Review Article
Aurelia De Lorenzo, Massimiliano Musso, Viviana Bono, Barbara Martin, Emanuela Rabaglietti
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep661
ABSTRACT
This systematic review examines the integration of information and communication technologies (ICT) and digital tools into science, technology, engineering, and mathematics (STEM) education within secondary schools with a particular focus on gender-related outcomes and life skills development. The results come from 12 studies published between 2010 and 2023 and analyzed according to PRISMA guidelines. The findings indicate that digital tools, including block-based programming, game-based learning, STEM-specific applications, and robotics, can enhance engagement, critical thinking and creativity. While the pandemic increased the visibility and urgency of ICT adoption, the limited number of post-pandemic studies does not allow systematic temporal comparisons. Given the limited number of studies, especially post-pandemic, the results are indicative rather than conclusive. Although ICT-based environments show potential for supporting female students’ self-efficacy in STEM, the available evidence is limited and largely descriptive and therefore should be interpreted with caution. Digital tools contribute significantly to the development of problem-solving, self-regulation and interpersonal communication skills, which are essential for STEM skills and overall academic success. The review highlights the transformative potential of ICT in STEM education while emphasizing the need for future research to include larger, longitudinal studies, strategies for equitable access, and targeted teacher training to maximize effectiveness in diverse secondary school contexts.
Keywords: STEM, secondary education, ICT, digital tools, gender gap, life skills
Review Article
Zara Ersozlu
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep517
ABSTRACT
Mathematics anxiety is a significant problem in education that affects students’ learning outcomes, academic success, and well-being. This systematic literature review aimed to explore the role of technological interventions in reducing mathematics anxiety and promoting positive learning experiences in mathematics learning. Our findings revealed a mixed picture, where learning mathematics through online distance education increases mathematics anxiety, especially among primary school students, while interventions such as game-based learning and digital tools show positive results in reducing students’ mathematics anxiety levels. Additionally, the results of this study contribute to ongoing discussions on effective strategies to reduce mathematics anxiety and improve mathematics education through the integration of technology, providing new understanding among educators, parents, researchers, and policymakers in creating inclusive and effective learning environments. Using technology to reduce mathematics anxiety and increase student achievement emphasizes the importance of collaborative efforts.
Keywords: mathematics anxiety, technology, digital tools, primary school students, positive attitudes towards mathematics
Research Article
Dirgha Raj Joshi, Krishna Prasad Adhikari, Jeevan Khanal, Shashidhar Belbase
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep454
ABSTRACT
The purpose of this study was to measure the effect of classroom practices of using communication tools, collaboration skills, digital skills, and software skills of teachers on the communication behaviors of students during mathematics instruction. A cross-sectional online survey was conducted among 466 mathematics teachers in Nepal. The primary statistical techniques applied in the data analysis were mean, standard deviation, one-sample t-test, and structural equation modeling (SEM). The results showed that the level of skill transformations of mathematics teachers in digital skills was found to be significantly low. Moreover, practices of using communication tools, collaborative skills of teachers, digital skills enhancement of teachers, and software skills enhancement of teachers were found to be significant predictors of the communication behavior of students. The results of this study suggested that teachers’ technological empowerment is essential for developing digitally competent teachers who can transform the traditional mathematics classrooms into an online mode that is more constructive, collaborative, engaging, and supportive to the learners in a flexible and joyful learning environment. The study contributes to providing the knowledge of digital instructional skills of mathematics teachers to the communication behavior of the students. Moreover, the study gives an insight into using multi-group SEM in studying teachers’ technological skills on students’ learning of soft skills, such as communication behavior.
Keywords: collaboration, communication, communicative behavior, digital tools, mathematics teaching, transformation