{"id":10578,"date":"2026-10-12T08:00:50","date_gmt":"2026-10-12T13:00:50","guid":{"rendered":"https:\/\/www.everylearnereverywhere.org\/?p=10578"},"modified":"2026-10-15T09:34:35","modified_gmt":"2026-10-15T14:34:35","slug":"six-stem-teaching-examples-that-pair-digital-tools-with-evidence-based-practices","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/six-stem-teaching-examples-that-pair-digital-tools-with-evidence-based-practices\/","title":{"rendered":"Six STEM Teaching Examples That Pair Digital Tools with Evidence-Based Practices"},"content":{"rendered":"

Faculty interested in digitally enabled teaching often face a design question before they face a technology question: What teaching practice should the tool support? A polling tool, simulation software, quiz tool inside the LMS, online chat room, or scheduling platform can move familiar pencil-and-paper activities to a digital environment, but what principle of effective teaching does it serve? The value of digital technology depends on how the instructor connects a tool to an evidence-based teaching practice.<\/p>\n

Any faculty seeking creative ideas from peers on how to bring digital learning technologies into the classroom so that they support effective teaching has an abundance of choice. Transform Learning is a resource devoted to showing how digitally enabled, evidence-based teaching practices (DE-EBTs) have the potential to improve student success. A key principle of DE-EBTs is to use technology not just for its own sake but where it can extend or amplify what the science of teaching and learning shows about effective pedagogy.<\/p>\n

The instructional examples library<\/a> section of Transform Learning is built by visitors to the site. User-submitted pages feature a short description of the assignment, assessment, or other activity and how a digital tool was incorporated to support students. Users can browse all the examples in the library or sort by criteria such as the subject they teach, which evidence-based practice they want to incorporate, or which part of their course design they are working on.<\/p>\n

The individual descriptions in the library show how innovative faculty use DE-EBTs to make learning accessible to more students, to accommodate students\u2019 busy work and family responsibilities, to connect academic learning to students\u2019 personal interests, and to build belonging. Some of the most interesting examples show how instructors use technology to do more of what they believe is effective \u2014 more active learning or formative assessment, for example \u2014 without necessarily increasing their workload.<\/p>\n

The library is growing so quickly that this is the third article in which we are able to feature a selection. (See sidebar.) In these six examples of DE-EBTs, some appear to be more technology driven, using a digital tool to solve the problem of how to teach a concept that may have been out of reach otherwise. Digital simulation software is a common theme in those examples. Other examples are led more by a desire to rethink how instructors interact with students, using technology to create more time for personalized learning and peer collaboration. And of special interest is one example that reaches outside of the classroom and shows how DE-EBTs can make office hours more effective.<\/p>\n