A Systematic Review of Technology as a Tool for STEM Learning
Authors: Christine Harradine, Hsiu-Wen Yang, & Douglas Clements
Publication Date: March 11, 2025
This document outlines a systematic review investigating how technology is used as a tool for STEM learning in children from birth to kindergarten. The review analyzed existing literature, focusing on studies that employed technology like digital media, games, or apps to facilitate STEM education. The researchers screened thousands of records, ultimately including 179 studies that met their criteria. Key findings suggest that digital games, apps, and robots are effective for STEM learning, especially when adults offer support. The review highlights the need for further research into the effectiveness of different technologies and how to best support adults in their use.
How does the research define “technology” in the context of STEM learning?
Technology, in this context, encompasses equipment or digital media (like videos, TV, games, or apps) used in conjunction with a STEM activity to support children’s learning and development. The research specifically excludes digital literacy and general beliefs about technology use with young children.
What types of technology are most often used for STEM learning in the studies reviewed?
Games and apps are the most frequently used technology, followed by robots and programming toys. Other technologies identified in studies include digitally delivered instruction, interactive whiteboards, eBooks, and other miscellaneous tools.
What is a key finding regarding the effectiveness of technology in STEM learning for young children?
Digital games, apps, and programmable robots are effective tools for engaging young children in STEM learning opportunities. It’s important to note, the effectiveness of these tools increases when adults offer guidance and scaffolding while working alongside children.