Call for Papers: Affordances and Challenges of Emerging Technologies in STEM Education

Special Issue Editors
Dr. Thomas K.F. Chiu, Chinese University of Hong Kong, Hong Kong
(email: tchiu@cuhk.edu.hk)
Prof. Yeping Li, Texas A&M University, U.S.A. (email: yepingli@tamu.edu)

Proposed theme and justification for the special issue
Emerging technologies can drive change throughout the educational landscape, leading to redefinition and reshaping of STEM (science, technology, engineering and mathematics) education. Connecting with and developing skills in the technologies is invaluable for being part of the rapidly evolving STEM learning and teaching environments. STEM education should utilize the capabilities and possibilities of the technologies to create innovative learning experiences, which enhances students’ learning with new tools and environments such as artificial intelligence, biotechnology, robots, augmented reality, intelligent tutoring systems, STEM digital tools, and the next generation of learning management system. Students will develop new knowledge and skills to use appropriate emerging technologies to solve contemporary STEM real word problems. These emerging technologies bring great opportunities for transforming the forms and ways of interactions and collaborations among individuals and with environments. At the same time, those changes can also be viewed as having the potentially disruptive power to interrupt our usual practices and policies, and either to ameliorate or exacerbate social and historical inequities. Many questions remain in virtually every aspect of the learning and teaching process with the use of that technologies, such as students’ engagement, learning process, learning outcomes, and instructional design. These questions call for extensive research needed to examine the untapped potential of these technologies in ways that can transform STEM education successfully.

This special issue, therefore, aims to go beyond current views on STEM education, and contribute new insights on curriculum design and pedagogical approaches for making STEM education the foundation of accessible, relevant and equitable learning in keeping with contemporary digital advancements. It focuses on the affordances and challenges of emerging technologies in designing and implementing STEM learning and teaching. This special issue welcomes incisive contributions from scholars worldwide in a range of types and methods: empirical studies, systematic literature review and meta-analysis, and in a variety of STEM learning contexts: K-12, higher education, open and distance education. Possible topics include, but are not limited to:

  • The design, implementation, and evaluation of STEM learning and teaching with emerging technologies (e.g., AI, AR/VR/MR/XR, simulations, internet of things, robots, STEM sensors, and 3D printing) 
  • The impact of emerging technologies on student STEM learning outcomes and prerequisite skills
  • New and emerging learning environments for STEM (Big data, learning analytics, intelligent tutoring systems, and chatbots) 
  • Pedagogical models and instructional approaches of learning STEM with the emerging technologies
  • STEM education with emerging technologies for all: Equity, accessibility, and diversity; competence education, personalized and adaptive learning
  • Pitfalls and opportunities of emerging technologies in STEM education 
  • Teacher professional development for emerging technologies in STEM education 
  • Teacher perceptions of using emerging technologies in designing STEM education

Notes for Prospective Contributors
Submitted manuscripts should not be previously published nor be currently under consideration for publication elsewhere.

All manuscripts are subject to a blinded peer-review process, and must be submitted to the journal online. The manuscript format and submission information can be obtained from the journal website at https://www.springer.com/journal/41979

Tentative Timeline
Manuscripts submitted to the journal by, 30th March 2022
Review complete and notification to contributors by, 30th June 2022
Final versions due, 30th August 2022