account. This requires a valid, reliable instrument that should be as concise as possible, in order to use it in correlation with other instruments. The PATT instrument as developed in the nineties is an extensive survey that hasn’t been revalidated over the last three decades. The Pupils’ Attitudes Towards Technology (PATT) instrument was reconstructed and revalidated. The validation study was done in two major steps. First a pilot study with 250 students, followed by a main study with 3000 students. Different factors of the instrument were analysed on their internal consistency. Also the goodness of fit indices of the complete model were checked in a confirmatory factor analysis. This resulted in an instrument with six sub-factors and 24 items of attitude towards technology. The six factors are Career Aspirations, Interest in Technology, Tediousness of Technology, Positive Perception of Effects of Technology, Perception of Difficulty and Perception of Technology as a Subject for Boys or for Boys and Girls. The instrument is easy to use, reliable and validated. It opens a door to further research and evaluation of technology education.

Abstract: The reformation of the instruction of subjects across STEM fields has changed the role of STEM educators from being "dictators" in the classroom/ laboratory to being facilitators of students' activities. This new paradigm shift means STEM educators are no longer limited to delivering instruction intuitively, but rather with effective facilitation of students' activities. Thus, the STEM educator is now to assume the role of the creator of effective educational environments for learning while teaching. This is enhanced by instructional strategies and delivery that synergize diverse students, strategies, technologies, societies, and subjects. This article addresses a paradigm shift for STEM educators as facilitators, their roles as students' activities enablers, and factors influencing effective facilitation in STEM programs.IntroductionMany schools have implemented a new Science, Technology, Engineering, and Math (STEM) education program that will introduce students to a number of STEM concepts in the school curriculum. Institutions of learning through educators' active participation must strive to create programs that will encourage students to get excited about STEM disciplines through various activities, including hands-on activities (Aleman, 1992; Darling-Hammond, 1994). The practical applications of the concepts students learn in the classroom and laboratory will help enhance the quality of STEM education (Darling-Hammond, 1994; Fajemidagba, Salman & Olawoye, 2010). More important is partnership between schools and professionals in the industry to help prepare lectures, as well as the participation of schools in hands-on activities in the classroom that introduce the students to careers across STEM fields and fundamental skills. STEM educators, with a new paradigm shift as "facilitators" and laboratories well-equipped with modules where students will spend most of their time learning, will help students to take what they learn in the classroom and laboratory and apply it to future jobs in the real world.Employers are looking for employees who possess the skills that are taught in STEM programs, including creative problem solving, product building, collaborative team work, design, and critical thinking (Aleman, 1992; Darling- Hammond, 1994). It is mandatory for these STEM programs to build those skill sets. There are so many ways to build these skill sets. One approach is to offer courses in career paths, as evidenced by the case of the ASK Academy. In an effort to boost the number of graduates who pursue careers in STEM, the school offers courses in two career paths: engineering and design, and biomedical sciences. In this curriculum, there is a focus on science, technology, engineering and mathematics and electives that will help students get a job in those fields. This approach is implemented by creating partnerships with the business community and finding mentors for students.Another feasible approach is to provide hands-on training for the young engineers needed by the industries of tomorrow. This is an opportunity for engineering students to take practical action for the future, as demonstrated in the case of the UK's JCB academy. At the JCB academy, students are taught practical subjects such as engineering, product design, and health sciences, which require specialized equipment, as well as English, mathematics, science, humanities, foreign languages, and IT. More importantly, each problem has a business element to it and the rest of the curriculum is built through engineering.In the two examples stated, students are going to understand what STEM area careers are by employing the machines used in the laboratories that are similar to the ones they would use on the job. More importantly, students will use technology in the way one might when working in a STEM profession. This reformation has made learning student centered and has changed the role of STEM educators "from providing information to providing structure, support, and connections to the resources" (Glasgow, 1997, p. …

Abstract: Creativity, which is concerned with problem solving, is essential if we are to generate new solutions to the massive and complex problems in the unknown future. Our next generation needs an educational platform where they can be taught to possess creativity. Design education is such a way to foster students’ creativity. Therefore, it is essential to understand the creative design process and its routine in order to show how students can generate creative output and how teachers can guide students in the design process. Consequently, the aim of this paper is to investigate the creative design process as it is employed in producing creative designs, and further recommend how students can practise and learn to be creative based on the model process developed in this paper. The model is expected to provide a guideline for teachers to facilitate students along the creative thinking process.

Abstract: Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to the ineffective traditional approach. The importance of considering the role of teachers' attitudes and beliefs on their use of technology in professional development is also discussed.

Abstract: Background: This research addressed the key area of early career teacher education and aimed to explore the use of a ‘content representation’ (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the...

Abstract: s Yogi Berra said, “Predictions are hard, especially about the future.” Nevertheless, as a computer guy, I’d like to offer a few forward-looking observations about the emerging impact of information technology on scientific research. And I’d like to ask a couple of questions. Are some of the current uses of information technology in scientific research redefining traditional scientific research? Has the computer revolution produced a “new renaissance,” one that has resulted in the creation of additional, new paradigms of science? A By George O. Strawn

Abstract: In this article I describe the context within which we developed project e-scape and the early work that laid the foundations of the project. E-scape (e-solutions for creative assessment in portfolio environments) is centred on two innovations. The first concerns a web-based approach to portfolio building; allowing learners to build their portfolios in real-time, directly from hand-held peripheral technologies in studios, workshops, laboratories, and from off-site settings. The second concerns the development of a radical web-based approach to the assessment of performance as captured in these portfolios. In many parts of the world, portfolios feature as part of school-based assessments—including those undertaken for school-leaving and certification purposes. In this setting assessment reliability is critical and (judged by practice in England & Wales) is typically far from satisfactory. The approach developed within e-scape has radically improved assessment reliability. Whilst these two innovations represent the most dramatic outcomes of the project, they arose from a set if principles held by the team of researchers in the Technology Education Research Unit (TERU) at Goldsmiths University of London. And central to these principles is that both the portfolio and the assessment approaches should be embedded in a view of active learning, such that engagement with them has a positive impact on classroom practice. As the title suggests, this paper outlines the origins, underlying principles and early development of project e-scape.

Abstract: Currently, Mobile operators are busy with deployment of 4G technology namely, LTE-advanced or WIMAX 802.16m. This 4G technology will be concluded within two years. 5G technology is not standardizing yet, probably 5G standard will define in two to three years, and its deployment will start around 2020. In future, people will expect same quality of internet connectivity as the device is capable. This technology will include all types of advanced features, which make 5G technology more powerful. The main features we want to add in 5G mobile network is that user can simultaneously connect to the multiple wireless technologies and can switch between them. Forthcoming mobile technology has to support IPv6 and flat IP. This paper explains different technology which we want to include making future mobile technology more powerful and more in demand.

Abstract: The use of technology in education deals with two major aspects: mode and content. Nowadays, second-language teachers have the options to use technology, either web-based or non webbased, to help learners learn the target language (content) successfully. This paper aims at reporting research findings on the types of technology that the teachers use in their classrooms, how they apply them, and why they decide to use them. It also explores the teachers' attitudes towards the use of technology and the extent to which certain types of technology have affected language learning achievement of their students.

Abstract: Science, technology, engineering, and mathematics are areas designated as STEM disciplines. There is national and international attention being given to these fields as they are the foundation for partnerships and alliances in the global economy. Education beyond high school is necessary to achieve desired levels of competency and efficiency in STEM fields. Despite the demonstrated need, there is a shortage of individuals trained in these areas, especially women and ethnic minorities (BHEF, 2006). Historically Black Colleges and Universities (HBCUs) have contributed meaningfully to addressing the void of qualified STEM educators and researchers (Allen, 2002). It has been noted that a majority of students in the United States do not reach adequate levels of proficiency in STEM courses (Kuenzi, 2008). A number of contributing factors have been identified. A large percentage of students do not enroll in rigorous science and mathematics courses in middle and high school (ACT, 2006). As a result, many who graduate from high school have relatively low science and/or mathematics ability and may not continue in these fields at post-secondary levels (BHEF, 2006). In addition to course selections, poor student performance has been attributed to an inadequate supply of qualified STEM teachers (Barnett, 2004; Vandevoort, 2004). Math and science teachers may not always have the credentials to teach in those fields, impacting student achievement (Boyd, Grossman, Lankford, Loeb, & Wyckofif, 2006). Statistics compiled on out-of-field teaching demonstrate a disparity. Although middle and high school teachers may have a state teaching certification and a baccalaureate degree, those teaching math and science courses may not have earned a major or minor in those specific academic areas (Boyd, Goldhaber, Hamilton, & Wyckoff, 2007; Cochran-Smith, 2004; Kuenzi, 2008). Review of the Literature The academic preparation of teachers has implications for the curriculum of STEM education. The infrastructure and pedagogy of conventional STEM education has been under review, as too many students lose interest in STEM subjects at an early age, with fewer students pursing advanced degrees (Decker, 2004; Kane, Rockoff, & Staiger, 2006). Evidence of effective practices and activities in STEM education is inconclusive (U.S. Department of Education, 2007). The lack of interaction between disciplines has been implicated as a contributing factor to this shortcoming (Paterson, 2007). Educational reforms have been charged with attracting more students and teachers to the STEM fields (Barnett, 2004; BHEF, 2006). The presentation of content for STEM classes as unique to each subject, in sequence or concurrently, is being challenged. Integrative approaches have been suggested at the post-secondary level to combine instruction in two or more of the STEM subject areas and/or between/among a STEM subject and one or more other academic subjects (Sanders, 2009). STEM educators are working together across disciplines in pairs or teams is one approach being implemented (National Council for Accreditation of Teacher Education, 2009). It has been recognized that elementary grades may offer a unique opportunity for the introduction of integrative approaches to STEM education that may be sustained at higher academic levels (Kane et al., 2006; Levine, 2009; Sanders, 2009). Aside from educational reforms at the various academic levels, legislative proposals have been introduced over the years to increase the number of programs in federal agencies to support STEM education (Miller, 2011). As a result, the national government has funded programs to promote, expand, and improve STEM education. A number of HBCUs have benefitted from funds that have been designated specifically for minority serving institutions to increase diversity, attracting more females and ethnic minorities (U.S. Department of Education, 2009). …