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Integrating Computing Across the Curriculum: Incorporating Technology into STEM Education
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Author(s): Alia Carter (University of Alabama – Birmingham, USA), Shelia R. Cotton (University of Alabama – Birmingham, USA), Philip Gibson (University of Alabama – Birmingham, USA), LaToya J. O’Neal (University of Alabama – Birmingham, USA), Zachary Simoni (University of Alabama – Birmingham, USA), Kristi Stringer (University of Alabama – Birmingham, USA)and Leticia S. Watkins (University of Alabama – Birmingham, USA)
Copyright: 2014
Pages: 28
Source title:
Transforming K-12 Classrooms with Digital Technology
Source Author(s)/Editor(s): Zongkai Yang (Central China Normal University, P. R. China), Harrison Hao Yang (State University of New York at Oswego, USA & Central China Normal University, P. R. China), Di Wu (Central China Normal University, P. R. China)and Sanya Liu (Central China Normal University, P. R. China)
DOI: 10.4018/978-1-4666-4538-7.ch009
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Abstract
The need for technology-enriched learning environments is driven by advancements in 21st century technology and an increase in STEM-related careers. Although women and racial/ethnic minorities make up a significant portion of the American workforce, they remain underrepresented in STEM-related careers. Integrating Computing Across the Curriculum (ICAC) is a five-year research intervention project whose aim is to reduce STEM career-related inequality by providing teachers with the resources they need to integrate computing across the curriculum. The ICAC integration model involves administrators, teachers, students, and their parents. This chapter provides support for the ICAC model as a means of promoting student interest in STEM and as a means of developing technology-enriched curricula designed to improve 21st century teaching and learning.
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