Technology Education - Science topic

Dear esteemed Professors

I'm an aspiring candidate for the Msc Technology Education at UNISA. I am looking for a supervisor to guide me through this course.

Link: https://icon-masted.easyscience.education/2025/

When May 14, 2025 - May 16, 2025

Where Kryvyi Rih, Ukraine

Submission Deadline Jan 20, 2025

Notification Due Mar 21, 2025

Final Version Due Apr 21, 2025

Call For Papers

The International Conference on Mathematics, Science, and Technology Education (ICon-MaSTEd) is a peer-reviewed international conference that covers research on mathematics, science, and technology education and technology-enhanced learning, including blended learning, E-learning, ICT-based assessment, mobile learning, etc. Since 2001, ICon-MaSTEd has been the premier interdisciplinary forum for social scientists, academicians, researchers, professionals, policymakers, postgraduate students and practitioners to present their latest research results, ideas, developments, and applications. Authors are invited to submit full (and original research) papers (at least 6 pages), surveys, tutorials, and perspective/colloquia articles on conference topics of interest through the Morressier (https://icon-masted.easyscience.education/2025/#cfp) by January 20, 2025. ICon-MaSTEd topics of interest: Mathematics Education Biology Education Chemistry Education Physics Education Astronomy Education Earth Science Education Computer Science Education Integrated Science Education Technology Education Educational Technology Accepted papers will be submitted to the open-access Journal of Physics: Conference Series (Online ISSN: 1742-6596 / publisher: IOP Publishing) three months after the conference. IOP Publishing shall waive the APC for corresponding authors based in Ukraine and affiliated with a Ukrainian institution. Therefore, ICon-MaSTEd program chairs are happy to waive the registration fee for such authors.

Dear experts,

I have been reading as many as possible recently pertaining to Technology & Education. However, what confuses me would be, why many teachers still do not have enough technological knowledge in 2023? This finding is in line with my internship experiences as well. The previous researchers suggest that the culprit of this situation could be some funding issues, technology gaps, institutional support, teacher cognition (this is based on my published article), etc... I mean, in what ways should we tackle this particular situation in a constructive manner? Do you think policies are of help? If so, how?

Dear Researcher

I am a professor and researcher at the Federal Institute of Education, Science, and Technology of Amazonas, located in the Brazilian Amazon. Our institution maintains a scientific journal focused on the publication of studies on Technological Education in its various aspects, especially those focused on teacher training at all levels of education. Every year our Journal publishes a special edition with a specific theme. In 2024 the theme will be “Technological Education and Innovation: Perspectives for the Near Future.” In this sense, I invite you to submit one of your studies for publication in our special issue.

For submission, it is necessary to register as an author at the link https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/user/register. More details on the subject and the deadline for submission can be found at https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/announcement. It will be an honor for our journal to publish your study in our special issue in January 2024.

Education, trialability, and observability are three factors that are supposed to have a positive relationship with the adoption of climate-smart technologies. Farmers with a higher level of education, as well as the option to trial the technology and observe the results, are likely to be more inspired to adopt and practice the technique. Is there any evidence that it can be negative?

Thank you so much in advance.

International Research Journal of Science, Technology, Education, and Management ( IRJSTEM ) is good to publish Journal?

In my master's dissertation, I investigated factors that influence the acceptance of blended learning in Malaysian private institutions. However, there is still room for research and in-depth analysis; to have better and more satisfying results.

It would be great to hear from the community whether you have any experience (positive or negative) in applying gamification, simulations, and/or serious games in class.

Literature? Experience? Opinions? ... are most welcome ... Thank you!

Education 4.0 is a new educational paradigm designed to address the needs and opportunities of the fourth industrial revolution. Essentially, Education 4.0 is based on the concept of learning by doing, where students are encouraged to learn and discover different things in unique ways by experimenting [1]. In addition to the application of Industry 4.0 technologies, Education 4.0 relies on concepts such as gamification, simulations, and serious games [2].

Computer games that, in addition to their entertainment value, specifically promote the transfer of knowledge and skills or support behavioral changes are referred to as serious games. Serious games in education, especially at universities, have not yet been fully researched, although the pedagogical application of gamification, serious games, and computer simulations has long been known as an educational method and has demonstrably significant development potential [3, 4].

Recent studies, even before COVID-19, point to increasing numbers of users and an ever-greater integration of information and communication technology into existing educational processes [5, 6] in order to increase the attractiveness of teaching and learning [7-9]. Modern, well-designed learning games improve the user's problem-solving skills, enable effective learning, and can build bridges between theory and practical application by learning, retrieving, and assessing skills and knowledge in a positive, motivating, safe, simulated environment [10, 11]. In addition, game data can be analyzed relatively easily to provide useful information for measuring, assessing, and improving performance, but also for improving the learning environment [12].

Although interest in games in education has increased over the last decade, there is still much need for research on serious games and their effectiveness [13]. Moreover, theoretical and practical exploration requires interdisciplinary collaboration [14].

I am looking forward to your insights!

We are a group of experts focusing on quality research work to be published on Scopus Indexed Journals. The key ares we are focusing is Educational Technology, Educational Psychology and Psychological Testing. If any scholastic person wants to join the group, we will be happy to collaborate.

STEM fue el tema principal de la conferencia internacional ASTE 2019, con al menos 8 pósteres, 27 presentaciones orales y 3 talleres que promovieron las aulas STEM, la instrucción/enseñanza STEM, las lecciones STEM, los campamentos de verano STEM, los clubes STEM y las escuelas STEM sin proporcionar una conceptualización o definición operativa de lo que es STEM. Algunas presentaciones defendían la integración de las disciplinas, pero el ejemplo proporcionado fue principalmente prácticas "indagatorias" y de "diseño de ingeniería" que de hecho no diferían del tipo de actividades en el aula hands-on/minds-off mal conceptualizadas y epistemológicamente incongruentes.

Por lo tanto, vale la pena considerar:

(1) ¿Por qué lo llamamos STEM si no difiere de las prácticas aplicadas durante décadas (por ejemplo, indagación, actividades hands-on)?

(2) ¿Qué beneficios (si los hubiere) puede aportar esta mentalidad/tendencia de STEMinificación a la educación científica y su investigación?

Hi there

I have read that there is a minimum requirement for 5 participants in this type of research. My research is in the context of education and technology and I want to know about students' experiences in using mobile technology for study. If the number of participants is low (5), must all participants be from the same class? Or is it acceptable that they are from the same level of study (Foundation), same university and academic year, but different class groups?

I am finding it very difficult to collect data during Covid restrictions and have had to change from my original plan of classroom observations.

Hi all, currently I am working on special issue - Cfp related to emerging technologies in education. If anyone is interested to join our hands as co-guest editor (hold faculty position). Please send me a short biography through email: dr.asadabbas@hotmail.com. So, we can start to discuss propose topic/title and execution plan.

Thanks in advance!

I've been invited to present in INTED2020 and would be grateful for any piece of helpful information regarding attending the conference.

I would like to hear expert opinion on what the think about cadaveric simulation versus new era Virtual reality technologies - e.g. Touch Surgery, Lap mentor etc for surgical education, which is best and why.

I am working on a research that focuses on the management of technology education curriculum in universities of technology and would like to come up with sound recommendations on strategies that can result in effective management of a technology education curriculum. 

In contrast to science or mathematics education, the schema of knowledge in D&T is much less defined (even variable) and as it is commonly accepted that PCK is topic-specific, do you think it is possible to capture PCK in D&T?

Esta pregunta, está orientada a estudiantes de posgrado del curso a distancia: Tecnologías y métodos de la formación en red, de la Universidad de las Ciencias Informáticas, para que intercambien acerca de ¿Cuáles son las principales tendencias asociadas a las tecnologías emergentes y su relación con la formación en Red?

Se invita además a investigadores e interesados en general, a intercambiar acerca de esta temática y socializar artículos e investigaciones que tributen a nuestro aprendizaje.

Profesores del curso:

Dr. Odiel Estrada Molina

Dr. Rey Segundo Guerrero Proenza

Hey there,

I am currentliy Developing my subject for my graduation work (M.A. E-Learning and Media Education).

At the moment I am mostly interested in looking whether and how the live-streaming platform "twitch.tv" can be effectively used to provide education in any way, form and context.

The subject has to specified though, but the decision to work on this subject mostly depends on the question whether there are some researches and/or scientific works regarding this thematic field. My recent searches didn't provide the best results, which is why I am now trying to ask you guys for a little help or some hints.

Maybe there is someone out there, who already did some research in this thematic field and can name some important frame works, researches and articles to read or at least good websites/search engines to search for resources. Any advice and suggestion will help me.

Sorry for my not so perfect English, but I am from Germany. So german or english literature will be the easiest to work with for me.

Any questions? Feel free to ask me!

Thanks in advance.

I've been involved in providing training in STEM topics (electronics, robotics and programming mainly) to school students and teachers in Australia for quite some time now. There can be multiple options, in terms of technology tool, that can support teaching of STEM topics. I want to understand how do you zero-in on a particular (off-the-self) STEM kit? What criterion you get ticked before placing the order?

PS: I'm focusing more at technology kits in the area of electronics, programming and robotics education in schools.

STEM was the main topic at the 2019 ASTE international conference, with at least 8 posters, 27 oral presentations and 3 workshops promoting STEM classrooms, STEM instruction/teaching, STEM lessons, STEM summer camps, STEM clubs, and STEM schools without providing an operational conceptualization or definition of what STEM is. Some oral presentations advocated for disciplines integration, but the example provided were mainly "inquiry based" and "Engineering Design Process" practices which in fact did not differed from the overly used, poorly conceptualized and epistemologically incongruent hands on/minds off type of classroom activities.

Therefore, it is worth considering:

(1) Why do we call it STEM if it does not differ from practices being implemented for decades (e.g. inquiry, hands on activities)?

(2) What benefits (if any) can this STEMification mentality/trend bring to science education?

How to measure benefits, i.e. which type of criteria to use, when introducing technology in classes into primary school or secondary school?

Geogebra software has been used in teaching mathematics. But, people could be so enthusiastic or so negative. What do you thing about this software and its impact in teaching and learning mathematics? Do you know about real scientific results about its use?

Dear all,

Is anyone aware of studies where dysfunctional technologies (analogical or digital) have been used to support students' understanding of the functional principles of these particular technologies?

Thanks,

Pekka

I am actually carrying out a study on girls access,achievement, and involvement in technology education. 

In multicultural and multiethnic societies public schools need to offer quality education to students in a heterogenous classroom population. In which particular way can educational technology contribute to the quality of education and to the narrowing of the social gap between different cultural and ethnic groups of students in the heterogeneous classroom? 

 I am working on a little research to use iPads in teaching students, and very interested in apps that is used as tools to help  dyslexic student?

 If you are using any please share it  to benefit us all . The apps could be used starting from age 4-18 

I am a beginner teacher and my students just have their movile devices to use. Do I need to know how to program? Does your app have 3D object?

I am looking a pepper about  Instructional Design and online class 

There are a number of possible ways to use social media to benefit learning in the classroom, but do the entertainment and social qualities/values also inhibit learning and focus.  It is too tempting to "also" check social media for other reasons in an educational context?  Do students have enough self-control or discipline? I'm not sure adults do (smile).

Is it possible to use a tool that is designed for both entertainment/social reasons BUT can also be used for learning? 

I have looked at the SAMR model for integrating technology into education and it is quite seductive at first identifying a continues from substitution (S) activities to ones that redefine (R) learning.  And many. many educators cite this framework.  BUT is there any evidence to support the framework of it's effectiveness.  To date, I have been unable to find much.

Several years ago, I ran a debate with one of my professors at Education Department about human working memory. He insisted that technology has ruined human memory; many people rely more and more on their mobiles and laptops instead of their own memories. He also presented some research evidence showing that.

At that time, it was hard for me to accept this idea. I argued that human is a clever being. If tools or technologies would help us to save our memories, then is it logical to kick these technologies out or even reduce our usage of them because they harm our memories? However, my opinion was not supported by a solid theory. Cognitivism and Constructivism clearly state that our inner memories are important in a learning process.

This debate has carved in my mind and the case was not closed, at least for me. Recently, we have investigated some of new learning theories. Among a long list, we visited Actor-Network Theory, Community of Practice, and Connectivism. And to be honest, I found Connectivism wide enough to answer my question and to build upon. Knowledge is a network and learning is a process of finding patterns reside in this network. Inside or outside human skull, it does not matter.

This is not to end the discussion; actually, it is to open it. Are you with or against of proposing new learning theory? Our understanding of knowledge network, learning and Connectivism presented in this paper.

I'm interested in making more use of technology in education and one recent idea is to create an assignment requiring students to generate learning tools such as short instructional videos, explanations of problem solutions, analogies or metaphors for course topics. These would be assigned early in the course so students could think about options but would not be due until the end of the course as part of the course review. After vetting by the instructor(s), these learning tools would then be made available to the rest of the students in the course to use in their review for final exams. From an initial literature review, it is clear that this is not a new idea, so I'm interested in hearing more about your experiences with such a concept - the good, the bad, and the ugly!  Thanks!

I am looking mostly for statistical researches that show the level of acceptance between teachers and students in the University level, of using technological tools in the educational process. It would be great also to include results of the educational enrichment that these tools offer.

This question came up when i red a new research from Norway that shows the traditional way of educating students without any technological tools, provides better knowledge to the students.

Does anyone have research or data about teaching programming in elementary schools?

Many studies argue the effect of culture and the religion on the use of new technologies. 

In my observation in Saudi schools I have interview some inspectors who confirm that they faced some examples of teachers who think that new technologies is not important in education and they dont have to use it because of their culture or religion background.

As most of you in academia have you faced examples of the affect of culture & religion on the use new technologies ? 

Can you suggest some sources. 

Thanks

Micheal Staton said that "Stack Overflow is the new Computer Science department, where people go to learn together"

If we replace "Computer Science" with the more practical "Computer Programming", what is your opinion on this quote?

On one side, The Stack Overflow dataset has great potential for education, being the largest dataset of solved exercises, with a relatively good content and with a strong problem-based approach.

However, Stack Overflow, as it is, has clear limitations from an educational point of view: lack of structure, content too fragmented, potential problem of reliability of the content and there is little to support a learner (indeed, there is a lot more to support a professional). Stack Overflow has been criticized often for only encouraging "cut&paste" habits and quick answers.

My question is: Can we turn Stack Overflow ( and similar CoP) into a tool for teaching Computer Programming?

Maybe yes, maybe yes as a supplemental material for quizzes or exercises, or maybe no.

I am developing a research project to investigate the potential of such online communities in a teaching&learning context.

I'll be grateful if you can help me with your opinion.

If you want to go the extra mile, I have a 5-minute survey on the topic:

If you are a lecturer use this link: http://eSurv.org/?u=COP_lecturers

If you are a student (any level): http://eSurv.org/?u=online_COP_students

As we have recently (a year ago) started 3D printing education at Lappeenranta University of Technology (Finland) and we are also one of first universities in Finland to do that, I was just wondering if there are any association/societies in Europe (or elsewhere) to discuss 3D printing education at university level. There are many challenges in the education of 3D printing. One is that the whole industry is developing very fast and following this development, by means of creating good quality education material, is a real challenge. Another point is the lack of basic literature on technology or that existing literature is "too old". It is obvious that there is clear need for this kind of association/society discussing university level education of 3D printing and to share experiences, etc.

The computer technology has developed so far that instruction could focus more on the underpinnings and principals of computing tecnology. I wounder therefore, why so much time in computing education is about pushing/selecting buttons/menys in a sequence, when learning a tool like an integrated development environment, a browser, photoshop etc?

Could it be that integrated values in today's computing tools is hidden for the learner and teacher?