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STEM, iSTEM, and STEAM: What Is Next?

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Title: STEM, iSTEM, and STEAM: What Is Next?
Language: English
Authors: Razi, Atiya (ORCID 0000-0002-8866-5263), Zhou, George (ORCID 0000-0002-4594-633X)
Source: International Journal of Technology in Education. 2022 5(1):1-29.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 30
Publication Date: 2022
Document Type: Journal Articles
Information Analyses
Descriptors: STEM Education, Art Education, Educational History, Curriculum Development, Faculty Development, Teacher Competencies, Politics of Education, Interdisciplinary Approach, Educational Technology, Technology Uses in Education, Integrated Curriculum, Barriers, Educational Practices, Teaching Methods
ISSN: 2689-2758
Abstract: The historical and political emergence of STEM has changed the educational paradigm. Researchers, educators, and frontline professionals consider STEM as their savior. However, the ambiguity surrounding STEM and its successors, Integrated STEM education, and STEAM has created confusion for educators and frontline workers about which framework and concept they have to adapt to support their nation in the global financial crisis. Unfortunately, limited research offers insight into the historical, political, and educational development of STEM, iSTEM, and STEAM. This literature review fills this gap by addressing the historical, political, and educational development and uncertainty surrounding STEM, iSTEM, and STEAM. Also, the study explores the purpose, significance, and limitations of STEM, iSTEM, and STEAM individually and current pedagogical practices in this domain. Moreover, this literature review exposes the historical and current Canadian perspective of STEM, iSTEM and STEAM, and Canada's position and response to current global needs. Finding from the study reveal that there is a need for curriculum reform that involves adding STEM, iSTEM, STEAM domain and pedagogical practices in national/provincial curricula; professional development for teachers; support for the teachers and post-secondary institutions to increase STEM, iSTEM, STEAM-proficiency and their career interest among students to survive in the global economic race. Furthermore, the study highlights a need for further research and discussion about the STEM, iSTEM, STEAM domain and consensus among scholars on one platform. Moving forward, after STEM [right arrow] iSTEM [right arrow] STEAM, What's next?
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1332173
Database: ERIC
FullText Text:
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  Data: STEM, iSTEM, and STEAM: What Is Next?
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  Data: <searchLink fieldCode="AR" term="%22Razi%2C+Atiya%22">Razi, Atiya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8866-5263">0000-0002-8866-5263</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhou%2C+George%22">Zhou, George</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4594-633X">0000-0002-4594-633X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2022 5(1):1-29.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
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  Data: The historical and political emergence of STEM has changed the educational paradigm. Researchers, educators, and frontline professionals consider STEM as their savior. However, the ambiguity surrounding STEM and its successors, Integrated STEM education, and STEAM has created confusion for educators and frontline workers about which framework and concept they have to adapt to support their nation in the global financial crisis. Unfortunately, limited research offers insight into the historical, political, and educational development of STEM, iSTEM, and STEAM. This literature review fills this gap by addressing the historical, political, and educational development and uncertainty surrounding STEM, iSTEM, and STEAM. Also, the study explores the purpose, significance, and limitations of STEM, iSTEM, and STEAM individually and current pedagogical practices in this domain. Moreover, this literature review exposes the historical and current Canadian perspective of STEM, iSTEM and STEAM, and Canada's position and response to current global needs. Finding from the study reveal that there is a need for curriculum reform that involves adding STEM, iSTEM, STEAM domain and pedagogical practices in national/provincial curricula; professional development for teachers; support for the teachers and post-secondary institutions to increase STEM, iSTEM, STEAM-proficiency and their career interest among students to survive in the global economic race. Furthermore, the study highlights a need for further research and discussion about the STEM, iSTEM, STEAM domain and consensus among scholars on one platform. Moving forward, after STEM [right arrow] iSTEM [right arrow] STEAM, What's next?
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