K-TIHM: Korean Technology Integration Hierarchy Model for Teaching and Learning in STEAM Education

2020 ◽  
Vol 10 (2) ◽  
pp. 111-123
Author(s):  
Chan Jung Park ◽  
Jung Suk Hyun
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Steam Education ◽  
Hierarchy Model

scholarly journals Cultivating Students’ STEAM Competence in STEAM Education: Constructing Models and Developing Measurement Scale in Chinese primary school

2021 ◽  
Author(s):  
shan chen
Keyword(s):  
Factor Analysis ◽  
Correlation Analysis ◽  
Path Analysis ◽  
Situated Learning ◽  
Measurement Model ◽  
Measurement Scale ◽  
Font Size ◽  
Analytic Hierarchy ◽  
Steam Education ◽  
Hierarchy Model

<p>To improve the quality of STEAM education and cultivate STEAM competence, the purpose of this research was designed to examine the students’ experiences in cultivating STEAM competence, which was focused on students’ engaging experience in STEAM education. Through several investigation and questionnaires to achieve this purpose, to construct an analytic hierarchy model and measurement model by employing the analytic hierarchy process and confirmatory factor analysis in R 3.3.3 and Mplus8.3. Besides, correlation analysis, exploratory factor analysis (EFA), and path analysis were also employed. The participants are the researchers, educators, and administrators (Total= 856), as well as the 4<sup>th</sup> grade to 6<sup>th</sup> grade students (N=1126). Summarizing the main results: (1) the dimension of students’ STEAM competence (SSC) was established through the analytic hierarchy model, which was practical cognition, interpersonal interaction, and comprehensive influence point to the individual, society, and living world. (2) the criteria and sub-criteria of SSC were modified, corrected, and determined through the analytic hierarchy model and measurement model to construct the SSC scale (SSCs), which was psychological cognition, situated learning, practical inquiry, social communication, rational decision making, creative presentation, and impact assessment. (3) the relationships between each criterion were examined through correlation analysis and path analysis. Finally, the conclusion, significance, limitations, and future work were also discussed to promote the development of students’ STEAM competence.<b></b></p>@font-face{ font-family:"Times New Roman"; }@font-face{ font-family:"宋体"; }@font-face{ font-family:"DengXian"; }@font-face{ font-family:"DejaVu Sans"; }p.MsoNormal{ mso-style-name:正文; mso-style-parent:""; margin:0pt; margin-bottom:.0001pt; text-indent:10.0000pt; mso-char-indent-count:2.0000; padding:0pt 0pt 0pt 0pt ; mso-layout-grid-align:none; layout-grid-mode:char; mso-pagination:none; font-family:'Times New Roman'; mso-fareast-font-family:宋体; color:rgb(0,0,0); font-size:12.0000pt; mso-font-kerning:10.5000pt; }p.MsoHeader{ mso-style-name:页眉; margin:0pt; margin-bottom:.0001pt; text-indent:10.0000pt; mso-char-indent-count:2.0000; border-top:none; mso-border-top-alt:none; border-right:none; mso-border-right-alt:none; border-bottom:none; mso-border-bottom-alt:none; border-left:none; mso-border-left-alt:none; padding:1pt 4pt 1pt 4pt ; mso-layout-grid-align:none; layout-grid-mode:char; mso-pagination:none; text-align:justify; text-justify:inter-ideograph; font-family:'DejaVu Sans'; mso-fareast-font-family:宋体; mso-bidi-font-family:'Times New Roman'; color:rgb(0,0,0); font-size:9.0000pt; mso-font-kerning:10.5000pt; }span.msoIns{ mso-style-type:export-only; mso-style-name:""; text-decoration:underline; text-underline:single; color:blue; }span.msoDel{ mso-style-type:export-only; mso-style-name:""; text-decoration:line-through; color:red; }div.Section0{page:Section0;}

iPad Integration in an Elementary Classroom

2013 ◽  
pp. 42-54 ◽  
Author(s):  
Jung Won Hur ◽  
Amy Anderson
Keyword(s):  
Technology Integration ◽  
Best Practices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Elementary Classrooms ◽  
Elementary Level ◽  
Full Potential ◽  
Learning Tool ◽  
Practical Guidance ◽  
Grade Classroom

The availability of engaging apps on the iPad and its portability have encouraged many educators to adopt it as a teaching and learning tool in the classroom. However, because iPad integration is new, neither practical guidance nor best practices are yet available. Consequently, the authors integrated 13 iPads into a third grade classroom for a year to facilitate learning while examining how to unlock their full potential. The purpose of this chapter is to present specific elementary-level subject learning lesson ideas for iPads, identifying the advantages and challenges of such integration. They also provide practical tips for mobile technology integration in elementary classrooms.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

Enhancing Teaching and Learning with Digital Storytelling

2010 ◽  
Vol 6 (2) ◽  
pp. 76-87 ◽  
Author(s):  
Shuyan Wang ◽  
Hong Zhan
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Theoretical Foundation ◽  
Meaningful Learning

This article intends to help educators interested in technology integration in the classroom acquire a firm theoretical foundation, pedagogical applications, and step-by-step technical procedures for infusing digital storytelling into the curriculum. Through illustrations of digital storytelling projects completed in the authors’ undergraduate and graduate classes, this article discusses the benefits along with the challenges for using digital storytelling as a means of engaging students in reflective, active, and personally meaningful learning.

Fostering Meaningful Student Learning Through Constructivist Pedagogy and Technology Integration

2011 ◽  
Vol 7 (4) ◽  
pp. 1-10 ◽  
Author(s):  
Jared Keengwe ◽  
Grace Onchwari
Keyword(s):  
Technology Integration ◽  
Student Learning ◽  
Teaching And Learning ◽  
Modern Technology ◽  
Constructivist Teaching ◽  
Constructivist Pedagogy ◽  
Remarkable Improvement ◽  
Technology Tools ◽  
Critical Issues ◽  
Pedagogical Framework

While national statistics cite a remarkable improvement in technology tools and access to the Internet in most schools across the nation, many teachers are not integrating these tools into their instruction in ways that support and maximize student learning. Additionally, many teachers entering the workforce are far more likely to use computers for personal purposes rather than in the classroom (Keengwe, 2007; Keengwe & Onchwari, 2009). Consequently, there is need to motivate, train, and equip teachers with the skills, knowledge, and pedagogical framework to effectively teach with technology tools. This article reviews the constructivist pedagogical framework and the critical issues related to technology integration in schools. This article advocates the need for teachers to embrace constructivist teaching strategies to enhance meaningful teaching and learning in modern technology-rich classrooms.

Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom

2005 ◽  
Vol 32 (4) ◽  
pp. 353-365 ◽  
Author(s):  
Karen Swan ◽  
Annette Kratcoski ◽  
Pat Mazzer ◽  
Jason Schenker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Ubiquitous Computing ◽  
Teaching And Learning ◽  
Development Program ◽  
Learning Opportunities ◽  
Classroom Teachers ◽  
Computing Environments ◽  
Ubiquitous Computing Environments ◽  
Regular Practice

This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in their regular practice, but also gives them the opportunity to explore the full possibilities afforded by a variety of technologies and 1:1 computing opportunities. The program provides an important alternative model for professional development that has been highly successful, not only in increasing teachers' knowledge and confidence in technology integration but also in changing the ways in which teachers think about and use a variety of technologies in their classrooms. Findings also suggest that ubiquitous computing environments afford unique teaching and learning opportunities upon which ordinary classroom teachers can capitalize to a greater or lesser degree.

scholarly journals Emotionality and STEAM Integrations in Teacher Education

2018 ◽  
Vol 11 (2) ◽  
pp. 11-25 ◽  
Author(s):  
Astrid Steele ◽  
Elizabeth L. Ashworth
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Anecdotal Evidence ◽  
Steam Education ◽  
Emotion And Learning ◽  
Integration Project ◽  
Education Initiatives

The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors’ ArtScience integration project for teacher candidates (TCs) is described, and elicits the following questions: do teacher candidates (TCs) exhibit emotions directly related to the ArtScience integration project? If so, what are those emotions? How do those emotions connect with the TCs’ perceptions of integration? Anecdotal evidence and collected data in the form of reflection papers are analyzed and discussed. The authors suggest that STEAM integrations take into account the importance of emotion in multidisciplinary teaching and learning.

scholarly journals TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS

2021 ◽  
Author(s):  
Sam Ramaila ◽  
Keyword(s):  
Technology Integration ◽  
South African ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Survey Design ◽  
Natural Sciences ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
South African Township

This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.

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