Improving K-12 STEM Education Outcomes through Technological Integration

Improving K-12 STEM Education Outcomes through Technological Integration

Michael J. Urban (Bemidji State University, USA) and David A. Falvo (Walden University, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: November, 2015|Copyright: © 2016 |Pages: 498
ISBN13: 9781466696167|ISBN10: 1466696168|EISBN13: 9781466696174|DOI: 10.4018/978-1-4666-9616-7


The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students’ learning experience and maximize competency in the areas of science, technology, engineering, and mathematics.

Improving K-12 STEM Education Outcomes through Technological Integration focuses on current research surrounding the effectiveness, performance, and benefits of incorporating various technological tools within science, technology, engineering, and mathematics classrooms. Focusing on evidence-based approaches and current educational innovations, this book is an essential reference source for teachers, teacher educators, and professionals interested in how emerging technologies are benefiting teaching and/or learning efficacy.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Distance Learning
  • Educational Technology Standards
  • Gaming Technologies
  • Hand-Held Devices
  • Internet Technologies
  • Social Media
  • Software Applications

Reviews and Testimonials

This work unties primarily US academics in various science fields with contributors in science education, STEM education, science pedagogy, curriculum and instruction, and video game development. They reveal current theory, pedagogy, and practice in teaching science, technology, engineering and math (STEM) in the US. Chapters are presented in sections on teaching and learning in STEM, real-world contexts for STEM, and educational technologies for STEM. Some specific subjects addressed include computer programming in elementary and middle school, using authentic earth data in the K-12 classroom, combining geospatial and computer modeling to engage high school students in urban ecology, and media literacy as a way to bridge the digital and STEM divides. The book is for teachers, administrators, teacher educators, and policy makers.

– ProtoView Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Michael Urban is an Associate Professor of Professional Education at Bemidji State University, in Minnesota, USA. He teaches undergraduate and graduate classes in science education, Earth and physical science, and general education. Dr. Urban earned his doctorate in Educational Technology from the University of Northern Colorado. Over the past decade he has participated in several grants related to science education and teaching with technology, developed curriculum, and written a number of articles about science education in general, and geoscience education in particular. His current research interests relate to using high altitude weather ballooning as a means for in-service teachers, pre-service teacher candidates, and K-12 students to design and conduct authentic science, technology, engineering, and mathematics (STEM) investigations in order to enhance their knowledge and skills in those disciplines. Dr. Urban began his professional career in education as a middle school science teacher.
David Falvo has recently served as a Full-Time Core Faculty Member in the Richard W. Riley College of Education and Leadership at Walden University. Prior to that appointment he served as an Associate Professor of Instructional Technology at Delaware State University. He has over 30 years of professional experience in education and now serves as a Contributing Faculty Member for Walden University, while working on an assortment of community and environmental projects at his home-town location in the Pocono Mountains of Pennsylvania. Dr. Falvo earned his doctorate in Curriculum and Instruction and Instructional Technology at West Virginia University. Since then, he has a record of published research, quality teaching, and service. Dr. Falvo served as key personnel on an NSF grant studying the use of animations for teaching chemistry, and on numerous research projects about educational technologies. His research interests include online learning systems (designs and tools), interface usability, collaborative learning, and teacher professional development. In addition to his thirty years of working in the field of education, he has experience working with teachers and students in K-12 science education settings as well as over thirteen years of experience teaching undergraduate and graduate students.