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USING TECHONOLGY TO SUPPORT STUDENT LEARNING IN AN INTEGRATED STEM LEARNING ENVIRONMENT An integrated STEM learning environment refers to a learning context where students learn more than one discipline of science, technology, enineering, and mathematics (STEM), as well as practice multi-disciplinary knowledge in solving a problem. An integrated STEM learning environment can occur in a lesson, unit, course, or program through hands on problem-solving (Moore & Smith,2014). Secondly,instructors' expertise may not extend to all STEM subjects (Sanders, 2008) n facilitating student learning in such an integrated learning context. Lastly, learning in an integrated STEM environtment can be cognitively taxing for students becausestudents have to learn and apply content knowledge of multiple subjects simutaneoisly in problem solving (Lamb, Akmal, & Petrie, 2015). Advancements in educational technology have provided variours opportunities for supporting student learning, and they offer unique affordances for complex, integrated STEM learning environments. For example, learning experiences can be expanded using immersive and interactive technology (e.g., simulations and games) to facilitate learning multiple subjects simultaneously. This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously knowledge in solving problems. Since there has been no synergistic effort on connecting technology use with integrate STEM learning environments from the perspective of using technology to support student learning, the authors choose to address the research question by reviewing empirical literature. The study provides practical implications and research directions for technology - supported learning in integrated STEM learning environments.

The selected studies serve as examples of how technology can increase both technological and scientific literacy, and supports the idea of students knowing and doing, as advocated by widespread initiatives in STEM education (Canada 2067; U.S. Department of Education, 2016).

Technology-supported content creation helps alleviate a few challenges associated with an integrated STEM learning environment. First, content creation by posing problems in the TO system with its recources, collaboration mechanisms, and support, helps allign students' STEM knowledge level with the complexity of the integrated STEM context (Nadelson & Seifert, 2017). This study focuses on the technology-use strategies rather than specific technology or tools. Future effort on research and identifying specific kinds of technology and tools that can be used to support student learning in integrated STEM learning environment would be helpful for instructors. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators.

Yang, D. & Baldwin, S.J. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science (IJTES), 4(1), 1-11.

SOCIAL AND ACADEMIC SUPPORT AND ADAPTION TO COLLEGE: EXPLORING THE RELATIONSHIPS BETWEEN INDICATORS’ COLLEGE STUDENT Social support, as a mechanism to manage emotions, social support can have a powerful impact on quality of life. Sociap protection is a term that descrives affection, attention and assistance by which people support one another, within families and among other social networks. Social support promotes the self-esteem that is essential for new experiences (Asgari & NakI-Zadeg, 2011). Social support improves peoples' lives but understanding that there is support is considered much more important than the actual support recieved. Support outside the classroom has various benefit for students, but most students communicate with their teacher in a classroom setting. Interaction between students and teachers is not considered in support provisions outsidea classroom setting. In class interactions are more common among those who do not have the required motivation to communicate beyond the stting of the classroom. In general, it can be said that socialization is a process of bilateral communication between society and an individual and that the process continues in the two categories of learning and teaching over the course of a lifetime and that social adaption are relative and variable from one society to another according to culture and beliefs. A direct relation was determined between emotional support and social adaption and dependence adaption; a direct relation was determined between socializing and social adaption and total adaption; a direct relation was determined between prsctical support and social and dependence adaption, among a various types of academic support, expression of support predicted student ability to adapt to university, as well as a variety of social support, socialization predicted student ability to adapt to university. This study applied a descriptive methodology with a correlated approach. The target population in the study included all students of Azad University in Zahedan in the year of 2016-2015. The above students were categorized into the three groups; Human Science, Basic Science and Technical and Engineering; there was a total of 8300 people and the statistical population of 368 people was determined using the Krejcie and Morgan's Table (1970).

In summary, the results of this study on the current statistical population can be stated as follows: There was a weak amd inverse ralation determined between expressing support and personal ability to adapt and total adaption. There was a direct relation determined between emotional support with social and dependent adaption; adirect relation between socialization with social and total adaption; a direct relation between practical support with social and dependent adaption and a direct relation between consultation and guidance with social adaption as well as a direct relation between total support and social adaption.

There was an inverse determined between coping strategies and scientific adaption. Among the components of academic support, expressing support predicted student ability to adapt to university. None of the above components of social support were able to predict student ability to adapt to unoversity. The aim of this study was to demonstrate the relation between social and academic support on student abilitu to adapt to college . Results demonstrated a weak and reverse relation between expression of support and personal ability to adapt and total adaption.

International Education Studies; Vol. 9, No. 12; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education

RELATIONSHIP BETWEEN EMOTIONAL INTELLFENCE, PARENTAL INVOLVEMENT AND ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS Academic achievement is indoubtedly a research after the heart of educational psychologist. In their attempt to inestigate what determines academic outcomes of learners, they have come with more questions than answers. In recent time , prior literature has shown that learning outcomes have been determined by such variables as; family, school, society and motivation factors (Aremu, 2000). In spite of the seeming exhautiveness of literature on the determinants of academic achievement of learners, there seems to be more area of interest to be investigated. This becomes obvious in viewof the continue interest of researchers and educstional psychologist; and the continued attention of government and policy makers and planners. Academic performance has been largerly associated with many factors. In the beginning, psuchologist focused on cognitive constructs like memory and problem solving in their first attempt to write on intelligence. This did not last when researchers begun to challenge this orientation and recognized that there are other non-cognitive aspects of intelligence . For instance, David Wechsler proposed that the non-intelligence abilities are essential for predicting ability to succeed in life. This study investigated the relationship between emotional intelligence, parental involvement and academic performance of 300 high school Students in Tehran, Iran. It is important to acknowledge that this study has some limitations. Despite these limitations, the findings of the study have provided a further need on how to improve upon the academics of students. In particular, the study has shown that parental attention and emotional well-being cannot be over emphasized in academic success.

The participants ranged in age between 15 and 18 years. Researcher in this study used an adapted questionnaire. The population of this investigation consisted of in-schooladolescents who were in high schools in Tehran, Iran. It was from this population that a sample of 300 (150 males and 150 females) adolescents was drawn through a randomized process from 10 high school by multistage cluster sampling. The participants ranged in age between 15 and 18 years. This study used a questionnaire was in three sections. The section A of The contained a personal data, the section B of the questionnaire contains items on emotional intelligence which were adapted from the 33 items Emotional Intelligence Scale by (Schuttle, Haggerty, Cooper, Golden &

Dornheim, 1998) with a cronbach alpha of 0.90 for internal consistency and 0.78 test-retest reliability after two weeks interval. The section C of the instrument is on parental involvement. This also contained a 10 item statement structured on a 4 point rating format. In this section using a split –half method, coefficient alphas of 0.59 and 0.71 were returned for section B and C of the instrument respectively. Also, as part of measure, data on academic achievement were collected from the schools’ record of students ‘scores in English Language and Mathematics of the term preceding the administration of the questionnaires. Analyses of relationship among emotional intelligence, parental involvement and academic achievement in this investigation indicated that there is a positive and significant relation among emotional intelligence, parental involvement and academic achievement of the participants. This suggests that emotional intelligence and parental involvement could predict academic achievement. Findings of the study have provided a further need on how to improve upon the academics of students. In particular, the study has shown that parental attention and emotional well-being cannot be over emphasized in academic success.

AbiSamra, N. (2000). The relationship between Emotional Intelligent and Academic Achievement in Eleventh Graders. Research in Education,FED.661.

THE INFLUENCE OF INFORMATION TECHNOLOGY ON STUDENTS BEHAVIOURAL NATURE IN THE CLASSROOM The role of internet in education is important because it provides instant access to available information around the world. Education could be provided remotely across the world through the medium of internet and its resources. Traditional learning and teaching processes are changing due to the plethora of information available through internet resources. Teachers and learns both have instant access to the information on virtually any subject.The rapid development of internet resources and its availability to conduct leaning in virtual environment lead students and teachers to adopt new mechanisms and techniques during the process learning and teaching.In many classrooms across universities and colleges students bringing and using their gadgets and mobile phones are affecting learning processes. It is obvious that learners may use the technology for information related purposes during learning processes in the class rooms. However, some students may use mobile technology and other gadgets to communicate with friends and families through available social applications and other networking sites. The use of mobile phones and other gadgets in the university class room is becoming a culture inthe modern age of technology. Some students use this technology for the purpose of informationonly. However, it was noted that others use mobile phone to receive messages through differentapplications such as WhatsApp, Facebook, Instagram and Viber. It is therefore important tounderstand the impacts of their behaviour. Students using mobile phones and other gadgets certainly effect the way of teaching and learning during class room environments. In universities, it is becoming a fashion or culture to use mobile and other electronic gadgets. Students frequently use mobile applications during the process of teaching and learning. This behaviour leads to harm the process of teaching and learning. A balance approach is therefore required to make sure that educational objectives could be achieved.

The methodology of this research adopted both qualitative and quantitative approach and has conduct a student’s survey to understand the relationship among their behaviour and the use of mobile technology in the class room environments. The research used both primary and secondary data resources to accomplish the results. For the purpose of primary data, a research questionnaire was developed and distributed among the students of the University for both undergraduate and postgraduate level. Data was collected and was further analysed with the help of SPSS. A total of 350 students both from undergraduate and postgraduate participated in the survey. The results were compiled based on the scale of Strongly Agree, Agree, Not Agree not Disagree, Disagree and Strongly Disagree from male and female students with undergraduate and postgraduate students of different age groups.

The conducted research proved that there is a strong relationship between the use of mobile technology and student’s behaviour. Certainly, the use of mobile applications and technology effects students’ behaviour, academic performance and teaching strategies. Alternatively, the educational objectives got a direct link between with the use of mobile technology in the class room environments. The significance of this research could be measured by the effective outcomes and recommendations made in this research to improve the effectiveness of teaching and learning processes in the class room environments. The conducted research would be beneficial for educational industry especially for teachers in higher education facing problems with students due to the use of their gadgets during the delivery of their lectures in the class room environments. The research in this paper conducted a survey to find the relationship between student’s behaviour and the use of mobile technology. The analysed data is used to balance the approach and to achieve educational objectives. Asian Journal of Education and Training Vol. 4, No. 2, 102-107, 2018 ISSN (E) 2519-5387 DOI: 10.20448/journal.522.2018.42.102.107...