The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature

Abstract

Background The advent of new and emerging technologies and industries has highlighted the need to equip youth with a unique skillset necessary to cope with a rapidly changing and complex digital era and adapt to modern societies' demands. This need has led to the development of teaching approaches to equip students with creative and innovative skills to help prevent any future skills gap. This shift has fuelled the growth of STEAM (Science, Technology, Engineering, Arts and Mathematics) Education worldwide. Objectives Our goal was to engage in a systematic review of the literature to identify the application and prevalence of emerging technologies within the landscape of STEAM Education. Methods We engaged in a systematic review of the literature. Following the application of exclusion criteria to 461 studies, 43 studies were extracted and analysed. Findings and Conclusions Analysis of these studies provides evidence of the fast‐growing use of innovative emerging technologies within the STEAM landscape across all levels of education, from early childhood to college‐level settings. Our analysis reveals an emphasis on developing STEAM‐related disciplinary knowledge and the desire to develop students' 21st‐century skills with a notable lack of targeted emphasis on developing understandings in the arts disciplines. We identify the need for carefully designed intervention studies involving collaboration between multidisciplinary STEAM experts that use high‐quality measures which support the development of inferences relating to learning outcomes arising from such interventions.

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

“…Educating 21st-century learners entails leveraging technology to facilitate and stimulate student innovation and creativity, as well as to design and implement personalized and collaborative learning experiences and assessments, exemplify interdisciplinary work and learning in the digital age, and advocate for equity, digital citizenship, and responsibility [33]. Providing high-quality pre-service and in-service teacher professional development is pivotal in fostering the requisite changes in teaching practices that will enable STEM education to fully harness the benefits of technology [13,14,17,22,23,28]. However, as the literature indicates, there are significant gaps in the training of both prospective and practicing teachers on the effective instructional integration of ICT [17,34], where notable disparities exist in the efficacy of teacher professional development programs [23,35].…”

“…Technological advancements present a promising avenue for ameliorating the present situation by furnishing tools for enhancing STEM instruction. A vast array of powerful and easily accessible technological resources provides the potential for a substantial transformation and enrichment of STEM pedagogy [8,12,13] through the development of more student-centered, interactive, collaborative, inclusive, inquiry-based learning environments [14] that are aligned with the 21st century. An expanding body of research literature demonstrates that the strategic integration of technological tools can yield a beneficial effect on both student attitudes and learning of mathematical and scientific concepts and processes [15][16][17] while at the same time helping students to develop critical thinking, and the problem-solving and innovation skills required to cope with the demands of the complex digital era [13,17].…”

Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review

“…The significance of implementing drama as an art form is acknowledged since more research has been carried out incorporating a STEAM curriculum rather than a STEM curriculum; this means adding arts to science, technology, engineering, and mathematics [18]. Another systematic literature review provides evidence of the rapidly expanding use of innovative technologies in the STEAM context [19]. Although the findings emphasize the development of knowledge in STEAM-related disciplines and the development of 21stcentury skills in students, a targeted emphasis on the development of an understanding of the arts seems to be significantly missing.…”

“…Although the findings emphasize the development of knowledge in STEAM-related disciplines and the development of 21stcentury skills in students, a targeted emphasis on the development of an understanding of the arts seems to be significantly missing. According to the reviewers, that means that more research should be conducted concerning the transdisciplinary approach of STEAM and its effects on cultivating students' aesthetics [19].…”

Self-powered triboelectric nanogenerator with enhanced surface charge density for dynamic multidirectional pressure sensing

“…Technological advancements in virtual reality (VR) and humanmachine interfaces (HMIs) are redefining interactive technology, offering immersive experiences and enhanced human-device interactions. [5][6][7][8][9][10] At the core of these advancements lies the sophisticated integration of pressure sensing technologies, crucial for crafting interactive environments that mimic realworld dynamics, facilitating nuanced user input to translate them into more precise and responsive control systems, and providing essential data for real-time decision-making and patient monitoring. 5,11 However, precise control and response systems in applications including HMIs rely on accurate detection of mechanical signals, fast response, etc.…”