Emerging Technologies for STEAM Education: Full STEAM Ahead by Xun Ge, Dirk Ifenthaler, J. Michael Spector (eds.)

By Xun Ge, Dirk Ifenthaler, J. Michael Spector (eds.)

This theory-to-practice consultant bargains modern rules for wide-scale curriculum reform in sciences, expertise, engineering, the humanities, and mathematics--the STEAM topics. Chapters emphasize the severe significance of present and rising electronic applied sciences in bringing STEM schooling in control and enforcing adjustments to curricula on the school room point. Of specific curiosity are the varied methods of integrating the liberal arts into STEM direction content material in jointly reshaping humanities schooling and clinical schooling. This framework and its many instructive examples are geared to make sure that either educators and scholars can develop into cutting edge thinkers and powerful problem-solvers in a knowledge-based society.

Included within the coverage:

  • Reconceptualizing a school technological know-how studying event within the new electronic era.
  • Using cellular units to aid formal, casual, and semi-formal learning.
  • Change of attitudes, self-concept, and crew dynamics in engineering education.
  • The language arts as foundational for technological know-how, know-how, engineering, paintings, and mathematics.
  • Can K-12 math academics teach scholars to make legitimate logical reasoning?
  • Moving ahead with STEAM schooling research.

Emerging applied sciences for STEAM Education equips educators, schooling researchers, directors, and schooling policymakers with curricular and pedagogical recommendations for making STEAM schooling the bedrock of available, proper studying according to state-of-the-art electronic advances.

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Example text

1 Christensen’s (2002) six stages of adoption of technology based on Russell (1995) teachers at the classroom level has been shown to be reasonably accurate over a wide range of educational innovations, including recently emerging areas such as distance learning (Alajmi, 2010). The basic concept is that a small proportion (3 %) of any typical large collection of teachers (perhaps at the school-wide level) will be innovators, adopting a new educational innovation immediately, while a larger but still small proportion (14 %) will be early adopters and enthusiastically embrace the change.

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