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Integration of ICT in STEM Education
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Integration of ICT in STEM Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2020) | Viewed by 22377

Special Issue Editor

Dr. María Napal

E-Mail Website
Guest Editor
Department of Sciences, Universidad Pública de Navarra, 31006 Pamplona, Spain
Interests: ICT in education; science teaching; STEM education; inquiry-based learning; ecology; chiroptera; environmental education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue aims to examine and discuss the role of ICT in STEM education, from the point of view of sustainability. The inclusion of ICT has a potential transformative effect on education. Firstly, it enhances science education by fostering an understanding of complex or remote concepts, easening inquiry and modelization processes, and facilitating the creative processes that are paramount in STEM. Furthermore, ICT can enhance information and raise awareness about socioscientific issues, and can also mediate and promote the 21st century skills required for effective ESD—creativity, cooperation, communication, and critical thinking. On other matters, ICT encourages innovation, and may grant universal access to knowledge, making more extensive and inclusive lifelong training possible, thus contributing to equity and balanced development.

ICT applications specifically related to STEM education, sensitive to sustainability issues might include citizen science programmes, investigative activities, creative design, or asynchronous learning programmes for modular and life-long initiatives.

Taking all of this into account, this monograph seeks to collect evidence-based proposals to meaningfully integrate ICT in STEM education, as well as theoretical contributions that can inform good educational practices with ICT for sustainable futures.

We invite you to contribute to this Issue by submitting research articles or comprehensive reviews in various fields. Papers selected for this Special Issue are subject to a rigorous peer-review procedure, with the aim of the rapid and wide dissemination of research results, developments, and applications.

References:

Zhou, C., Purushothaman, A., Rongbutsri, N. (2013). Facilitating sustainability of education by problem-based learning (PBL) and information and communication technology (ICT). International Journal of Emerging Technologies in Learning (IJET), 8(6), 50-54.

Makrakis, V., Larios, N., Kaliantzi, G. (2012). ICT-enabled climate change education for sustainable development across the school curriculum. Journal of Teacher Education for Sustainability, 14(2), 54-72.

Maris, S., Maris, S.A., Cojocariu, N., Humita, M. (2018) Using ICT support for STEM education in disadvantaged youth learning. 13TH INTERNATIONAL SYMPOSIUM ON ELECTRONICS AND TELECOMMUNICATIONS.

Herold, J.F, Ginestie, J. (2017). Using ICT in STEM Education: A Help or a Hindrance to Student Learning?. In: Levin, I., Tsybulskly, D. (Ed.) Digital Tools and Solutions for Inquiry-Based STEM Learning. IGI Global.

Dr. María Napal
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Pedagogical integration of ICT
  • Education for sustainable development
  • Transformative education
  • 21st century skills
  • Citizen science
  • Sustainable development goals
  • ICT and gender equality
  • Digital teacher competence

Published Papers (4 papers)

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Research

18 pages, 2104 KiB  
Article
Online Tools for the Creation of Personal Learning Environments in Engineering Studies for Sustainable Learning
by Catalina Rus-Casas, M.Dolores La Rubia, Dolores Eliche-Quesada, Gabino Jiménez-Castillo and Juan D. Aguilar-Peña
Sustainability 2021, 13(3), 1179; https://doi.org/10.3390/su13031179 - 23 Jan 2021
Cited by 8 | Viewed by 3103
Abstract
This work describes an educational experience in which personal learning environments (PLEs) were created as a tool for the acquisition of subject contents in the science, technology, engineering, and mathematics (STEM) areas. For this, the same methodology was developed for different subjects in [...] Read more.
This work describes an educational experience in which personal learning environments (PLEs) were created as a tool for the acquisition of subject contents in the science, technology, engineering, and mathematics (STEM) areas. For this, the same methodology was developed for different subjects in order to teach the use of some digital tools, learn about the concepts related to the PLE, and apply the PLE to educational content promoting sustainable learning. Two questionnaires were designed to obtain information about the tools, activities, and subjects. The results of the questionnaires were analyzed using the Kaiser–Meyer–Olkin test and Pearson’s correlation. Then, several factors and the relationships between them were defined. In addition, this paper shows that because the PLE is based on a learning model in which the learner is the protagonist, its use is linked to sustainable learning. Therefore, the use of PLEs allows the development of the competences of “collaborative work” and “information management and organization”, which are both related to sustainable learning. In addition, the use of PLEs promotes understanding of the subjects and academic results in the subjects. Full article
(This article belongs to the Special Issue Integration of ICT in STEM Education)
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12 pages, 1861 KiB  
Article
Learning Plant Biodiversity in Nature: The Use of the Citizen–Science Platform iNaturalist as a Collaborative Tool in Secondary Education
by Andres Echeverria, Idoia Ariz, Judit Moreno, Javier Peralta and Esther M. Gonzalez
Sustainability 2021, 13(2), 735; https://doi.org/10.3390/su13020735 - 14 Jan 2021
Cited by 30 | Viewed by 5516
Abstract
Biodiversity is a concept of great scientific interest and social value studied in different subjects of the secondary education curriculum. Citizen–science programs may contribute to increasing the engagement of students when studying biodiversity. This work aimed to explore the use of the citizen–science [...] Read more.
Biodiversity is a concept of great scientific interest and social value studied in different subjects of the secondary education curriculum. Citizen–science programs may contribute to increasing the engagement of students when studying biodiversity. This work aimed to explore the use of the citizen–science platform iNaturalist as a complement of the elaboration of herbaria in an outdoor activity for 4th course 16-year-old students in the Basaula Reserve. The platform iNaturalist was chosen for its suitability to develop collaborative projects in an educational context. The Basaula project was created and 122 students were trained to record plant species in an outdoor activity. A total of 32 species were recorded, among them the most abundant were beech (Fagus sylvatica) and holm oak (Quercus ilex). The students positively evaluated their experience, highlighting its adequacy to record biodiversity data and make a virtual herbarium. Students valued the innovative character of iNaturalist and its usefulness for research but also the opportunity to integrate mobile devices in school education. We concluded that iNaturalist is a valuable tool to carry out collaborative projects dealing with biodiversity in secondary education. Full article
(This article belongs to the Special Issue Integration of ICT in STEM Education)
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14 pages, 596 KiB  
Article
Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning
by Ching Sing Chai, Yuli Rahmawati and Morris Siu-Yung Jong
Sustainability 2020, 12(21), 9050; https://doi.org/10.3390/su12219050 - 30 Oct 2020
Cited by 35 | Viewed by 4736
Abstract
This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is [...] Read more.
This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities. Full article
(This article belongs to the Special Issue Integration of ICT in STEM Education)
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20 pages, 5404 KiB  
Article
Scientific Performance and Mapping of the Term STEM in Education on the Web of Science
by Francisco-Javier Hinojo-Lucena, Pablo Dúo-Terrón, Magdalena Ramos Navas-Parejo, Carmen Rodríguez-Jiménez and Antonio-José Moreno-Guerrero
Sustainability 2020, 12(6), 2279; https://doi.org/10.3390/su12062279 - 14 Mar 2020
Cited by 29 | Viewed by 4645
Abstract
Technological progress is causing terms such as “STEM”, an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is [...] Read more.
Technological progress is causing terms such as “STEM”, an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the “STEM” concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on “women” and “science”. It can be concluded that the term “STEM” in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use. Full article
(This article belongs to the Special Issue Integration of ICT in STEM Education)
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