scholarly journals Ending the Digital Gender Divide. Are Coding Clubs the Solution?

Tripodos ◽  
2021 ◽  
pp. 29-41
Author(s):  
David Ramírez-Plascencia ◽  
Rosa María Alonzo-González
Keyword(s):  
Information Technology ◽  
Developing Countries ◽  
Content Analysis ◽  
Key Words ◽  
Critical Analysis ◽  
Comprehensive Review ◽  
Design And Implementation ◽  
Science Technology ◽  
Gender Divide ◽  
And Mathematics

There is a shared lasting concern in both developed and developing countries regarding the low rates of participating women in STEM (science, technology, engineering and mathematics). In this context, one of the most frequent actions is the development of STEM and coding workshops as a way to increase the presence of women in these fields. The main object of this article is not only to provide a description of the programs that support girls into STEM, but also to make a critical analysis of their design. This research employs the content analysis approach, a technique to make replicable and valid inferences from texts. The methodology sample came from a comprehensive review of 64 programs announced online that aim to support the incorporation of girls and women into STEM, particularly Information technology. As the final outcomes will show, besides the high popularity of these programs, there are important questionings regarding their design and implementation, particularly about the effectiveness of their actions in reducing the problems associated with the digital gender divide and the inclusion of women into STEM academia and STC industry.   Acabar amb la bretxa digital de gènere, ¿els clubs de programació són una solució viable? Hi ha una preocupació compartida entre països desenvolupats i en vies de desenvolupament respecte a les baixes taxes de dones en àrees STEM (ciència, tecnologia, enginyeria i matemàtiques). En aquest context, una de les estratègies més freqüents és el desenvolupament de tallers per aprendre a programar i de cursos amb activitats relacionades amb disciplines STEM, amb la finalitat d’augmentar la presència de dones en aquestes àrees. L’objectiu principal d’aquest article no és tan sols proporcionar una descripció dels programes que donen suport a la inclusió de les nenes en la ciència, sinó també fer-ne una anàlisi crítica sobre el disseny i la implementació. Aquesta investigació utilitza la tècnica d’anàlisi de contingut, una tècnica que permet fer inferències vàlides i replicables des dels textos. La mostra estadística de la metodologia prové d’una revisió exhaustiva de 64 programes anunciats en línia que tenen l’objectiu de donar suport a la incorporació de nenes i dones en les disciplines STEM, sobretot en les tecnologies de la informació. Els resultats finals demostren que, tot i la gran popularitat d’aquests programes, se’ls qüestiona força pel que fa a la seva execució, especialment l’efectivitat de les seves accions per reduir la bretxa digital de gènere i la inclusió de les dones en la ciència.   Key words: Digital gender divide, STEM girls, empowerment, coding clubs, gen¬der inequality. Paraules clau: bretxa digital de gènere, nenes STEM, empoderament, clubs de programació, iniquitat de gènere.  

STEAM PRACTICES IN CHEMISTRY EDUCATION

2019 ◽  
Vol 16 (1) ◽  
pp. 32-42
Author(s):  
Ümmüye Nur Tüzün ◽  
Gülseda Eyceyurt Türk
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Science Technology ◽  
Tenth Grade ◽  
Data Content ◽  
And Mathematics ◽  
Academic Year

STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields. Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.

scholarly journals Science, Technology, Engineering, and Mathematics (STEM) as A Learning Approach to Improve 21st Century Skills: A Review

2020 ◽  
Vol 16 (07) ◽  
pp. 95
Author(s):  
Suci Fajrina ◽  
Lufri Lufri ◽  
Yuni Ahda
Keyword(s):  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Interdisciplinary Approach ◽  
Learning Approach ◽  
Comprehensive Review ◽  
Science Technology ◽  
Global Companies ◽  
And Mathematics ◽  
The Relationship

<p class="0abstract">Science, Technology, Engineering, and Mathematics (STEM) is an interdisciplinary approach where academic concept coupled with a lesson or problems that exist in the real world so that students can apply science, technology, engineering, and mathematics in a context that makes the relationship between the school, community, work, and global companies that will emerge the ability to compete in the 21st-century integration of STEM in the classroom Form comprise of three, including integrated content, supporting an integrated content, or integrated context, STEM in its application aims to develop thinking, reasoning, teamwork, investigation, and 21st-century skills that can be used by students in all areas in their life, 21st-century skills to learn and innovate include critical thinking, creativity, communication, and collaboration known as the "Four Cs". This paper provides a comprehensive review of STEM as a learning approach to improve their skills, especially the skills of the 21st century "Four Cs" of the students. Skills "Four Cs" becomes one key to success is to be competitive in entering the era of information and knowledge.</p>

scholarly journals Strategic management of science, technology and mathematics education (STME)

1999 ◽  
Vol 2 ◽  
pp. 140-147
Author(s):  
Martins Fabunmi
Keyword(s):  
Developing Countries ◽  
Mathematics Education ◽  
Strategic Management ◽  
General Overview ◽  
Science Technology ◽  
Management Processes ◽  
And Mathematics

This paper provides a general overview of strategic management of science, technology and mathematics education (STME) in developing countries. It examines pow statements on science, technology and mathematics education (STME) and summarises management processes required for the strategic management of this form of education. The paper concludes with a number of recommendations for improving the quality of this form of education in developing countries.

Skills and Competencies of Information Technology Professionals

2020 ◽  
pp. 36-56
Author(s):  
Suchitra Ajgaonkar ◽  
Netra Neelam
Keyword(s):  
Economic Growth ◽  
Information Technology ◽  
Developing Countries ◽  
Literature Review ◽  
Critical Analysis ◽  
Theoretical Models ◽  
Information Technology Professionals ◽  
It Professionals ◽  
Skill Gaps ◽  
Scopus Database

Information technology (IT) is a vital source of economic growth across developed and developing countries. Skill gaps are significant barriers to technology adoption by many industries; therefore, this chapter reviews research studies sampling IT professionals to identify a whole gamut of IT professionals' skills and competencies. This systematic literature review comprises of exhaustive search for articles through Scopus database with empirical evidence or theoretical models meant for working IT professionals. Critical analysis of prominent papers is done to bring forth existing research categories (typology) and furnish generic as well as specific skills and competencies. This study attempts to become a resource for integration of IT professional capability research and a comprehensive report for researchers, practitioners, educators, and institutions. Tables containing list of publishing journals, country- and industry-wise article distribution, and prominent paper methodology are provided.

scholarly journals Integrating Information Technology and Stem Learning Models in Industrial 4.0 Revolution

2020 ◽  
Author(s):  
Sri Handayani ◽  
Sri Umi Mintarti W ◽  
Rizza Megasari ◽  
Januar Kustiandi
Keyword(s):  
Information Technology ◽  
Industrial Revolution ◽  
Human Life ◽  
Stem Learning ◽  
Learning Models ◽  
Science Technology ◽  
The World ◽  
The Face ◽  
Innovative Learning ◽  
And Mathematics

At present the world is entering the era of industrial revolution 4.0 which is closely related to information technology on the basis of human life (Kemenristekdikti, 2018a). With these changes, of course the world of education must also immediately respond to these changes. The steps that can be taken is by integrating information technology with innovative learning models. As a teacher in the Indonesian era 4.0 gave birth to a term known as Teacher 4.0 Challenges & Requirements. To become a 4.0 teacher must have 3 components, namely: 1) Human - Based & Didactical Challengee; 2) Organizational Challengee and 3) Technological Challengee. (Abdelrazeq, 2016). To support these competencies, one of the learning models that can be used is the STEM-based learning model. STEM Education is a combination of areas of Science, Technology, Engineering, and Mathematics (STEM) (Duran, et al., 2016). This paper aims to: 1) explain the perception of information technology and STEM learning for prospective economic teachers. 2) describes the efforts to integrate Information Technology and STEM-based Learning Models in the face of the Age of Industrial Revolution 4.0. Keywords: Industrial Revolution Era 4.0, Information Technology, and Innovative Learning Models, STEM, Teacher Competencies 4.0.

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