Toward a Productive Definition of Technology in Science and STEM Education

Autor/inn/en	Ellis, Joshua; Wieselmann, Jeanna; Sivaraj, Ramya; Roehrig, Gillian; Dare, Emily; Ring-Whalen, Elizabeth
Titel	Toward a Productive Definition of Technology in Science and STEM Education
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 20 (2020) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Technology; STEM Education; Definitions; Elementary Secondary Education; Role; Vocational Education; Industrial Arts; Engineering; Educational Technology; Computation; Technology Integration + Suchen Sie Ihr Suchwort? Technologie; STEM; Begriffsbestimmung; Rollen; Ausbildung; Berufsbildung; Industriekultur; Kunstgewerbe; Maschinenbau; Unterrichtsmedien
Abstract	The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms. This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education. The most prominent perspectives describe technology as the following: (a) vocational education, industrial arts, or the product of engineering, (b) educational or instructional technology, (c) computing or computational thinking, and (d) the tools and practices used by practitioners of science, mathematics, and engineering. We have identified the fourth perspective as the most salient with respect to K-12 science and STEM education. This particular perspective is in many ways compatible with the other three perspectives, but this depends heavily on the beliefs, prior experiences, and instructional goals of teachers who use technology in their science or STEM classroom. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01