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STEAM education evolved to address the critical demand for creative transdisciplinary teaching that was under-realized in STEM programs. However, this novel concept has not been clearly conceptualized; this is likely attributed to the lack of a grounding theory to frame STEAM. We propose using connected learning theory to examine a previously developed STEAM conceptual model. This work explores the potential of connected learning theory to understand specific STEAM instructional practices. Using observations of 43 middle-grade teachers from 14 schools enacting STEAM practices in their classrooms, we examined what connected learning looked like in STEAM classrooms and how the STEAM conceptual model could be enhanced by analyzing implementation practices through the principles of connected learning. The qualitative data analysis of observations, video recorded data, and debriefing sessions with teachers after the observations included two rounds of analysis. This found significant overlap in ideas of connected learning and STEAM, notably a shared emphasis on design, collaboration, and contextualized learning.

Educators are now moving classroom instructional objectives away from "what content do we need to know" towards "how can we support learners in the process of inquiry." Consequently, an increasing number of schools have revamped their curricula to support students. One such example of modified curricula is the rising trend of STEAM Education. However, limited research exists on STEAM teaching practices. The purpose of this study is to understand the ways in which elementary teachers can both design and enact STEAM teaching practices in order to define specific curricular supports for STEAM education. Our key findings were (1) teachers who designed relevant problems provided instructional pathways aligned to the STEAM conceptual model and (2) teacher facilitation promoted both inquiry and authentic tasks--two strategies often difficult for teachers. This research demonstrates the importance of teachers designing STEAM curriculum using problem-based units in ways that promote student inquiry. The data demonstrates this as critical to enact discipline integration, teacher facilitation, and authentic tasks.

Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed comparison students on a postintervention multiplication test controlling for several covariates, including prior achievement, home iPod touch use, and previous teacher, among others. The medium-sized performance advantage (b = 0.217) was statistically significant at the 0.01 alpha level. The MLI influence on the most difficult multiplication items was also statistically significant but less important than the student's demographic profile and the teacher's advanced educational technology degree. Experimental research is needed to assess longer-term achievement effects for diverse student groups and school settings and to explore how teaching and learning occurs in mobile environments above and beyond a particular device. (Contains 8 tables and 3 figures.)

STEAM, where the "A" represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a well-defined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy--in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem-based delivery, discipline integration, and problem-solving skills.

In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.

Educators are incorporating students' mobile devices into the schooling experience via Bring Your Own Device (BYOD) initiatives. This is advantageous for many reasons, most notably, improving access to Internet resources and digital tools in support of teaching and learning. Obtaining parental support is key to BYOD success. Therefore, this study examined variables associated with a parent's decision to allow their child to bring personal technology devices to school for educational purposes. Parental guidance regarding BYOD implementation also was solicited. Results showed most parents permitted their child to BYOD. Significant BYOD predictors included the student's home mobile technology index score (+), overall school rating (+), school technology rating (-), and whether the student was at the intermediate/high school level. Implications for practice and future research are discussed.