Digital Learning Resources in STEM Education

DIGITAL LEARNING RESOURCES IN STEM EDUCATION 6

DigitalLearning Resources in STEM Education

DigitalLearning Resources in STEM Education

Theimportance of education has been underlined in a large number ofscholarly literary works. Indeed, it has been acknowledged that thequality of life that an individual leads in the future is directlyaffected by the level of education that he or she attains. Of course,it may be acknowledged that there are some subjects or courses thatare bound to be more marketable in a particular time period, subjectto the demands of the time. Recent times have seen an increase in thedemand and importance of skills and knowledge pertaining to scienceand technology. This has enhanced the utility of STEM subjects orrather Science, Technology, Engineering and Mathematics(Gardner,2000).Of course, it may be acknowledged that individual performance in thesaid subjects would enhance the efficiency and proficiency of theperson in the fields that demand such knowledge and skills (Kuhlthauet al, 2007). Essentially, schools across the globe have soughtstrategies that would enhance performance in STEM education, withdigital learning resources such as digital libraries having immensepotential for transforming STEM education through the provision ofaccess to innovative curricula, triggering simulations and applets,as well as other hands-on resources (Covili,2012).Digital learning resources promise to offer teachers new techniquesfor engaging students and introducing learners to STEM inquiry andtasks, as well as infusing STEM education equitable practice andpedagogy that is student-focused.

LiteratureReview

Anexamination of the effects of digital learning resources on STEMeducation necessitates the comprehension of the same. Digitallearning resources underline any instructional resource or item thateffectively uses technology so as to strengthen the learningcapabilities of the student. It may include the internet, digitalcontents and other resources such as computers (Garrison&ampAnderson, 2003).Digital content, in this case, underlines the high quality academicmaterial that would be delivered to the learners through technology(Longworth,2003).The capacity of the digital learning resources to enhance STEMeducation is, indeed, subject to the tools that are incorporated inthe same. These may include online courses and content, learningplatforms, adaptive software that caters for the needs of thestudents with special needs, formative assessment, as well as accessto high level and challenging instruction and content (Greenstein,2012).

Scholarshave acknowledged that part of the reason why digital learningresources promote STEM education is the provision or enabling of newformats and strategies including blended learning, online learningand competency-based learning, all of which are bound to have immensecapacity to promote deeper learning (Sharmaet al, 2012).Indeed, it may be acknowledged that the provision of theopportunities to every student may be impossible withouttechnology-enabled tools network, as well as strategies that wouldextend and customize learning (Wang&ampKing,2009).Indeed, the technology would go a long way in allowing instructorsand teachers to accomplish more through the creation of new learningenvironments that would leverage the talents of the teachers andenable the students to delve deeper into the content (Almquist,2011).

Onthe same note, digital learning resources have been seen asgenerating more customization or personalization for the studentsand, therefore, enhanced persistence and motivation. Studies haveindeed found a positive relationship between technology or digitallearning resources and deeper learning (Mason&ampRennie, 2008).

Statementof the problem

Themajor question revolves around the impact that digital learningresources have on STEM education.

ResearchObjectives

Thisresearch aims at not only examining the effects of digital learningresources on the STEM education but also examining whether there arevariations in the efficacy of the varied resources. It aims atexploring the aspects of digital learning resources that promote STEMeducation or rather the specific tools that are incorporated in thesame.

References

Almquist,S. G. (2011).&nbspDistributedlearning and virtual librarianship.Santa Barbara, Calif: Libraries Unlimited.

Covili,J. (2012).&nbspGoingGoogle: Powerful tools for 21st century learning.Thousand Oaks, California: CORWIN, A SAGE Company.

Gardner,H. (2000).&nbspIntelligencereframed: Multiple intelligences for the 21st century.New York: BasicBooks.

Garrison,D. R., &amp Anderson, T. (2003).&nbspE-learningin the 21st century: A framework for research and practice.London: Taylor &amp Francis.

Greenstein,L. (2012).&nbspAssessing21st century skills: A guide to evaluating mastery and authenticlearning.Thousand Oaks: Corwin Press.

Kuhlthau,C. C., Caspari, A. K., &amp Maniotes, L. K. (2007).&nbspGuidedinquiry: Learning in the 21st century.Westport, Conn: Libraries Unlimited.

Mason,R., &amp Rennie, F. (2008).&nbspE-learningand social networking handbook: Resources for higher education.New York: Routledge.

Longworth,N. (2003).&nbspLifelonglearning in action: Transforming education in the 21st century.London: Kogan Page.

Sharma,R., &amp Headquarters, I. F. L. A. (2012).&nbspLibrariesin the early 21st century, volume 1: An international perspective.Berlin: De Gruyter Saur.

Wang,V. C. X., &amp King, K. P. (2009).&nbspFundamentalsof human performance and training.Charlotte, NC: Information Age Pub.