STEAM, where the "A" represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a welldefined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy-in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem-based delivery, discipline integration, and problem-solving skills.
Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed comparison students on a postintervention multiplication test controlling for several covariates, including prior achievement, home iPod touch use, and previous teacher, among others. The medium-sized performance advantage (b = .217) was statistically significant at the .01 alpha level. The MLI influence on the most difficult multiplication items was also statistically significant but less important than the student's demographic profile and the teacher's advanced educational technology degree. Experimental research is needed to assess longerterm achievement effects for diverse student groups and school settings and to explore how teaching and learning occurs in mobile environments above and beyond a particular device. (
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