ICT Tools for STEM

Teaching and
Learning
Transformation Framework
 21st Century Pedagogy
Introduction
As science, technology, engineering and
mathematics (STEM) teachers face a
range of challenges from pedagogical to
administrative, they have an ever increasing
number of technologies to support teaching
and learning process.
Research on the use of a diversity of ICT tools in STEM education
shows that these technologies are effective in developing key
skills and better learning for students. Technology is increasingly
accessible, intuitive, reliable, and diverse in its application, and it
is becoming possible for each child to be educated in a way and
at a pace which suits his or her abilities, interests and needs. As
explained by Barak (2014): “The development of ICTs in the form
of mobile devices, such as laptop computers, electronic pads,
and smart phones, together with the development of interactive
Web 2.0 and cloud applications, can enhance both teaching and
learning” (Barak and Ziv 2013). ICTs can also serve as tools for
creating learning communities (Berenfeld and Yazijian 2010), for
enhancing conceptual understanding (Barak and Dori 2005),
and for promoting higher-order thinking skills among students
(Barak and Dori 2009)”.
In this report we address the question of how ICT can promote
teaching and learning (T&L) in the STEM area. Sample available
tools are selected as examples. We also provide evidence for the
impact of ICT tools and some recommendations for use.
 Developing
a Learning
Community

Curriculum and Teacher and

Assessment Leader Capacity
21st Century
Pedagogy
Establishing
a Vision
Leadership
and Policy
Physical Learning Designing Technology
Environments for Efficient and
Effective Schools

Organizational Capacity, Partnerships and Personalized

Strategic Planning and Capacity Building Learning
Quality Assurance

Inclusion,
Accessibility and
Sustainability

About the STEM Alliance About the authors

This publication has come about due to Microsoft’s
engagement in the STEM Alliance. It brings together
industries, Ministries of Education and education
stakeholders to promote STEM education and careers to
young Europeans and address anticipated future skills gaps
within the European Union. The STEM Alliance builds on the
success of the inGenious initiative (2011-2014) to increase
the links between STEM education and careers, by involving
schools throughout Europe. With the support of major
industries and private partners, the STEM Alliance activities
promote STEM jobs in all industrial sectors and contribute to
build a STEM-skilled workforce. The STEM Alliance will improve
and promote existing industry-education STEM initiatives
(at national, European and global levels) and contribute to
innovation in STEM teaching at all levels of education. More
information: http://www.stemalliance.eu/
The STEM Alliance is working on a series of publications
on STEM Education. This paper follows up on these
publications and has been produced with additional
support from Microsoft.
Maïté Debry and Dr. Agueda Gras-Velazquez
European Schoolnet
Maïté Debry is a Project Manager at European
Schoolnet of school collaboration and Science,
Technology, Engineering and Maths education
initiatives. Currently, she is the Project Manager
of the STEM Alliance, a flagship initiative of
European Schoolnet supported by more than
10 private companies, where education and
industry come together to improve STEM
Education in Europe.
Dr Agueda Gras-Velazquez is the Science
Programme Manager of European Schoolnet
(EUN). She is the Head of the Science Education
Department at EUN, in charge of overseeing and
coordinating all the Maths and Science projects
in which EUN is involved.
Fostering
innovative
thinking
ICT Tools and STEM education
Technology is an important
component of all the T&L processes
involved in education. This is
especially true if we seek “holistic
transformation of education in a
digital era”.1
Classroom practices influence student
learning2, thus it is important to study
and understand how ICT can improve
STEM education.3 Benefits of ICT for
students can be unlimited, especially
if they become active producers, able
to take part in the learning process.
ICT tools can have a major impact
in the many facets of STEM
education, such as adding to
teacher competencies, diversifying
the learning resources, increasing
student and teacher motivation.
In this report we look into six types
of tools, namely: collaborative
technologies, online learning,
software (including apps), digital
and adaptive content, devices and
hardware, and further promising
technologies.
1 Langworthy, 2014
2 Jaquith et al., 2010
3 Dawson, 2012
4 Smith & MacGregor, 1992
5 Davis, 2003
4 | ICT Tools for STEM Teaching and Learning
For each of these categories we share
a few examples of tools, explain
their use in STEM education, their
effects on students and teachers
alike and, finally, provide some
recommendations or examples of
good practices.
An important caveat to take into
account: much of what can be
said about ICT in STEM education
applies also to education in any
other curricular field. For instance,
take the use of graphing software
or spreadsheets: they have obvious
applications in many areas like
economics, geography, etc. And
many of the educational experiments
done with technology in any
other field, like music or history,
for instance, surely have elements
of potential applicability in the
STEM subjects. A clear example is
the use of students’ or teachers’
collaborative tools. The same lack of
disambiguation occurs, cum grano
salis, when describing the application
of ICT tools in Primary, Secondary
and Higher education.
Collaborative tools
“Collaborative learning” is an umbrella
term for a variety of educational
approaches involving joint intellectual
effort by students, or students and
teachers together.4
Teachers’ beliefs and worldview have
a great influence on the teaching
methods and strategies they use.5 ICT-
enhanced learning is conceptualized
as the consequence of ICT support in
education, when engaging students in
active, interactive, and collaborative
learning, which results in students’ more
meaningful and deep learning.
From the point of view of learning and
interest, the use of ICT adds motivational
learning features for students who
engage in collaborative work.6 These
tools allow students wider choices
of resources, facilitate planning and
evaluating ones’ activities, as well as offer
choice of tasks; technologies can be used
to participate in collaborative learning
events, co-planning and other activities
which help students feel close to peers.
 ICT tools can have a major impact in the
many facets of STEM education...

Finally, collaborative tools also enable the A number of tele-collaborative projects,

collaboration with experts at a distance. like GLOBE, the Global Learning and Examples from Microsoft
Observations to Benefit the Environment, Dog-Tastic Mystery Skype Adventure
Examples of tools
links primary and secondary students https://www.youtube.com/
Large scale tools with the possibility to and teachers in conducting earth science watch?v=ZqCdfC5BaoE
share documents, create documents, research.
spreadsheets and more: Microsoft Finland Meets Florida | Corinth
Office 365, Google Docs, and Microsoft Classroom and Yammer
OneDrive. https://www.youtube.com/
On a smaller scale and concentrating on watch?v=HTlgfI7g7Q4
“live” collaboration for specific projects,
e.g. Padlet.
Cloud computing technology can assist
teachers’ and students’ collaborative
work and facilitate worldwide
interactions.
Skype video sessions over Internet, for
instance, may be used for presentations
and demonstrations, and enable
interactive collaborative learning. The
Skype in the Classroom website helps
teachers to set up virtual field trips,
schedule online expert discussions and
distance lessons.

6 Lavonen, 2008

ICT Tools for STEM Teaching and Learning | 5

Online Learning

The scope of online learning in education and Edthena, for example, allow teachers Digital competence
is quite wide, ranging from student quiz- to upload video-recorded lectures for
taking in particularly hard topics, to for discussion.
requirements are going
instance students following formal or beyond digital citizenship
Technologies like Innova work in closed-
informal courses online on a particular
loop system in a blended learning and literacy to encompass
STEM subject. The same diversity applies
to teachers.
approach, in which individual computer- computational thinking
based learning is combined with teacher- and higher level computer
According to UNESCO, “professional led collaborative learning sessions.
learning” corresponds to the additional
science skills.
Institutional digital MOOC platforms like
skills and knowledge which teachers
the European Schoolnet Academy are
acquire in their work, beyond what they
used to organize STEM courses to provide
learnt to become qualified teachers.7
teachers, school counsellors and career
Digital skills for teachers and students that advisers with resources and ideas to
can be developed using online learning increase pupils’ interest in STEM subjects
include: and careers. Students can also be directly
engaged via MOOC or other online
• Digital citizenship – having the ICT
platforms offering courses on STEM topics Examples from Microsoft
equipment and skills to participate in
a digital society, for example to access The Microsoft Imagine Academy brings Renton Prep uses Docs.com to Blend
government information online, to use together both online and face to face Content
social networking sites, and to use a training to enable learning not only on https://www.youtube.com/
mobile phone. fundamental technology skills, but also watch?v=M1ysBdqr_WM
technical courses for students, faculty
• Digital literacy – basic computer
and staff who are interested in pursuing a Omaha Public Schools Turn to Office
skills such as being able to do word-
career in IT after graduation. 365 to Streamline Professional
processing or go online.
Development
And increasingly, digital competence https://www.youtube.com/
requirements are going beyond digital watch?v=VZ3fv3n9RFs
citizenship and literacy to encompass
computational thinking and higher level
computer science skills.
Examples of tools
Digital professional development
resources: Platforms such as TeachScape
and KDS are personalizing development
by providing relevant digital courses to
teachers.
Technology fosters collaboration and
coaching among teachers. Edconnective

7 UNESCO, 2011

6 | ICT Tools for STEM Teaching and Learning

Software
The terms software, software package,
computer program, and application
are often treated as synonyms. A
program is “the set of instructions
loaded into a computer which enable
it to provide specific functions such
as word-processing, spreadsheets,
presentations, databases, and image
editing.”8.
Examples of tools
One can use tools like simulations and
3D virtual worlds in Immersive Learning
Environments, such as Minecraft:
Education Edition, to construct scenarios
that mimic realistic situations, and allow
individuals to train and practice their
skills.
Learning analytics is an educational
application of “big data” with the aim
of improving student retention and
providing a high quality, personalized
experience for learners.
Mobile apps are ubiquitous and
students and teachers are able to
access them with their tablets, OneNote ICT can “complement
notebooks or many other devices,
anywhere and at any time.
existing and emerging
pedagogical approaches
such as project-based,
Digital and adaptive content experiential, inquiry-
By its very nature, elemental digital based and adaptive
instructional materials are easily
adaptive. A trivial example of an
learning methods.”
WEF & BCG, 2015
adaptive digital resource is a problem
set created by the teacher with a word-
processing program. But according
to UNESCO “off-the-shelf educational
software –educational programs which
8 UNESCO, 2011
are ready to be used with students 9 Ibid.
without the teacher having to do 10 WEF & BCG, 2015
anything to them” are usually closed
and not adaptive.9
T&L methods, and not only contents,
are adaptive thanks to educational
technology. ICT can “complement
existing and emerging pedagogical
approaches such as project-based,
experiential, inquiry-based and
adaptive learning methods.”10
Also, some educational products The online environments have become
are designed with personalized and more complex over the years due to “Over the last decade,
adaptive content and curricula, that higher bandwidth availability and new our studies and those of
“deliver differentiated learning with technology including the evolution of
one-on-one computer-based learning massive multiplayer online role-playing others have repeatedly
tailored to individual student needs, games such as Minecraft and World of shown that when students
often used effectively with blended- Warcraft. They have to be explored in solved science and maths
learning approaches mixing in-person T&L, especially in collaborative tasks.
and online instruction.”11
problems, performance
Many virtual and remote laboratories improved significantly
According to Karampiperis and are available for school and higher
Sampson, current digital courses can education students alike, like the when they used a stylus
be adaptive in a way that engage the Drosophila Virtual Lab (for experiments interface rather than a
learners, and research in that direction with digital fruit flies) or Go-Lab (for keyboard.”
shows progress with designs “based remote access experiments and virtual
on the use of a decision model that scenarios using real data). Oviatt, 2013
estimates the suitability of learning
Interactive simulations and game-based
resources for a targeted learner”.12
programmes such as STMath develop
Examples of tools students’ intuitive understanding of
mathematical concepts. GlassLab has
Digital libraries are in their adolescence
adapted the popular SimCity computer
and in a period of rethinking into
game to education.
more adaptive and reflective of the
communities they serve. They should Finally, “Video games are the perfect
be collaborative, allowing users to way to teach Math”, says Stanford
contribute knowledge to the library, Mathematician K. Devlin, the founder
either actively through annotations, of InnerTube games.13 In his book Video
reviews, and the like, or passively Games as a Medium for Learning he
through their patterns of resource use. discusses their role in helping players
understand math concepts.14
The adaptive learning platform
Knewton powers products from
education companies and provides
applications, experiences, and
assessment
Inspiring math learning with laptop or
tablet touch technologies is offered by
software like DreamBox Learning Math
and GeoGebra, while FluidMath helps
students more easily visualize and work
with equations and functions.
The Khan Academy is a pioneering
digital learning organization in K-12
education, with a huge range of STEM
adaptive content.

11 WEF & BCG, 2015

12 Karampiperis and Sampson, 2005
13 Jordan Shapiro, Forbes, 29 August 2013
14 Devlin, 2013

8 | ICT Tools for STEM Teaching and Learning

Devices and hardware
Hardware and software are basic
components of digital technologies,
and are constantly diversifying and
becoming more accessible “through the
availability of new low cost Windows-
based devices”.15 Although, generally,
“the investment to hardware and
software tools for science education at
a high level do not automatically lead to
noticeable progress in quality of science
education”16, ICT enables students with
special needs or difficulties. Students also
assume responsibilities when they use
ICT to organize their work through digital
portfolios or projects.
Examples of tools
Mobile Learning is based on smartphones
and tablets, and innumerable apps with
institutional- and company-produced
educational resources and tools. They
enable teachers and students to go
outside of the classroom and carry out in
situ STEM experiments in the wider world.
Robotics and construction bricks,
combined with ICT play and interactive
technologies, help children develop
creativity and scientific thinking skills.
Wearable technology, like the Surface Examples from Microsoft
Band can, in combination with tablets, Omaha Public Schools Surface Pro
conveniently integrate tools that track and Windows 10
movement, location, etc. Wearable https://www.youtube.com/
devices allow to easily document an watch?v=o4bmEGmUjt0
experiment, or make observations, and
can be valuable input for science classes
(Physics and Biology, for instance).
Wireless sensors and data loggers can
profit from the vast experience of use 15 Ofsted, 2011
in STEM T&L. Many companies offer 16 Demkanin, 2008
these products at present. An example
is the BBC micro:bit, a programmable
development board including onboard
sensors. A second is Lab4U, a science
curriculum that uses a devices sensors
to engage students in real-time data
collection and analysis.
Electronic inking in tablet-based
technology affords enhanced learning
experiences like note taking and sharing
in real-time distributed conversation, and
has proven impact on student accuracy
and creativity for STEM diagrams, models
and schematics.
Further promising technologies

Although some education research on Examples of tools “Physics students learned

current technologies is already available,
as we have seen, many of the tools
mentioned so far are in the early stages of
technology adoption by STEM teachers,
and according to WEF & BCG “its full
potential to have an impact on student
learning in primary and secondary
education has yet to be realized.”17
However, the accelerated generation
of novel initiatives in the education
technology field, also mentioned in
the introduction, yields a plethora of
promising technologies. The selection
below is therefore incomplete and biased.
Some innovations are valuable extensions
of well-known technologies. For instance,
an interesting expansion of the very
useful sensors used in STEM experiments
of all educational levels and curricular
subjects are wireless sensors. Another
“old technology” that gains momentum
is that of virtual and remote laboratories,
especially interesting for STEM high
school students who “become familiar
with instruments, components, manuals,
data sheets, circuit wiring, and other
laboratory work”.18 These labs increase
teacher’s options and improve practice at
secondary schools considerably.
Other technologies mentioned below
are either starting to make their way into
the STEM classrooms (like 3D printing19)
or undergoing fast development, like
the Internet of Things. While we are still
trying to figure out how to extract the
educational potential of 3D printers in our
STEM classrooms, 4D printing is on the
stove, with an interesting time component
put into the equation that resonates well
in STEM media. 20
The Internet of Things may use embedded significantly more when
chips, sensors, or tiny processors attached using Minecraft than
to an object that allow to extract helpful
information about the object, such as students who did not.”
cost, age, temperature, colour, pressure,
Wang & Towey, 2013
or humidity to be transmitted over the
Internet. According to Correll, “Although
Wi-Fi is the most recognized form of
wireless technology, IoT leverages other
connectivity technologies including
Zigbee, NFC, RFID and Bluetooth”. 21 And
still with Correll, “The technology exists
to add wireless sensor capabilities to
virtually any device, including wearables,
books, small sensors, fixed structures and
even people”. 22 It is very easy to envision
how IoT capabilities can be used in STEM
programs, robotics and projects having to
do with gathering specific data. All these
capabilities are in the potential of IoT,
which can simplify and automate access
to information. This saves teachers and Examples from Microsoft
students valuable time and effort.
PowerBI gives students and teachers
Flexible displays are currently mass- the ability to create incredible
produced and allow researchers, visualizations and analyse data in new
inventors, and developers to experiment ways to provide insights.
applications for T&L. Portability
calls also for applications in science Corinth Classroom enables students
experimentation. to print 3D models of phenomena
they study virtually through the app.
3D printing technologies allows to
construct physical objects such as
modelling software and computer-aided
design tools, as well as many laboratory
items, for instance.

17 WEF & BCG, 2015

18 Dziabenko, Orduna & Garcia-Zubia, 2013
19 Irwin, J.L., 2014
20 Marks, 2013
21 Correll, 2015
22 Ibid

10 | ICT Tools for STEM Teaching and Learning

Adoption of available and forthcoming
ICT tools requires also that teachers
change their way of thinking about the
application of ICT in education, and
continuous professional development
on the use of ICT in education is
facilitated by various ICT tools.

ICT Tools for STEM Teaching and Learning | 11

Conclusions and
recommendations
Educational technologies are nowadays
inseparable companions of STEM
education, and teachers’ creativity will
continue to expand the possibilities
of use of ICT in order to achieve the
many T&L objectives of their profession.
Further exploitation of ICT potential
requires an adequate mix of resources,
technical support and classroom
management strategies. Adoption of
available and forthcoming ICT tools
requires also that teachers change their
way of thinking about the application
of ICT in education, and continuous
professional development on the use of
ICT in education is facilitated by various
ICT tools. By way of conclusions, we offer
five targets of ICT in STEM education:
STEM Education
• Technology can impact on STEM
education in deep form; in particular,
it can contribute to rethinking STEM
pedagogy.
• STEM skills like collaboration,
argumentation, experimentation,
collection of data, presentation of
results, etc., can be facilitated by ICT
tools.
• An increasing variety of available APPs
requires from the students initiative,
creativity and original thought,
understanding and application, all
of them basic objectives of STEM
education.
Teachers
• ICT tools keep a challenging critical
pressure on teachers’ roles as
educators and teachers’ skillset.
• The role of the teacher is ever more
important in selecting the most
adequate technological tools for
the specific students (or even for the
individual student).
Students
• Students have to take advantage of
their native status in ICT world to learn
more deeply STEM subject matters
and methods.
12 | ICT Tools for STEM Teaching and Learning
• Due to the recent growth of mobile Examples from Microsoft
devices, students are putting pressure
Case Study: Sammamish High School
to use technology for learning
activities. • 20% increase in AP pass rates,
especially in STEM content areas
Technologies (Biology, Chemistry, Statistics,
Calculus AB/BC, Physics,
• There are numerous technological
Environmental Science);
tools at hand and in perspective for
the STEM teachers and students. • 20% increase in students with
disabilities (SWD) and limited English
• Collaborative and online learning proficient students;
technologies pose great opportunities
• (LEPS) enrolling in AP STEM classes;
to students and teachers for lifelong
• 10% annual improvement on the state
learning.
science test for all students.
• The number of ICT tools available and
These outcomes were the result of a new
the many decades of experience with
Problem Based Learning approach in
ICT, in general, cannot be covered by STEM at Sammamish High School, where
any report or even a series of books. teachers collaborated in OneNote to
redesign the curriculum and pedagogy
Educational Research
over 5 years.
• Research into the applicability and See more at http://www.bsd405.
impact of ICT in STEM education is org/2016/03/sammamish-gains-ground-
growing and producing solid data. from-investing-in-innovation-i3-grant/
• Critical reports on experiences and
repositories of good practices of
teachers using technology to support
and complement their teaching are
increasingly available.
• Large scale longitudinal (time) studies
on the effects of ICT use in STEM
subjects are desirable.
Finally, when looking into ICT tools in
STEM education, it is recommended to:
• Provide STEM teachers with STEM
pedagogical training that integrates
use of ICT for pedagogy;
• Ensure students have sufficient access
to appropriate technology tools to
support STEM learning;
• Think about what the tech component
needs to look like, when building new
STEM labs;
• Give teachers and students autonomy
to select the most appropriate ICT
based tools for STEM to suit their own
teaching and learning styles.
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Education. Pennsylvania State University; USA,
National center on postsecondary teaching,
learning, and assessment publishing. Available
from http://evergreen.edu/facultydevelopment/

ICT Tools for STEM Teaching and Learning | 13

Microsoft in STEM
Microsoft focuses on the T in STEM, with two
focus areas:
1. Technology enables – with platforms,
environments, and infrastructure that
enables a better teaching and learning
experience.
2. Technology empowers – through tools,
network, and scaffolding such as curriculum
that all empower students to create new
solutions, change the world, and improve
their employability.
Interested in taking the next step on
your transformation journey?
Visit microsoft.com/education/leaders
© 2016 Microsoft Corporation. All rights reserved. Microsoft, Bing, Excel, Lync, Office, OneNote, PowerPoint, Skype,
Word, Windows and the Windows logo are either trademarks or registered trademarks of Microsoft in the United States
and/or other countries. Other product names may be trademarks of their respective owners. 18261-1115
Minecraft: Education Edition What is the Education Transformation
Introducing Minecraft: Education Edition, a tool specifically Framework?
tailored for educators. New features allow teachers to
embed classroom-specific functionality to make it easier to
The Microsoft Education Transformation Framework
helps fast track system-wide transformation by
deploy, track, and create new environments for students.
summarizing decades of quality research. It includes a
Learn more at https://education.minecraft.net.
library of supporting materials for ten components of
transformation, each underpinned by an executive summary
Computer Science
and an academic whitepaper detailing global evidence.
We believe that every child has the right to learn code . As This provides a short-cut to best practice, speeding up
such, we put Computer Science (CS) education at the center transformation and avoiding the mistakes of the past.
of our efforts to kindle a passion among students, teachers, Microsoft also offers technology architectures and
and parents. We do this in four ways:
collaborative workshops to suit your needs.
1. Build capacity of teachers, trainers and nonprofit
organizations to create computer science opportunities
for all youth, with a priority focus on underserved youth,
young women and racial & ethnic minorities.
2. Inspire young people to pursue a career enabled
by technology, connect them to opportunities, and
empower them to achieve more.
3. Drive educational change in a long-term, systemic way.
4. Sponsor research in K-12 CS education.
Imagine Academy
Through Imagine Academy, a program for all levels, we
offer technology and computer science curriculum for
students to gain industry-standard certificatiosns to help
them be college and career ready. Learn more at https://
www.microsoft.com/en-us/education/imagine-academy/
default.aspx.
Our partnership with EdX and openEdX has allowed us
to offer leadership courses on system change as well as
Computer Science curriculum. Learn more at https://www.
edx.org/school/microsoft.