Abstract

Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and use the Quadratic Usage Framework of K-12 technology adoption to contextualize the results of a qualitative synthesis of published research. While we conclude that many traditional issues relating to educators' access, skill, policy, and motivation to use digital learning resources emerged clearly from the body of literature, new areas relating to resource curation, information seeking, educational data mining, and learning personalization provide particularly promising areas for further research.

Citation

Luetkemeyer, J.R. (2016). Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources. School Library Research, 19(1),. Retrieved August 10, 2024 from https://www.learntechlib.org/p/194951/.

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Computer Uses in Education
• educational resources
• educational technology
• Electronic Publishing
• Elementary Secondary Education
• Literature Reviews
• Multimedia Materials
• Qualitative Research
• Resource Units
• Shared Resources and Services
• STEM education
• Teacher Effectiveness
• technology integration