Educational Communications and Technology: Issues and Innovations

Series Editors J. Michael SpectorM. J. BishopDirk Ifenthaler

More information about this series at http://www.springer.com/series/11824

Xun Ge • Dirk Ifenthaler • J. Michael SpectorEditors

Emerging Technologies for STEAM Education

Full STEAM Ahead

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Educational Communications and Technology: Issues and InnovationsISBN 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 2015This 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.

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EditorsXun GeUniversity of OklahomaNormanOklahomaUSA

Dirk IfenthalerUniversity of MannheimMannheimGermany

J. Michael SpectorCollege of InformationUniversity of North TexasDentonTexasUSA

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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

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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,

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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”).

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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 GeMannheim, Germany Dirk IfenthalerDenton, TX, USA J. Michael Spector

.

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Contents

Part I Prologue

Education, Training, Competencies, Curricula and Technology ................. 3J. Michael Spector

Part II Science

Active Learning Approaches to Integrating Technology into a Middle School Science Curriculum Based on 21st Century Skills .............. 17Rhonda Christensen and Gerald Knezek

Preparing Students with 21st Century Skills: Integrating Scientific Knowledge, Skills, and Epistemic Beliefs in Middle School Science Curricula ................................................................................. 39Jiangyue Gu and Brian R. Belland

Reconceptualizing a College Science Learning Experience in the New Digital Era: A Review of Literature...................................................................................................... 61Ji Shen, Shiyan Jiang and Ou Lydia Liu

There is an Art to Teaching Science in the 21st Century .............................. 81October Smith

Part III Technology and Technology Integration

An Indigenous Learning Approach to Computer Science Education ......... 95Dianne Biin and Marla L Weston

The Potential of Embodied Cognition to Improve STEAM Instructional Dynamic Visualizations ............................................................ 113Juan C. Castro-Alonso, Paul Ayres and Fred Paas

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Technology-Enhanced Teacher Education for 21st Century: Challenges and Possibilities .......................................................................... 137Marina Milner-Bolotin

Using Mobile Devices to Support Formal, Informal and Semi-formal Learning ................................................................................... 157Michael M. Grant

Implementing Large-Scale Mobile Device Initiatives in Schools and Institutions............................................................................................... 179Hong Lin

Part IV Engineering

Designing for Open Innovation: Change of Attitudes, Self-Concept, and Team Dynamics in Engineering Education .................. 201Dirk Ifenthaler, Zahed Siddique and Farrokh Mistree

Critical Support Systems to Enhance the Development and Assessment of 21st Century Expertise in Engineering Students ..................................................................................... 217Enrique 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 ............................................................. 247Lawrence Baines

Putting the “H” in STEAM: Paradigms for Modern Liberal Arts Education ............................................................................................... 259Armanda L. Lewis

Reconceptualizing Liberal Education in the 21st Century ........................ 277Aytac Gogus

Predicting the Future: Altering the Course of Future Liberal Arts Curriculum Through an Examination of the Discipline and the Addition of STEAM Elements......................................................... 293Michael Marmon

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Part VI Mathematics

The 21st Century Mathematics Curriculum: A Technology Enhanced Experience .................................................................................... 311David A. Coffland and Ying Xie

Can K-12 Math Teachers Train Students to Make Valid Logical Reasoning? ........................................................................................ 331Hong Liu, Maria Ludu and Douglas Holton

Modeling for Dynamic Mathematics ............................................................ 355Lingguo Bu and Markus Hohenwarter

Part VII Epilogue

Moving Forward with STEAM Education Research ................................. 383Xun Ge, Dirk Ifenthaler and J. Michael Spector

Author Index .................................................................................................. 397

Subject Index .................................................................................................. 409

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About the Editors

Xun Ge is Professor of Instructional Psychology and Technology and Chair of the Department of Educational Psychology, Jeannine Rainbolt College of Education, the University of Oklahoma. She holds a Ph.D. in Instructional Systems from the Pennsylvania State University. Dr. Ge’s primary research interest involves scaffolding students’ complex and ill-structured problem solving and self-regulated learning through designing instructional scaffolds, cognitive tools, learning technologies, and open learning environments (including virtual learning community, game-based learning, inquiry-based learning, and problem-based learning). Over the past years, her scholarly works has evolved to link cognition to motivation. Dr. Ge is also interested in studying the impact and assessment of game-based learning in supporting complex, ill-structured problem solving. Dr. Ge has extensive research experience in STEM education, and she has collaborated with scholars from diverse disciplines around the world. Dr. Ge’s research has been published in a co-edited book published by Springer, multiple book chapters in some highly regarded books, and numerous articles in many leading journals of the field, not to mention many other conference proceeding papers. Dr. Ge has been recognized for three prestigious awards she has received—2012 Outstanding Journal Article, 2004 Outstanding Journal Article 2003, and Young Scholar awarded by Educational Technology Research & Development and the American Educational Communications and Technology.

Dirk Ifenthaler is Professor for Instructional Design and Technology at the University of Mannheim, Germany as well as an Adjunct Professor at Deakin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. Dirk was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Professor Ifenthaler’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. He developed automated and computer-based methodologies for the assessment, analysis, and feedback of graphical and natural language representations, as well as simulation and game

xiv About the Editors

environments for teacher education. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA—see Dirk’s website for a full list of scholarly outcomes at www.ifenthaler.info. Professor Ifenthaler is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.springer.com/10758). Dirk is the Past-President for the AECT Design and Development Division, 2013–2015 Chair for the AERA Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA).

J. Michael Spector is a Professor of Learning Technologies at the University of North Texas. Previously he was a Professor of Educational Psychology and Instructional Technology at the Learning and Performance Support Laboratory at the University of Georgia, Associate Director of the Learning Systems Institute at Florida State University, and Chair of Instructional Design, Development and Evaluation at Syracuse University. Prior to that, he was Director of the Educational Information Science and Technology Research Program at the University of Bergen, and the Senior Scientist for Instructional Systems Research at Armstrong Laboratory. He earned a Ph.D. in Philosophy from The University of Texas at Austin. His research focuses on intelligent support for instructional design, assessing learning in complex domains, and technology integration in education. Dr. Spector served on the International Board of Standards for Training, Performance and Instruction (ibstpi). He is a Past-President of the Association for Educational and Communications Technology and a Past-Chair of the Technology, Instruction, Cognition and Learning Special Interest Group of AERA. He is editor of Educational Technology Research & Development and edited the third and fourth editions of the Handbook of Research on Educational Communications and Technology, as well as the Encyclopedia of Educational Technology.

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Contributors

Paul Ayres University of New South Wales, Sydney, Australia

Lawrence Baines The University of Oklahoma, Norman, USA

Brian R. Belland Utah State University, Logan, USA

Dianne Biin Camosun College, Victoria, Canada

Lingguo Bu Southern Illinois University, Carbondale, USA

Juan C. Castro-Alonso University of New South Wales, Sydney, Australia

Gladis Chávez-Torrejón Center for Science, Engineering, and Technology Education, Universidad de las Americas Puebla, Puebla, Mexico

Rhonda Christensen University of North Texas, Denton, USA

David A. Coffland Idaho State University, Pocatello, USA

Lourdes Gazca Center for Science, Engineering, and Technology Education, Universidad de las Americas Puebla, Puebla, Mexico

Xun Ge University of Oklahoma, Norman, USA

Aytac Gogus Okan University, Istanbul, Turkey

Michael M. Grant University of South Carolina, Columbia, USA

Jiangyue Gu Utah State University, Logan, USA

Judith Virginia Gutiérrez Cuba Center for Science, Engineering, and Technology Education, Universidad de las Americas Puebla, Puebla, Mexico

Markus Hohenwarter Johannes Kepler University, Linz, Austria

Douglas Holton Embry-Riddle Aeronautical University, Daytona Beach, FL, USA

Silvia Husted Center for Science, Engineering, and Technology Education, Universidad de las Americas Puebla, Puebla, Mexico

xvi Contributors

Dirk Ifenthaler University of Mannheim, Mannheim, GermanyDeakin University, Melbourne, Australia

Shiyan Jiang University of Miami, Coral Gables, USA

Gerald Knezek University of North Texas, Denton, USA

Armanda L. Lewis New York University, New York, USA

Hong Lin University of Oklahoma, Norman, USA

Hong Liu Embry-Riddle Aeronautical University, Daytona Beach, FL, USA

Ou Lydia Liu Educational Testing Service, Princeton, USA

Aurelio López-Malo Chemical, Environmental, and Food Engineering, Universidad de las Americas Puebla, Puebla, Mexico

Maria Ludu Embry-Riddle Aeronautical University, Daytona Beach, FL, USA

Michael Marmon University of North Texas, Denton, USA

Marina Milner-Bolotin University of British Columbia, Vancouver, Canada

Farrokh Mistree University of Oklahoma, Norman, USA

Fred Paas University of New South Wales, Sydney, Australia; Erasmus University Rotterdam, Rotterdam, Netherlands

Enrique Palou Center for Science, Engineering, and Technology Education, Universidad de las Americas Puebla, Puebla, Mexico

Zaira Ramírez Apud Center for Science, Engineering, and Technology Education, Universidad de las Americas Puebla, Puebla, Mexico

Nelly Ramírez-Corona Chemical, Environmental, and Food Engineering, Universidad de las Americas Puebla, Puebla, Mexico

Ji Shen University of Miami, Coral Gables, USA

Zahed Siddique University of Oklahoma, Norman, USA

October Smith University of North Texas, Denton, USA

J. Michael Spector University of North Texas, Denton, USA

Marla L Weston Camosun College, Victoria, Canada

Ying Xie Northern Illinois University, DeKalb, USA