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Beyond Angry Birds™: Using Web-Based Tools to Engage Learners and Promote Inquiry in STEM Learning

Beyond Angry Birds™: Using Web-Based Tools to Engage Learners and Promote Inquiry in STEM Learning

Isha DeCoito, Tasha Richardson
Copyright: © 2018 |Pages: 24
ISBN13: 9781522534174|ISBN10: 1522534172|EISBN13: 9781522534181
DOI: 10.4018/978-1-5225-3417-4.ch023
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MLA

DeCoito, Isha, and Tasha Richardson. "Beyond Angry Birds™: Using Web-Based Tools to Engage Learners and Promote Inquiry in STEM Learning." Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 410-433. https://doi.org/10.4018/978-1-5225-3417-4.ch023

APA

DeCoito, I. & Richardson, T. (2018). Beyond Angry Birds™: Using Web-Based Tools to Engage Learners and Promote Inquiry in STEM Learning. In I. Management Association (Ed.), Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications (pp. 410-433). IGI Global. https://doi.org/10.4018/978-1-5225-3417-4.ch023

Chicago

DeCoito, Isha, and Tasha Richardson. "Beyond Angry Birds™: Using Web-Based Tools to Engage Learners and Promote Inquiry in STEM Learning." In Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 410-433. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3417-4.ch023

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Abstract

This chapter explores digital web-based tools for engaging learners and promoting inquiry-based STEM learning. Specifically the authors analyze a selection of technological supports in STEM education, including remote laboratories and simulations, within the context of inquiry based teaching and learning in physics. Teaching physics through inquiry continue to create high levels of anxiety amongst elementary school teachers, which in turn influences their pedagogical choices and limits the possibility of spontaneous events arising from student exploration in the classroom. The authors maintain that teachers will require professional development opportunities to work within the Technological Pedagogical Content Knowledge (TPACK) framework to ensure that they are able to select from a broad spectrum of technological supports. The authors highlight the potential of web-based digital tools to promote inquiry-based STEM learning, and engage both teachers and students, thus potentially improving attitudes toward teaching and learning STEM content through digital technologies.

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