Teaching and Learning Technologies In STEM Education

Article: Technologies Impact in STEM Education

Submitted To: Dr. Afshan Naseem

Submitted By: Samya Irshad

Important Points:
Emerging technologies can drive changes throughout the educational landscape,
redefinition and reshaping of STEM Education.
STEM Education utilize the capabilities and possibilities of technologies to create
innovative learning experiences, which enhance students’ learning with new tools and
environment such as artificial intelligence (AI) bio technology, rebots, virtual reality
(VR), etc.
The emerging technologies (AI, VR, intelligent tutoring system) bring great opportunities
for transforming the forms and ways of interactions and collaborations among individuals
and with environments
STEM educators prioritize inclusivity, diversity, and equity to ensure a comprehensive
and impactful education that benefits all students (EI-Hamamsy et al., 2023)
Digital inequity or divided.
The lack access to the technologies and resources needed to participate in STEM
activities.
Students are more motivated to use VR and coding in STEM teaching (Yu et al., 2021).
Interdisciplinary STEM education is an approach by which students learn the
interconnectedness of the disciplines of STEM.
Some of the jobs will be replaced by technologies, while others have not yet to be
created.
Skills for future workforce have evolved.
The major learning outcomes of interdisciplinary STEM education include STEM
knowledge, twenty first century competencies, interdisciplinary thinking, and STEM
interest and identity (Anderson & Li, 2020; Li et al., 2019b).
NAME : FARRUKH GHANI
ID : S2024088003
Class : M.Phil Education
Article : What is STEM Education
Submitted to : Dr. Afshan Naseem

 The acronym “STEM” (Science, Technology, Engineering, Mathematics)

emerged in 2001 from the earlier “SMET” to avoid negative connotations.

 STEM definitions vary, with some focusing on hard sciences while others include
social sciences, leading to confusion about what constitutes STEM education.

 Integrated STEM education is rare, as traditional education systems often

prioritize discipline-specific courses.

 The need for STEM professionals is rapidly growing, driven by technological

advancements and societal challenges.

 STEM education enhances critical reasoning and decision-making skills essential

for personal and community well-being.

 Ensuring STEM education access for all demographics is a matter of social

justice and prevents discrimination based on race, class, or access.

 Effective teacher training is critical for equipping educators to meet diverse

student needs in STEM.

 Incorporating varied voices and backgrounds in STEM fields leads to more

innovative solutions to global challenges.

 The overrepresentation of white males in STEM careers highlights the urgent

need for increased diversity.

 Women face high attrition rates in STEM education and careers, particularly
during childbearing years.

 Early exposure to STEM for underrepresented groups can foster interest and
persistence in STEM careers.

 Non-native speakers often struggle in STEM subjects, necessitating language

support in education.
 Perspectives on a STEM workforce crisis vary, with some regions reporting
surpluses while others face shortages.

 Many graduates lack the skills required for employment in STEM fields due to
outdated curricula.

 Disparities in achievement persist among marginalized groups, including

students with special needs and language barriers.

 Global cooperation in STEM education can yield better outcomes in addressing

21st-century challenges.

 Employers prioritize skills like communication and creative problem-solving,

underscoring the need for a well-rounded STEM education.

 Emotional and motivational factors significantly influence students' success in

mathematics and science.

 Integrating students’ home languages can enrich understanding and retention of

STEM concepts.

 Many teachers feel unprepared to meet the needs of English language learners,
impacting student achievement.

 Contextualizing STEM learning for diverse cultures is essential for effective

education.

 Curricula must evolve to include contemporary skills and knowledge that align
with industry needs.

 Issues like climate change and health crises highlight the universal need for
strong STEM education.

 Increased representation of women and minorities in STEM is crucial for holistic

advancement in these fields.

 The collective insights from various studies indicate a pressing need to make
STEM education accessible and relevant for all learners globally.
Topic :Technology Integration Actions in Mathematics teaching in Brazilian Basic
Education: Stimulating STEM disciplines.
Submitted by : Rehana Younus
Roll No. S202488006
Submitted to: Dr.Afshan Naseem
 This article is all about the importance of Maths in Stem education .In
STEM maths subject plays a vital role to introduce the new methodology in
teaching .At primary level experts works on it very keenly especially in
Brazil .
 A great author says about the Stem Education :STEM shapes a learner to
succed at school and beyond the educational world. STEM provides strong
foundation skills in science and mathematics.
 ICT represent a unique opportunity for educational development.Brazil’s
team worked very hard in this area so the results are very fine .
 People trying to overcome on the difficulties of technical subjects like Maths
and Science they also trying to make these subjects very concern in the
world wide.
 No body can deny the importance of STEM in educational necessities
because science and technology has a great place in educational field.
 Technology supported by CNPq the Brazilian National Council for
Experimentation on Mobile Devices for Basic Education in Public Schools.
 FRIDA collects funds for digital innovation in Latin America and research
projects in Brazilian education by the Institute for Development and
Educational Innovation ( IDIE) of the Organization of Ibero-American
States for Education, Science and Culture (OEI)and sponsored by Fundacion
Telefonica.

Name: Afshan Butt Student ID:S2024088009

Trans-disciplinary Role of Technology in STEM Education
To Cite: Hıdıroğlu, Ç. N., & Karakaş, A. (2022). Transdisciplinary role of
technology in STEM education. Malaysian Online Journal of Educational
Technology, 10(4), 276-293. http://dx.doi.org/10.52380/mojet.2022.10.4.411
KEY POINTS
Today, the integrative STEM initiative, which is at the center of the current paradigm shift in
education, includes attempts to blend science, mathematics and engineering with technology
education.
In this information-based society that we live in, the rate of the changes in technology occur in
an incredible extent. This indicates that the integration of technology into the 21st century
education must be transformed in such a way that ensures catching up with the science and
technology of the current age, and active participation of schools in this transformation is
indispensable.
STEM is a specifically recognized and embraced approach in mathematics and especially in
science education. Most educators in these fields feel comfortable while teaching STEM content
appropriate to their field.
• STEM educators who are not closely related to the engineering or technology field worry about
these processes.
• STEM proprietors in education are particularly unsure of what exactly engineers do in terms of
education.
• STEM educators treat technology mainly by considering the role of computers
It can be argued that teachers generally use technology according to their own skills and the
needs of their students engineering knowledge and skills to integrate engineering into their
curriculum, technology teachers are often asked to introduce engineering concepts into K-12
education.
Technology use in the classroom in nine steps as:
(1) analysis & research, (2) structuring the design brief, (3) gathering information, (4)generating
alternative solutions, (5) choosing the best solution, (6) improving the
solution, (7) prototyping, (8) testing and evaluation, (9) redesigning and re-implementation.
 Some new teaching approaches, strategies, methods or techniques play an important role in the
formation of the trans disciplinary role of technology.
 In the trans-disciplinary role of technology, technology is not only seen as an auxiliary tool for
learning; there is a conscious integration of technology in this process.
Understanding the role played by technology and engineering in the broad spectrum of the
STEM movement may not be easy for many STEM educators. Technology and engineering are
the agents that help bring science and mathematics to life through application.

Name: Abdullah
Instructor: DR Afshan Naseem
 Subject: Teaching and learning Technologies in stem
education

What Is STEM Education and Why Is It Important?

Introduction
 STEM can have different meaning to different people. STEM in higher education is somewhat
straightforward. A student enrolled in a STEM related program, other than teacher education, is
in a stand-alone STEM field. For example, if a student is majoring molecular biology, they will
enter the STEM workforce as a scientist. They may or may not be exposed to technology,
engineering or mathematics that specifically pertains to their field, but chances are they will be
exposed in some way shape or form.
 On January 25, 2011, the first sitting President of the United States spoke the words “Science,
Technology, Engineering and Math” in his State of the Union Address the President stated:
 . In South Korea, teachers are known as "nation builders." Here in America, it's time we treated
the people who educate our children with the same 2 level of respect.
 we want to prepare 100,000 new teachers in the fields of science and technology and engineering
and math (Whitehouse.gov, 2011).
 This was a milestone for STEM Education, but it is not a new concept derived by the White
House. STEM Education (in one form or another) has been around for decades; however,
legislators and educational administrators are now recognizing its importance
 The initial knee-jerk reaction of people who have heard of STEM (in an educational setting) but
don’t know the history and contemporary implementation of STEM education is that STEM has
something to do with science and/or computers. While science and computers are a part of
STEM, they are educational mechanisms and concepts that are used by STEM stakeholders to
implement and/or produce a STEM outcome.

World War II
 The technologies invented and implemented during WWII are almost immeasurable. From the
Atomic Bomb (and other types of weaponry) to synthetic rubber to numerous types of
transportation vehicles (both land and water), it was clear that American innovation was
flourishing. Scientists, mathematicians, and engineers (many from academia) worked hand-in
hand with the military to produce innovative products that helped win the war and to further
STEM Education (Judy, 2011).

Sputnik
 In 1957, the (then) Soviet Union attempted and was successful in launching Sputnik 1. This was a
satellite that was the size of a beach ball and orbited the earth in about an hour and a half. This
was a technological milestone that started the “Space Race” between the United States and the
Soviet Union
 The Sputnik launch changed everything. As a technical achievement, Sputnik caught the world's
attention and the American public off-guard” (National Aeronautics and Space Administration,
2008, p.1). Sputnik became a national defense issue and in 1958, Congress passed the “Space
Act” that formed the National Aeronautics and Space Administration (NASA). NASA’s mission
was to “expand and improve” the United States space presence and to use science and
engineering in the most effective ways to complete that mission (Dick, 2008).
 During summer 2010, more than 150 events, led by NASA Centers and 130 participating partners
from across the Nation, engaged over 150,000 students in NASA experiences. Of these, nearly
22,000 students received at least 40 hours of STEM engagement and instruction (NASA 2012,
p.12).

Contemporary Aspects of STEM Education

 Although history has played and continues to play a part in STEM Education, there are many
variations and opinions of what STEM Education is and how it should be taught. This section will
attempt to wade through the complexities of STEM in education fields and how they are imparted
to students and other stakeholders.

 STEM Fields Defined

The four strands of STEM; Science, Technology, Engineering, and Mathematics, have been
staple forms of all students’ academic careers; particularly science and mathematics. They are
defined as:
 Science: the systematic study of the nature and behavior of the material and physical
universe, based on observation, experiment, and measurement, and the formulation of laws to
describe these facts in general terms (Science, 2012)
 Technology: the branch of knowledge that deals with the creation and use of technical
means and their interrelation with life, society, and the environment, drawing upon such subjects
as industrial arts, engineering, applied science, and pure science (Technology, 2012).
 Engineering: the art or science of making practical application of the knowledge of pure
sciences, as physics or chemistry, as in the construction of engines, bridges, buildings, mines,
ships, and chemical plants (Engineering, 2012).
 Mathematics: a group of related sciences, including algebra, geometry, and calculus,
concerned with the study of number, quantity, shape, and space and their interrelationships by
using a specialized notation (Mathematics, 2012).
 Technology and Education Defined

Technology Education has a long and rich history not only nationally, but globally as well. As
society evolved from the Agrarian Age, to the Industrial Revolution and now the Information
Age, through several paradigm shifts, Technology Education has grown and expanded and is now
 in the midst of yet another paradigm shift. The current shift is aligning science, engineering and
mathematics with Technology Education in what is called the integrative STEM initiative
(Sanders, 2009). An extra emphasis on engineering specifically is also being called for by many
technology educators. Furthermore, the trend indicates that several institutions of higher learning
are changing the names of their programs to Engineering and Technology Education.
Technology and Engineering Education Defined

 Thus, Technology and Engineering Education is problem-based learning by students utilizing

math, science, engineering and technology principles. These studies involve:
 Designing, developing, and utilizing technological systems
 Open-ended, problem-based design activities
 Cognitive, manipulative, and effective learning strategies
 Applying technological knowledge and processes to real world experiences using up-to date
resources
 Working individually as well as in a team to solve problems (ITEEA, 2011)

Overarching Goals of Technology and Engineering Education
in Pre- and Post-Secondary Schools

The overarching goal for Technology and Engineering Education is to make all citizens
technologically literate (ITEEA, 2011). This can be accomplished through technology and
engineering education alone, but also by integrating math and science principles into
technology/engineering education programs. This is being done not only in the State level, but
nationally as well (Brown, Brown, Reardon, & Merrill, 2011)

Conclusion
The consensus of the literature indicates that integrative and/or collaborative STEM education is
a viable endeavor that will introduce k-12 students to STEM concepts (Barako’s, Lujan, &
Strang, 2012; Brown, Brown, Reardon, & Merrill, 2011). These concepts may lead to the student
perusing a STEM major in higher education and ultimately chose a STEM career within the
workforce. Barkos et al. (2012), stated
Perhaps for the first time since the launch of Sputnik, educators broadly agree on the value of
STEM education for ensuring America’s edge in the global economy. Yet teachers,
administrators, and policy-makers find themselves confused about what it means to successfully
implement STEM programs and initiative

Name : Iqra Ali

ID : S2024088004
Article name: STEM and technology
education: international state-of-the-art
John M. Ritz · Szu-Chun Fan

1. Emergence and Relevance of STEM:

STEM education started taking speed during the World War II and
the Cold War as scientific breakthroughs became very essential
for national defence. Russia’s launching Sputnik satellite brought
in a sharp focus on science, technology, engineering, and
mathematics in education so that countries could be innovative
and competitive in the world.
2. National Approaches to STEM Education:
United States : An integrated approach through Project Lead the
Way, a program that promotes the engineering stream, Next
Generation Science Standards, which now have incorporated
engineering into standards for science curricula. United Kingdom :
STEM reforms focus on preparing the skills needed for a future
and better workforce and promote "STEM literacy" that explains
technical matters to a wide section of society. Australia: National
STEM policies and programs were created with emphasis on
knowledge and innovation for solving societal issues. Asia (South
Korea, Taiwan, China): Korea combined arts with the STEMs,
making them STEAM; Taiwan combined the science and
technology curricula in the junior high curricula. Europe and
Beyond: The separate teaching of the different subjects of the
STEM subjects in France, Scotland, and Israel were emphasized by
the countries on the links between these STEM subjects and
vocational skills to meet workforce needs.
3. Research Aims and Objectives:
The article mentions three research objectives for examining
STEM globally: Identify countries that support STEM education.
Determine the levels of schooling where technology education is
incorporated into STEM. Assess the support systems that facilitate
the implementation of STEM educational reform.

4. Why Reform STEM Education?

There is an appeal for this reform from the demand of the labour
force, poor students' performance in STEM education, and political
interests of economic growth. Countries use STEM education to
equip learners in high-tech, knowledge-based careers to stay
competitive in the information-driven economy.

5. Diverse Approaches to STEM:

There is significant diversity in the way different countries
interpret STEM; while in some it means that there are distinct
subjects, which are separately focused, and delivered in a distinct
manner, in others it is an interdisciplinary approach. Technology
and Engineering education, particularly is not well integrated in
the STEM framework.

6. Role of Technology Education

Technology education can cross disciplines in schooling and
provide an environment where hands-on project-based learning
can be achieved, connecting theory with real-world application.
This subject area encourages practice, usually by solving practical
problems that challenge students' understanding of the
application of scientific, mathematical, or engineering knowledge
to real issues.
7. Challenges in Implementing Integrated STEM:
There is a problem in teacher development because integrative
STEM programs require the teacher to be competent in more than
one subject. Professional developments are necessary but
challenging. Many teachers and countries oppose complete
integration of STEM subjects but promote standalone quality
courses in the sciences, technology, engineering, and math. Some
areas have support materials and national frameworks, but all
countries do not share a standard approach to STEM outcomes
and competencies.

8. Technology and Engineering in STEM

Technology education embodies hands-on activities that allow
students to gain an understanding of the underlying science and
math as they apply it to engineering design projects. Through
valuable, technology education's place in STEM is inconsistent,
with some countries including it as part of the curriculum and
others considering it an elective.

9. International Comparison of Stem Standards and Policy:

None but South Africa has full sets of national standards of
comprehensive STEM, while many have emerging guidelines.
There are only a few models like the United States and England;
most countries don't have a national curriculum to focus on STEM.
10.Future Research on STEM:
The article calls for future research to measure the longevity of
STEM as an education reform movement. Some questions for
future research are whether STEM boosts student test scores,
shifts career choices into high-demand fields, and endures
education reforms in changing political priorities.

11.Media and Public Engagement with STEM:

Some other countries like Canada and the United States have
identified media and journals which focus on the topic of STEM
education and popularize it in society. Public involvement will
sustain the efforts of the STEM movement because popular
recognition and appreciation of the importance of STEM will
determine the political and educational commitment to the
subject.It is emphasized how, despite the fact that most countries
acknowledge the significance of STEM, approaches and
implementations are highly divergent due to cultural, economic,
and political differences. Meanwhile, technology education
provides a way to hook these concepts into practical applications
in reality.
Name: Maheen Shakeel Roll no. : S2024088008

Technology-enhanced stem (science, technology, engineering, and

mathematics) education
Ying-Tien Wu1 • O. Roger Anderson

This article provides a comprehensive review of the current state and future trends in STEM education,
with a specific focus on the role of educational technology. The key themes and arguments can be
summarized as follows:

1. The Importance of STEM Education

 STEM education is crucial for developing 21st-century skills such as problem-solving,

communication, and collaboration.

 It is essential for preparing students for the workforce and ensuring national competitiveness in
the global economy.

2. The Need for Integration in STEM Education

 While traditional STEM education often focuses on individual subjects, there is a growing
emphasis on integrating these disciplines to provide a more holistic learning experience.

 This integration can lead to deeper understanding and more relevant applications of STEM
knowledge.

3. The Role of Educational Technology in STEM

 Technology can significantly enhance STEM learning by providing interactive, engaging, and
personalized experiences.

 Tools like video games, simulations, and virtual reality can make STEM concepts more accessible
and motivating for students.

 However, the quality of these technologies and their effective integration into instruction are
crucial factors for success.
4. Key Research Areas in STEM Education

 Modeling-based learning: This approach involves students creating and manipulating models to
understand complex phenomena.

 Curriculum design and organization: Effective instructional methods, such as bottom-up and
top-down approaches, can significantly impact student learning.

 Assessment: Developing valid and reliable assessment tools is essential for measuring student
progress and informing instruction.

 Simulation-based learning: Simulations can provide hands-on experiences and promote inquiry-
based learning.

 Serious games: Games can be used to engage students and teach STEM concepts in a fun and
interactive way.

5. Future Directions in STEM Education Research

 Further research is needed to explore how technology can be used to foster interdisciplinary
problem-solving skills.

 Longitudinal studies are necessary to understand the long-term impact of technology-enhanced

STEM education.

 The development of theoretical frameworks and robust research methodologies is essential for
advancing the field.

 The assessment of technology-enhanced STEM education should be a priority for future

research.

By addressing these key themes and research directions, the field of STEM education can continue to
evolve and better prepare students for the challenges and opportunities of the 21st century.