Title
Conceptualizing the T in STEM: A Systematic Review
Date of this Version
3-18-2019
Document Type
Article
Abstract
In this systematic review, we examine multiple perspectives on the role of technology (hereafter “T”) in the field of integrated science, technology, engineering, and mathematics (hereafter “STEM”) for the last two decades. We identify prominent positions and highlight characteristics of conceptualizations that continue to shape integrated STEM teaching and learning. Findings indicate three central conceptualizations of T in STEM: T as learning technologies; T as the product of E in STEM; and T as computational participation, which includes coding and computational thinking. We discuss how these prominent perspectives are not mutually exclusive and make a case for pluralistic approaches that empower practitioners, including teacher educators and teachers, to dynamically build on one or more of these conceptualizations. We conclude with a call to practitioners to engage with the T in STEM, with thoughtful consideration of localized contexts, thereby incorporating conceptualizations of technology towards more meaningfully integrated STEM teaching and learning.
Recommended Citation
Sivaraj, R., Ellis, J. & Roehrig, G. (2019). Conceptualizing the T in STEM: A Systematic Review. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1245-1254). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).