ERIC Number: ED563969
Record Type: Non-Journal
Publication Date: 2016
Reference Count: N/A
Improving K-12 STEM Education Outcomes through Technological Integration
Urban, Michael J., Ed.; Falvo, David A., Ed.
The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. "Improving K-12 STEM Education Outcomes through Technological Integration" focuses on current research surrounding the effectiveness, performance, and benefits of incorporating various technological tools within science, technology, engineering, and mathematics classrooms. Focusing on evidence-based approaches and current educational innovations, this book is an essential reference source for teachers, teacher educators, and professionals interested in how emerging technologies are benefiting teaching and/or learning efficacy. Following a foreword (Loretta Jones) and a preface (Michael J. Urban, David A. Falvo), chapters include: (1) Using Technology to Enhance Science Literacy, Mathematics Literacy, or Technology Literacy: Focusing on Integrated STEM Concepts in a Digital Game (Isha DeCoito, and Tasha Richardson); (2) Media Literacy as a Pathway to Bridge the Digital and STEM Divides: Interest Driven Media Projects for Teachers in the Trenches (Lesley K. Smith, Juliette N. Rooney-Varga, Anne U. Gold, David J. Oonk, and Deb Morrison); (3) Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes (Clement Vashkar Gomes, and Felicia Moore Mensah); (4) Promoting English Language Acquisition in Secondary Mathematics through Dialogic Integration of Instructional Technology (Bethany Reichen, Alandeom W. Oliveira, Gretchen Oliver, and Autumn Joy Florencio-Wain); (5) Examining the Levels of Reasoning Used by Urban Elementary Black Girls Engaging in Technology-Enhanced Inquiry (Gayle A. Buck, Nicole Beeman-Cadwallader, and Amy Trauth-Nare); (6) Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science (Niwat Srisawasdi); (7) The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools (Mahnaz Moallem, Shelby P. Morge, Sridhar Narayan, and Gene A. Tagliarini); (8) Visualizing Condensation: Integrating Animation-Developing Technology in Chemistry Classes (Sevil Akaygun); (9) STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE (Pradeep Maxwell Dass, and John T. Spagnolo); (10) A Qualitative Study of Teachers' Understanding of Sustainability: Education for Sustainable Development (ESD), Dimensions of Sustainability, Environmental Protection (Hsiaowei Cristina Chang, Resa Marie Kelly, and Ellen P. Metzger); (11) Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology (Dennis J. DeBay, Amie Patchen, Anne C. Vera Cruz, Paul E. Madden, Yang Xu, Meredith Houle, and Michael Barnett); (12) Using Technology to Rethink the Intersection of Statistics Education and Social Justice (Lisa L. Poling, Nirmala Naresh, and Tracy J. Goodson-Espy); (13) Using Authentic Earth Data in the K-12 Classroom (Meghan E. Marrero, Amanda M. Gunning, and Karen Woodruf); (14) Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes (Loraine Snead, and Yushaneen Simms); (15) Computer Programming in Elementary and Middle School: Connections across Content (Danielle Boyd Harlow, Hilary Dwyer, Alexandria K. Hansen, Charlotte Hill, Ashley Iveland, Anne E. Leak, and Diana M. Franklin); (16) Technology's Role in Supporting Elementary Preservice Teachers as They Teach: An Urban STEM Afterschool Enrichment Program (Anne Pfitzner Gatling); (17) Technology-Assisted Formative Assessment (Karen E. Irving); and (18) Using Reason Racer to Support Argumentation in Middle School Science Instruction (Marilyn Ault, Jana Craig-Hare, James D. Ellis, Janis Bulgren, Isa Kretschmer, and Bruce B. Frey). A section about the contributors and an index are included.
Descriptors: Elementary Secondary Education, STEM Education, Outcomes of Education, Technology Integration, Scientific Literacy, Numeracy, Technological Literacy, Computer Games, Media Literacy, Assistive Technology, Middle School Students, Learning Disabilities, Science Instruction, Secondary School Mathematics, Educational Technology, Logical Thinking, Elementary School Students, African American Students, Females, Urban Schools, Inquiry, Active Learning, Computer Uses in Education, Secondary School Science, High School Students, Computation, Computer Simulation, Chemistry, Animation, Qualitative Research, Sustainability, Sustainable Development, Environmental Education, Ecology, Statistics, Mathematics Education, Social Justice, Earth Science, Physics, Athletes, Programming, Preservice Teachers, After School Programs, Enrichment Activities, Formative Evaluation, Persuasive Discourse
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Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education; Middle Schools; Secondary Education; Junior High Schools; Elementary Education; High Schools; Higher Education; Postsecondary Education
Audience: Teachers; Practitioners
Authoring Institution: N/A