ABSTRACT
Over the last two decades, researchers have documented that using digital devices in the classroom motivates and engages students in numerous subjects and levels (Anastopoulou, Sharples & Baber, 2010; Jarvinen, Jarvinen & Sheehan, 2012; Lehrer, 1993; Yu, Lai, Tsai & Chang, 2010). But with recent reports indicating that the United States performs poorly among industrialised nations in science, the Department of Education is pressing for an improvement in STEM (Science, Technology, Engineering and Mathematics) education. Among the 65 countries that administered the Program for International Student Assessment (PISA) in 2012, 26 countries outperformed the United States in science literacy when comparing the percentages of 15-year-olds in the top proficiency levels and 27 countries outperformed the United States when the average scores of all students were compared (National Center for Education Statistics, 2012).
