How to link pedagogy, technology and STEM learning?

Margus Pedaste*, Äli Leijen, Katrin Saks, Ton de Jong, Denis Gillet

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

1 Citation (Scopus)
68 Downloads (Pure)

Abstract

Several studies show that technology has been actively used in everyday life, but much less in the learning context. When technology has been used by teachers, its main purpose has often been to engage students and motivate them to learn. In the Estonian context there are only 5% of students who use tablets and smartphones not only for searching for and sharing information but also for communication and content creation in the learning context. Linking technology use with different pedagogical approaches and measuring its effect on learning outcomes is much rarer. In several European research and development projects we have tested different pedagogic scenarios to use technology in STEM (Science Technology Engineering and Math) education. In these scenarios the inquiry-based learning approach has been supported with technology. In this paper we describe these cases and provide recommendations to improve learning process by linking pedagogy, technology and STEM learning more successfully. We propose that the main characteristics of new technology-enhanced learning environments have to enable self-directed computer-supported collaborative inquiry-based learning and the teachers have to support students' self-regulated learning, digital competence and autonomy in learning.

Original languageEnglish
Title of host publicationICCE 2017 - 25th International Conference on Computers in Education
Subtitle of host publicationTechnology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings
EditorsYusuke Hayashi, Thepchai Supnithi, Moffat Mathews, Su Luan Wong, Ahmad Fauzi Mohd Ayub, Antonija Mitrovic, Wenli Chen, Jie-Chi Yang
PublisherAsia-Pacific Society for Computers in Education
Pages578-586
Number of pages9
ISBN (Print)9789869401227
Publication statusPublished - 1 Jan 2017
Event25th International Conference on Computers in Education: Technology and Innovation 2017: Computer-Based Educational Systems for the 21st Century - Rydges Latimer hotel, Christchurch, New Zealand
Duration: 4 Dec 20178 Dec 2017
Conference number: 25
http://www.apsce.net/icce/icce2017/140.115.135.84/icce/icce2017/index.html

Conference

Conference25th International Conference on Computers in Education: Technology and Innovation 2017
Abbreviated titleICCE 2017
CountryNew Zealand
CityChristchurch
Period4/12/178/12/17
Internet address

Fingerprint

Engineering technology
engineering
science
learning
Students
scenario
Smartphones
student
teacher
pedagogics
development project
research and development
everyday life
Education
learning process
new technology
learning environment
research project
autonomy
Communication

Keywords

  • Computer-supported collaborative learning
  • Digital competence
  • Inquiry-based learning
  • Self-regulated learning
  • STEM learning
  • Technology-enhanced learning

Cite this

Pedaste, M., Leijen, Ä., Saks, K., de Jong, T., & Gillet, D. (2017). How to link pedagogy, technology and STEM learning? In Y. Hayashi, T. Supnithi, M. Mathews, S. L. Wong, A. F. Mohd Ayub, A. Mitrovic, W. Chen, ... J-C. Yang (Eds.), ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings (pp. 578-586). Asia-Pacific Society for Computers in Education.
Pedaste, Margus ; Leijen, Äli ; Saks, Katrin ; de Jong, Ton ; Gillet, Denis. / How to link pedagogy, technology and STEM learning?. ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings. editor / Yusuke Hayashi ; Thepchai Supnithi ; Moffat Mathews ; Su Luan Wong ; Ahmad Fauzi Mohd Ayub ; Antonija Mitrovic ; Wenli Chen ; Jie-Chi Yang. Asia-Pacific Society for Computers in Education, 2017. pp. 578-586
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title = "How to link pedagogy, technology and STEM learning?",
abstract = "Several studies show that technology has been actively used in everyday life, but much less in the learning context. When technology has been used by teachers, its main purpose has often been to engage students and motivate them to learn. In the Estonian context there are only 5{\%} of students who use tablets and smartphones not only for searching for and sharing information but also for communication and content creation in the learning context. Linking technology use with different pedagogical approaches and measuring its effect on learning outcomes is much rarer. In several European research and development projects we have tested different pedagogic scenarios to use technology in STEM (Science Technology Engineering and Math) education. In these scenarios the inquiry-based learning approach has been supported with technology. In this paper we describe these cases and provide recommendations to improve learning process by linking pedagogy, technology and STEM learning more successfully. We propose that the main characteristics of new technology-enhanced learning environments have to enable self-directed computer-supported collaborative inquiry-based learning and the teachers have to support students' self-regulated learning, digital competence and autonomy in learning.",
keywords = "Computer-supported collaborative learning, Digital competence, Inquiry-based learning, Self-regulated learning, STEM learning, Technology-enhanced learning",
author = "Margus Pedaste and {\"A}li Leijen and Katrin Saks and {de Jong}, Ton and Denis Gillet",
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Pedaste, M, Leijen, Ä, Saks, K, de Jong, T & Gillet, D 2017, How to link pedagogy, technology and STEM learning? in Y Hayashi, T Supnithi, M Mathews, SL Wong, AF Mohd Ayub, A Mitrovic, W Chen & J-C Yang (eds), ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings. Asia-Pacific Society for Computers in Education, pp. 578-586, 25th International Conference on Computers in Education: Technology and Innovation 2017, Christchurch, New Zealand, 4/12/17.

How to link pedagogy, technology and STEM learning? / Pedaste, Margus; Leijen, Äli; Saks, Katrin; de Jong, Ton; Gillet, Denis.

ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings. ed. / Yusuke Hayashi; Thepchai Supnithi; Moffat Mathews; Su Luan Wong; Ahmad Fauzi Mohd Ayub; Antonija Mitrovic; Wenli Chen; Jie-Chi Yang. Asia-Pacific Society for Computers in Education, 2017. p. 578-586.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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AU - Pedaste, Margus

AU - Leijen, Äli

AU - Saks, Katrin

AU - de Jong, Ton

AU - Gillet, Denis

PY - 2017/1/1

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N2 - Several studies show that technology has been actively used in everyday life, but much less in the learning context. When technology has been used by teachers, its main purpose has often been to engage students and motivate them to learn. In the Estonian context there are only 5% of students who use tablets and smartphones not only for searching for and sharing information but also for communication and content creation in the learning context. Linking technology use with different pedagogical approaches and measuring its effect on learning outcomes is much rarer. In several European research and development projects we have tested different pedagogic scenarios to use technology in STEM (Science Technology Engineering and Math) education. In these scenarios the inquiry-based learning approach has been supported with technology. In this paper we describe these cases and provide recommendations to improve learning process by linking pedagogy, technology and STEM learning more successfully. We propose that the main characteristics of new technology-enhanced learning environments have to enable self-directed computer-supported collaborative inquiry-based learning and the teachers have to support students' self-regulated learning, digital competence and autonomy in learning.

AB - Several studies show that technology has been actively used in everyday life, but much less in the learning context. When technology has been used by teachers, its main purpose has often been to engage students and motivate them to learn. In the Estonian context there are only 5% of students who use tablets and smartphones not only for searching for and sharing information but also for communication and content creation in the learning context. Linking technology use with different pedagogical approaches and measuring its effect on learning outcomes is much rarer. In several European research and development projects we have tested different pedagogic scenarios to use technology in STEM (Science Technology Engineering and Math) education. In these scenarios the inquiry-based learning approach has been supported with technology. In this paper we describe these cases and provide recommendations to improve learning process by linking pedagogy, technology and STEM learning more successfully. We propose that the main characteristics of new technology-enhanced learning environments have to enable self-directed computer-supported collaborative inquiry-based learning and the teachers have to support students' self-regulated learning, digital competence and autonomy in learning.

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A2 - Yang, Jie-Chi

PB - Asia-Pacific Society for Computers in Education

ER -

Pedaste M, Leijen Ä, Saks K, de Jong T, Gillet D. How to link pedagogy, technology and STEM learning? In Hayashi Y, Supnithi T, Mathews M, Wong SL, Mohd Ayub AF, Mitrovic A, Chen W, Yang J-C, editors, ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings. Asia-Pacific Society for Computers in Education. 2017. p. 578-586