Emerging Technologies for STEAM Education: Full STEAM Ahead

407 Pages·2015·7.02 MB·English

by  Xun Ge

Educational Communications and Technology:
Issues and Innovations
Series Editors
J. Michael Spector
M. J. Bishop
Dirk Ifenthaler
More information about this series at http://www.springer.com/series/11824
Xun Ge • Dirk Ifenthaler • J. Michael Spector
Editors
Emerging Technologies
for STEAM Education
Full STEAM Ahead
1 3
Editors
Xun Ge J. Michael Spector
University of Oklahoma College of Information
Norman University of North Texas
Oklahoma Denton
USA Texas
USA
Dirk Ifenthaler
University of Mannheim
Mannheim
Germany
Educational Communications and Technology: Issues and Innovations
ISBN 978-3-319-02572-8 ISBN 978-3-319-02573-5 (eBook)
DOI 10.1007/978-3-319-02573-5
Library of Congress Control Number: 2015945813
Springer Cham Heidelberg New York Dordrecht London
© Springer International Publishing Switzerland 2015
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or
information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made.
Printed on acid-free paper
Springer International Publishing AG Switzerland is part of Springer Science+Business Media
(www.springer.com)
Preface
There has been a great deal written about the need for addressing the 21st century
digital literacy in curricula at all levels and the particular concerns about failing
to prepare college graduates for careers in science, technology, engineering, the
arts, and humanities (STEAM), as well as other career areas. However, there is not
much scholarly work existing to address those concerns. It is commonly accepted
that there is a need to reconceptualise and reform curricula at all levels, from K-12
to college and graduate level in order to successfully prepare college graduates for
the STEAM professions. The field needs theoretical and practical works to guide
educational researchers and practitioners in efforts to prepare future generations
to meet the challenges of the 21st century and be creative and productive problem
solvers.
This volume places emphasis on reconceptualising curricula for K12 and higher
education in various domains. It includes invited chapters from a symposium on
Emerging Technologies and STEAM Education that was held at the University of
Oklahoma in Spring 2013 as well as contributions from an open call which was dis-
seminated in Fall 2013.
We organised the chapters included in this edited volume into five major themat-
ic parts (excluding Part I - Prologue and Part VII - Epilogue): (1) Science, (2) Tech-
nology and Technology Integration, (3) Engineering, (4) Arts, and (5) Mathematics.
Our intention is not to isolate these subjects in the context of STEAM education,
but rather to examine how the Arts (i.e., language, arts, design disciplines, and the
humanities) can be integrated into STEM disciplines, or vice versa, to promote
learners’ 21st century skills.
The first chapter of this volume focuses on technology-enhanced learning in-
formed by the arts and humanities as a way to balance tensions between individual
and societal interests (J. Michael Spector, Chapter “Education, Training, Competen-
cies, Curricula and Technology”).
In Part II, chapters place emphasis on the science domain. Chapter “Active
Learning Approaches to Integrating Technology into a Middle School Science Cur-
riculum Based on 21st Century Skills” describes active learning strategies that are
not currently widely adopted but have been shown to be effective in enhancing
middle school deep learning of content, as well as fostering positive dispositions
v
vi Preface
toward science and related fields (Rhonda Christensen and Gerald Knezek, Chapter
“Active Learning Approaches to Integrating Technology into a Middle School Sci-
ence Curriculum Based on 21st Century Skills”). The next chapter examines how to
prepare students with critical skills to succeed in the 21st century (Jiangyue Gu and
Brian R. Belland, Chapter “Preparing Students with 21st Century Skills: Integrat-
ing Scientific Knowledge, Skills, and Epistemic Beliefs in Middle School Science
Curricula”). In Chapter “Reconceptualizing a College Science Learning Experience
in the New Digital Era: A Review of Literature”, three interrelated core principles
that can help design coherent science instruction, curriculum, and assessments at
the college level that meet the needs of the new digital era are proposed (Ji Shen,
Ou Lydia Liu, and Shiyan Jiang, Chapter “Reconceptualizing a College Science
Learning Experience in the New Digital Era: A Review of Literature”). In the final
chapter of this part, the history behind teaching science, such as its impact on the
workforce today, the inclusion of STEAM and 21st century skills, and its influence
on teaching and learning in the middle school classrooms are examined (October
Smith, Chapter “There is an Art to Teaching Science in the 21st Century”).
In Part III, chapters focus on technology and technology integration. Chapter
“An Indigenous Learning Approach to Computer Science Education” focuses on
the ANCESTOR (AborigiNal Computer Education through Storytelling) program
that was developed to explore computer science as a career option through digital
storytelling and to address cultural literacy with Aboriginal youth in British Co-
lumbia, Canada (Dianne Biin and Marla Weston, Chapter “An Indigenous Learning
Approach to Computer Science Education”). In Chapter “The Potential of Embod-
ied Cognition to Improve STEAM Instructional Dynamic Visualizations”, a diverse
number of studies that show the instructional benefits of embodied cognition, ma-
nipulations, and gestures are reviewed. Specifically, the authors address how these
evolved skills can be employed to effectively learn from STEAM dynamic visual-
izations (Juan C. Castro-Alonso, Paul Ayres, Fred Paas, Chapter “The Potential of
Embodied Cognition to Improve STEAM Instructional Dynamic Visualizations”).
The next chapter attempts to re-conceptualize the engagement of STEAM teacher-
candidates with technology during their formative years in order to help them meet
these rapidly changing goals (Marina Milner-Bolotin, Chapter “Technology-En-
hanced Teacher Education for 21st Century: Challenges and Possibilities”). Chapter
“Using Mobile Devices to Support Formal, Informal and Semi-formal Learning”
explains how individuals learn using mobile devices during their daily lives—with-
in K-12 schools, higher education, and outside of educational institutions altogeth-
er—with specific attention to STEAM disciplines (Michael M. Grant, Chapter “Us-
ing Mobile Devices to Support Formal, Informal and Semi-formal Learning”). In
the final chapter of this part, factors to drive the explosive growth of mobile devices
in STEAM are discussed (Hong Lin, Chapter “Implementing Large-Scale Mobile
Device Initiatives in Schools and Institutions”).
In Part IV, chapters report issues facing the field of Engineering education. The
first chapter of this part documents findings focusing on the students’ change of
attitudes, self-concept, and team dynamics while taking the re-designed gradu-
ate course Designing for Open Innovation (Dirk Ifenthaler, Zahed Siddique and
Farrokh Mistree, Chapter “Designing for Open Innovation: Change of Attitudes,
Preface vii
Self-Concept, and Team Dynamics in Engineering Education”). The next chapter
discusses the implementation of “pillar” courses, particularly with regards to meta-
cognitive awareness, critical and creative thinking, while emphasizing the potential
of Tablet PCs and associated technologies (Enrique Palou, Silvia Husted, Gladis
Chávez-Torrejón, Zaira Ramírez Apud, Lourdes Gazca, Judith Virginia Gutiérrez
Cuba, Nelly Ramírez-Corona, and Aurelio López-Malo, Chapter “Critical Support
Systems to Enhance the Development and Assessment of 21st Century Expertise in
Engineering Students”).
In Part V, chapters place emphasis on the arts domain. The first chapter of this
part questions to what extent are the language arts relevant, useful, and self-sus-
taining in an era of rapid technological and scientific innovation (Lawrence Baines,
Chapter “The Language Arts as Foundational for Science, Technology, Engineering,
Art, and Mathematics”). The next chapter seeks to connect current debates about
the value of traditional liberal arts education to emerging trends in the learning
sciences that promote metacognition, active learning, and other 21st century skills
(Armanda L. Lewis, Chapter “Putting the “H” in STEAM: Paradigms for Modern
Liberal Arts Education”). Chapter “Reconceptualizing Liberal Education in the 21st
Century” reviews the essential learning outcomes that students develop through a
21st Century liberal education, along with principal themes in the literature about
higher education and shows examples of high impact liberal education practices
in both European and American colleges and universities (Aytac Gogus, Chapter
“Reconceptualizing Liberal Education in the 21st Century”). The final chapter of
this part makes the assertion that the addition of STEAM will prepare liberal arts
graduates with the skills required for a 21st century knowledge based economy
(Michael Marmon, Chapter “Predicting The Future: Altering the Course of Future
Liberal Arts Curriculum through an Examination of the Discipline and the Addition
of Steam Elements”).
In Part VI, chapters focus on issues in the mathematics curriculum. Chapter “The
21st Century Mathematics Curriculum: A Technology-enhanced Experience” fo-
cuses on the 21st Century Skills, students’ problem posing, and technology integra-
tion as vehicles to change classroom mathematics (David A. Coffland and Ying
Xie, Chapter “The 21st Century Mathematics Curriculum: A Technology-enhanced
Experience”). The next chapter inspects how logic is expected to be taught accord-
ing to the USA K-12 Common Core State Standards and how it is compared with
the Singapore curriculum (Hong Liu, Maria Ludu, and Douglas Holton, Chapter
“Can K-12 Math Teachers Train Students to Make Valid Logical Reasoning?”).
The last chapter of this part reviews the theoretical foundation of model-centered
learning and instruction and elaborates a model-centered prospective on the teach-
ing and learning of middle and high school mathematics (Lingguo Bu and Markus
Hohenwarter, Chapter “Modeling for Dynamic Mathematics: Toward Technology-
Integrated Aesthetic Experiences in School Mathematics”).
The final chapter of this edited volume revisits the concept of STEAM and re-
flects on the future of STEAM as a research and pedagogical concept (Xun Ge,
Dirk Ifenthaler, and J. Michael Spector, Chapter “Moving Forward with STEAM
Education Research”).
viii Preface
The editors acknowledge the generous funding of the symposium on Emerging
Technologies and STEAM Education by the University of Oklahoma under the Fac-
ulty Investment Program and the Jeannine Rainbolt College of Education. Without
the assistance of experts in the field of STEAM education, the editors would have
been unable to prepare this volume for publication. We wish to thank our board of
reviewers for its tremendous help with both reviewing the chapters and linguistic
editing. We must also thank the series editors and Springer for believing in the po-
tentials of this book project and agreeing to publish it.
Norman, OK, USA Xun Ge
Mannheim, Germany Dirk Ifenthaler
Denton, TX, USA J. Michael Spector
.
Contents
Part I Prologue
Education, Training, Competencies, Curricula and Technology ................. 3
J. Michael Spector
Part II Science
Active Learning Approaches to Integrating Technology into a
Middle School Science Curriculum Based on 21st Century Skills .............. 17
Rhonda Christensen and Gerald Knezek
Preparing Students with 21st Century Skills: Integrating
Scientific Knowledge, Skills, and Epistemic Beliefs in Middle
School Science Curricula ................................................................................. 39
Jiangyue Gu and Brian R. Belland
Reconceptualizing a College Science Learning Experience in the
New Digital Era: A Review
of Literature...................................................................................................... 61
Ji Shen, Shiyan Jiang and Ou Lydia Liu
There is an Art to Teaching Science in the 21st Century .............................. 81
October Smith
Part III Technology and Technology Integration
An Indigenous Learning Approach to Computer Science Education ......... 95
Dianne Biin and Marla L Weston
The Potential of Embodied Cognition to Improve STEAM
Instructional Dynamic Visualizations ............................................................ 113
Juan C. Castro-Alonso, Paul Ayres and Fred Paas
ix
x Contents
Technology-Enhanced Teacher Education for 21st Century:
Challenges and Possibilities .......................................................................... 137
Marina Milner-Bolotin
Using Mobile Devices to Support Formal, Informal and
Semi-formal Learning ................................................................................... 157
Michael M. Grant
Implementing Large-Scale Mobile Device Initiatives in Schools
and Institutions............................................................................................... 179
Hong Lin
Part IV Engineering
Designing for Open Innovation: Change of Attitudes,
Self-Concept, and Team Dynamics in Engineering Education .................. 201
Dirk Ifenthaler, Zahed Siddique and Farrokh Mistree
Critical Support Systems to Enhance
the Development and Assessment of 21st Century Expertise in
Engineering Students ..................................................................................... 217
Enrique Palou, Silvia Husted, Gladis Chávez-Torrejón,
Zaira Ramírez Apud, Lourdes Gazca, Judith Virginia Gutiérrez Cuba,
Nelly Ramírez-Corona and Aurelio López-Malo
Part V Arts
The Language Arts as Foundational for Science, Technology,
Engineering, Art, and Mathematics ............................................................. 247
Lawrence Baines
Putting the “H” in STEAM: Paradigms for Modern Liberal
Arts Education ............................................................................................... 259
Armanda L. Lewis
Reconceptualizing Liberal Education in the 21st Century ........................ 277
Aytac Gogus
Predicting the Future: Altering the Course of Future Liberal
Arts Curriculum Through an Examination of the Discipline
and the Addition of STEAM Elements......................................................... 293
Michael Marmon