Internet of Things (IoT) Instructional Devices in

STEM Classrooms: Past, Present and Future

Directions
Aamir Fidai Hyunkyung Kwon Gabrielle Buettner Robert M. Capraro
Aggie STEM Aggie STEM Aggie STEM Aggie STEM
Texas A&M University Texas A&M University Texas A&M University Texas A&M University
College Station, Texas, U.S.A College Station, Texas, U.S.A College Station, Texas, U.S.A College Station, Texas, U.S.A
[email protected] [email protected] [email protected] [email protected]

Mary Margaret Capraro Cynthia Jarvis Madison Benzor Saaransh Verma

Aggie STEM Aggie STEM Aggie STEM Aggie STEM
Texas A&M University Texas A&M University Texas A&M University Texas A&M University
College Station, Texas, U.S.A College Station, Texas, U.S.A College Station, Texas, U.S.A College Station, Texas, U.S.A
[email protected] [email protected] [email protected] [email protected]

Abstract— This research to practice category full paper benefits. In addition, IoT has been used in many
provides a survey of how Internet of Things (IoT) devices have
made inroads in diverse commercial industries and how these
different fields and industries such as
devices have been implemented in pre- and post-secondary transportation, education, health care, agriculture,
classrooms in the past, their current state in educational and communication because of the ease of its use
settings, and suggestions for future implementation. IoT and the endless opportunities that it offers.
implementation in the realm of education has primarily been
limited to student transportation and food service for tracking
IoT device sensors collect data and
buses, students, and school property. In this paper, the authors communicate it to the connected IoT prototyping
provide suggestions for how IoT devices can be implemented in board. The data can either be preprocessed on the
classrooms as subject (instructional aid) and object (end- IoT board depending on the microcontroller
product or deliverable) devices by instructors with the emphasis
on facilitating effective teaching and hands-on learning. The capability or the IoT board can transfer the raw data
authors provide two examples of such devices in this paper to to a data processing server on the cloud or a local
illustrate the classification of instructional IoT devices into workstation through varied means of
subject and object devices. The authors suggest that the current communication. Most IoT boards are equipped with
limited role of IoT in pre- and post-secondary classrooms is due
to the lack of knowledge about this new technology; therefore, Wi-Fi antennas and can connect to local internet to
the focus of this paper is on the function of IoTs and the process transfer data to the cloud or local workstations. In
of providing educators with the technology, instructional tools, the absence of Wi-Fi, these IoT boards can also
and materials necessary to implement IoT devices within the
classroom.
incorporate breakout GPRS/GSM boards, which
enable the IoT boards to communicate using
Keywords—Internet of Things, IoT, STEM education, cellular signal. Once the data are transferred to the
Microcontrollers, Arduino, ESP8266, Open source, Robotics, servers for further processing, the server can take
Project-Based Learning, PBL, Experiential Learning, Hands-on
further actions after data analysis. The data can be
INTRODUCTION
I. formatted to be viewed by users, or based on the
implementation of the IoT devices, the data may
Internet of Things (IoT) is a system of physical
trigger physical actions such as switching on a relay
objects including microcontrollers, sensors,
or turning off a light.
microchips, and communication systems that
facilitate the connection of people, machines, and
entire systems through the Internet. IoT is primarily II.INTERNET OF THINGS (IOT) DEVICES USE IN
used to transfer data over a network without any INDUSTRY
human-to-human or human-to-computer
interaction. In the modern world, many of the The continuing evolution of IoT framework
devices that are used on a daily basis are IoT along with the electrical, electronics and
enabled, such as smartphones, tablets, and laptops. engineering components related to it is making this
These interconnected devices provide people many cutting-edge technology accessible to diverse
industries. In addition, the open-source nature of

978-1-7281-1746-1/19/$31.00 ©2019 IEEE

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most of the components making up the IoT illnesses in order to treat them early and prevent
framework is helping to reduce the cost of doing further spreading [13], for performing in-home
business as well. Below is a brief history of how the monitoring [14] and for improving performance of
IoT framework has been implemented in various implants [15]. These uses of IoT in healthcare are
industries over the last few decades. After shaping the future of healthcare by using early
discussing the past and current use of the IoT, the diagnosis and by preventing the spread of disease.
authors propose how IoT can be used in STEM
D. Education
classrooms to promote scientific thinking and
engineering education. The use of IoT as an instructional tool within
education is a new conceptual paradigm that has the
A. Transportation Industry potential to transform the educational world.
People rely on transportation daily, and Research has shown that there are advantages to
transportation has long been an important introducing IoT technologies into education [16],
application area for the IoT [1], [2], [3]. Examples [17], [18], [19], [20]. IoT devices can complement
of the of IoT in transportation can be easily and improve pedagogical activities and aid in
identified within small-scale, vehicle-to-person effective teaching and learning [16], [17], [18],
communication [2]. Use of IoT in transportation [19], [20]. Furthermore, use of IoT devices in
can also be seen on a larger scale in examples such classrooms helps instructors to manage class
as public transportation, highway maintenance, attendance and the availability of required services
traffic and hazard information and multimodal and also helps students to communicate with
ticketing [1], [2], [3] providing safe and effective classmates, share project data, and access learning
transportation [1], [3]. Thus, the application of IoT resources remotely [16], [19]. Implementation of
in transportation benefits citizens, companies, and IoT devices in educational settings can prove to be
governments. an effective way of providing students with a
“smarter” education.
B. Agriculture Industry
“Smart farming” [4] has become much more ROBOTICS AND PROGRAMMABLE TOYS IN
III.
common in the last century as the world’s EDUCATION
population has continued to increase along with the The use of programmable toys, robotics, and
demand for agricultural products on fewer farms microcontroller-based devices has shown great
with less land [5],[6]. The use of smart farming promise in transforming teaching and learning in
technology in conjunction with IoT devices has STEM classrooms [21]. However, these devices are
been shown to have potential in improving the usually passive and are unable to communicate with
overall quality and production rates of agriculture each other or with the users. These programmable
[7], [8], [9]. IoT devices allow farmers to monitor and robotic devices also come with two additional
the weather and soil qualities [4] to help decrease caveats. First, they are often proprietary in nature
product waste. IoT devices have also been with both proprietary software and hardware. The
implemented in autonomous vehicles (AV) such as closed and proprietary nature of these robotics and
tractors developed for use in agriculture [10]. It has programmable toys requires the use of specific
been predicted that by 2050, the use of IoT in software and hardware tools to manipulate them.
agriculture will increase production yields by 70% Implementing these proprietary instructional
[11]. As the IoT technology continues to be devices adds additional burden on instructional
developed and refined, it will have an even greater staff, which often is a barrier to the implementation
influence in the field of agriculture. of new technology in classrooms. Secondly,
C. Health Care Industry traditional robotic instructional devices and
IoMT (Internet of Medical Things) has been programmable toys usually have a significant cost
used to create a wide range of smart devices that associated with them. For example, one unit of
perform tasks from monitoring patients’ heart beats, LEGO Mindstorms can cost upwards of $400 [22],
while the least expensive starter kit from VEX
to performing entire surgeries [12]. Doctors can use
smart devices to predict the diagnosis of certain robotics, which is the LEGO’s main competitor,
costs close to $300 [23]. A teacher wishing to buy

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a class set of these devices would have to spend AliBaba.com, and Banggood.com. There are also
thousands of dollars to procure a class set where U.S. based companies that sell their Arduino-based
equity and access would be acceptable. Most public IoT boards through Amazon.com and
schools do not have the financial resources to NewEgg.com, among others. A third type of
support the purchase of such expensive supplier are companies that have historically
programmable robots and toys. specialized in electronics components, for example,
Mouser Electronics, AdaFruit, and SparkFun.
OPEN-SOURCE ARDUINO ARCHITECHTURE
IV.
B. Worldwide Community of Developers
In comparison, Arduino IoT devices’ software
and hardware are based on open-source Arduino is by far one of the most utilized
architecture. To be considered open-source, prototyping platforms in the world. There is a vast
software’s object code and source code must be community of novices, experts, and professionals
publicly available to everyone. In the case of the who use Arduino-based IoT boards for prototyping
open-source hardware, the schematics and other projects. These projects range in complexity and
design components for the hardware object must be purpose; they are diverse enough that they have
publicly available so that they can be studied, become a hobby for some individuals and play a
modified, fabricated, and distributed. The software critical role in professional systems development
and hardware must be open to modifications, and it for other individuals and companies. There is a Do
is encouraged that the modifications are shared with It Yourself (DIY) community that has formed
the community [24], [25]. The open-source nature around Arduino boards. Instructables.com is one of
of Arduino opens doors to all types of users, the best examples of how the DIY community has
makers, and developers who want to enter the embraced the Arduino-based IoT boards for both
prototyping marketplace. The inventor of the hobby and professional automation projects [28].
Arduino prototyping board has suggested that the The Instructables.com website serves as a
reason behind keeping Arduino an open-source repository for all types of projects, both electronic-
hardware and software platform is to provide based and non-electronic-based. Visitors to the
everyone a platform for prototyping, regardless of website can search through thousands of potential
their level of expertise or available resources [26]. projects that involve the use of Arduino-based IoT
Keeping with the promise of open hardware, the boards. Along with DIY websites, code repositories
creator of Arduino has even provided plans to build contain documentation, code examples, and project
an Arduino board on his website [27] along with ideas [29]. The availability and easy access to
prebuilt Arduino boards for sale. The availability of supporting documentation and code examples
the source code for the board along with the plans encourages users with varying levels of ability and
for how to assemble the Arduino prototyping board expertise to enter the prototyping arena and begin
make it an ideal tool to be integrated in an experimenting with Arduino-based IoT boards.
instructional setting. V. IMPLEMENTING IOT DEVICES IN STEM
A. Competing Producers Means Lower-Costs CLASSROOMS
Arduino’s software and hardware are open IoT devices have the potential to transform
source. The open availability of the source code and learning in all STEM classrooms. The contribution
hardware components along with encouragement of IoT devices in STEM classrooms could be
from the creator of Arduino for others to replicate immensely helpful in increasing students’ learning
the product as is or with modifications has created and academic achievement. The inclusion of IoT
an entire new eco-system of companies and IoT technology has made inroads into classrooms, but
devices that are based on the original Arduino the primary use of IoT devices has been limited to
platform but that are much lower in cost and more non-instructional purposes such as student
versatile in functionality. There is a plethora of monitoring, attendance gathering, distance-learning
companies that build and produce Arduino-based and video-conferencing [30], [31], [32], [33]. There
IoT boards. For instance, there are many Chinese is a need for implementing IoT technology in
companies that sell Arduino-based IoT boards via STEM classrooms as a part of teaching and
the internet on sites such as AliExpress.com, learning. To encourage the use of IoT devices in

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classrooms as learning tools and not just devices for interventions to correct those error patterns. Details
classroom management, the authors of this paper about the MathBot are provided later in this paper.
propose a two-step IoT selection process for the
C. Object IoT Instructional Devices
instructors in STEM classrooms. The authors also
propose that IoT devices in STEM classrooms Object IoT instructional devices are those IoT
should be classified into two categories: “subject” devices that students create as a deliverable for a
IoT instructional devices and “object” IoT class assignment, a project-based learning (PBL)
instructional devices. activity, or a semester project. The low-cost and
easy availability of documentation and example
A. Two-Step IoT Selection Tool projects online make the use of Arduino-based IoT
The instructors in the STEM classrooms can use boards in object IoT instructional devices an
the following two-step IoT selection process obvious choice. An example of an Arduino-based
proposed by the authors to determine how they object IoT device would be an Arduino-based Mars
want to use IoT instructional devices in their Rover that students could build during a STEM club
classroom. First, the instructional leader should within the framework of engineering design process
identify the expected outcome of the teaching and [34]. Details for this Arduino-based Mars Rover
learning activity. The outcome of learning may be are provided later in this paper.
a tangible product designed and/or built by the
students or the outcome may be learning of a new
engineering or mathematics concept. Secondly, MATHBOT
VI.
based on the outcome of the learning activity, the The MathBot can be used to teach mathematical
instructor should decide if the IoT device best suited concepts such as measurement, linear and non-
for the learning activity would be a “subject” IoT linear motion, degrees, and radians. Teachers can
device or an “object” IoT device. Using this two- use MathBot to identify error patterns in students’
step approach may facilitate more efficient understanding of those concepts. Because MathBot
implementation of IoT devices in STEM is based entirely on an Arduino-based open-source
classrooms. software and hardware framework, teachers can
make as many MathBot clones as they need for their
B. Subject IoT Instructional Devices
classroom (based on the number of students).
Subject IoT devices are those IoT devices that MathBot uses an Arduino-based microcontroller
are used as an instructional aid. Traditionally #ESP8266-12e that can be programmed using
programmable toys, robotics, and microcontroller- Arduino integrated development environment
based devices have been implemented in STEM (IDE). Sensors, stepper motors, motor controllers,
and non-STEM classrooms. A meta-analysis of and other components are readily available through
robotics-based interventions in STEM classrooms multiple online outlets at varying prices.
showed that most implementations involved the use
of LEGO Mindstorms and had a statistically A. MathBot Hardware
significant effect on students’ STEM achievement This MathBot board can be programmed using
[21]. However, the limited number of studies Arduino IDE. The Arduino IDE provides the
included in the meta-analysis may indicate that the capability for programming all Arduino-based IoT
high cost connected to proprietary robotics products boards, even those not produced specifically by
may be a factor in their limited use in research. Arduino. The code residing on ESP8266-12E
In contrast to the use of costly proprietary performs two distinct tasks that enable the MathBot
robotics products, the authors of this paper propose to function properly. First, the ESP8266-12E
the use of an open-source Arduino-based subject provides communication capabilities through its
IoT device. This device would be named built-in Wi-Fi chip, and secondly, the ESP8266-
“MathBot” and would be used to teach students 12E communicates with the motor controls,
measurement concepts. Educators could also use receives data from attached sensors, and
MathBot to assess students’ error patterns in manipulates its physical environment using the
measurement and to provide compensatory onboard GPIO (General Purpose Input Output)
pins. ESP8266-12E has 11 GPIO pins that can be

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used to connect sensor data, drive motors, and
communicate with other devices.
MathBot uses 28BYJ-48 stepper motors to
navigate in an XY plane. These stepper motors are
connected to the ESP8266-12E using a ULN2003
motor controller. The stepper motor is capable of
rotating at 64 steps per revolution, measuring at
5.625 degrees per step. Further, gear reduction of
1:64 increases the steps per revolution to 4096 steps
at .08789 degrees per step resulting in very precise
control [36]. This precise motion makes the 28BYJ-
48 stepper motor an excellent choice for use in
mathematics instruction applications in which
using the MathBot to teach measurement is the
instructional goal.
B. MathBot Operations and Procedure
When the MathBot is turned on, it looks for Fig. 1. MathBot navigation page.
connection with the pre-specified Wi-Fi network.
These specifications can be modified through the the MathBot through a web browser [38]). This
Arduino IDE. Once the MathBot has successfully AJAX communication portal is used to transfer
made a connection to the network, it starts a web commands from the user to the MathBot and for
server and waits for connection. The MathBot transferring data from MathBot to the user’s device
displays its own IP (Internet Protocol) address on if needed without refreshing the webpage.
an onboard LCD (Liquid Crystal Display). When VII. ARDUINO-BASED MARS ROVER
users connect to the same network and type the
Object IoT devices are made by students as a
MathBot’s IP address into their browser, MathBot
result of a class assignment. IoT devices can
sends a webpage to user’s device similar to one in
incorporate sensors and other moving parts capable
Fig. 1. The webpage provides basic input options
of interacting with their environment. The sensors
that can be used to maneuver the MathBot. As the
can provide an excellent mechanism for hands-on
user inputs parameters on the web page and hits
experiential learning. This hands-on experiential
“Go”, the webpage sends the information to the
learning can be situated in real-life conditions and
MathBot. The microcontroller receives the
be made accessible to students. Student
direction, interprets it, and then passes those
assignments that are situated within the framework
commands to the attached motors through the GPIO
of project-based and experiential learning have
pins and motor controllers.
shown great promise in optimizing student learning
C. MathBot Code Highlights [39], [40],[41]. Students can participate in a design
Arduino IDE uses C++ programming language and build activity during which they can design and
to code Arduino-based IoT microcontrollers. The build an Arduino-based situation-sensing Mars
popularity and relative ease of learning C++ makes Rover [34]. The design for this rover is based on the
this language a great choice for programming DIY Mars Rover model provided by NASA’s Jet
prototyping boards [37]. Within the JavaScript, Propulsion Laboratory on GitHub [42]. This Mars
Asynchronous JavaScript and XML (AJAX ) are rover uses Arduino-based IoT boards and can be
used to transfer user input to the device without the controlled using a smart device (laptop, phone, or
need for continuous updating of the webpage. This tablet). The Arduino-based Mars Rover can also be
asynchronous mode of communication provides the preprogrammed using the Arduino IDE to perform
user with a remote control-like experience when specific tasks. Therefore, the Mars Rover is an
communicating with the device. The webpage excellent example of an IoT object instructional
opens a communication portal using the AJAX device because the learning outcome is controlled
command HttpRequest when the user connects to by the learning situation.

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A. Arduino-Based Mars Rover Hardware “ill-defined” problem [39]. The implementation of
To enable a faster moving robot, the Arduino- PBL activities has been shown to facilitate students’
based Mars Rover uses 5v DC brushed motors development of self-efficacy as well as relevant
along with L298N motor controllers. The Arduino- cross curriculum skills such as teamwork, critical
based Mars Rover is equipped with an ultrasonic thinking, and 21st century skills [44], [45].
sensor to measure distance as well as a temperature Furthermore, successfully integrated PBL activities
sensor and a claw to grab objects. To accommodate have been found to improve students’ academic
6 motors, 4 servos, multiple sensors, and the claw achievement, intrinsic motivation, and general
mechanism, the Arduino-based Mars Rover uses attitude toward mathematics and science [46], [45],
two IoT boards. The ESP8266-12E is used to [47]. While current instructional methods fail to
provide communication capabilities between the foster genuine interest in STEM fields, PBL
user’s smart devices and the Arduino-based Mars activities have a statistically significant positive
Rover and the Arduino Uno R3 that provides influence on students’ attitudes toward STEM
communication connections for the peripherals fields, as well as their interest in and pursuit of
using its GPIO pins. STEM careers and licensure in STEM-related fields
[46], [45].
B. Arduino Based Mars Rover Operations and
Procedure B. Experiential Learning
Once the Arduino-based Mars Rover is turned David A. Kolb combined Dewey’s model of
on, it connects to a pre-specified Wi-Fi network. It training, Lewin’s model of action research and
displays its internal IP address on the attached LCD. laboratory training, and Piaget’s model of learning
When a user connects to the Arduino-based Mars and cognitive development to propose the theory of
Rover using its IP address, the onboard ESP serves experiential learning in 1984 [48]. In describing his
a webpage to the user’s smart device. The webpage theory of experiential learning, Kolb defined
displays buttons with which the user may navigate experience as the driving force behind continuous
the Arduino-based Mars Rover and set the rover’s learning. Use of teaching and learning strategies
speed. The webpage also contains buttons that grounded in experiential learning have been shown
allow the user to control the claw arm. The user can to increase students’ academic achievement and
set the speed for the Arduino-based Mars Rover and their social and teamwork skills [49]. Experiential
navigate both the rover and the claw mounted on it learning can be implemented using both subject and
using the onscreen controls or the user can program object IoT devices in STEM classrooms for
the Arduino-based Mars Rover for specific tasks engaging and hands-on instruction.
using the Arduino IDE.
IX. TEACHING PEDAGOGY OF IOT DEVICES IN STEM
VIII. THEORETICAL FRAMEWORK CLASSROOMS
Implementation of IoT technology in STEM Teachers impact their students through the use
classrooms would provide opportunities for of their content and pedagogical knowledge.
innovative teaching and learning. Students can be However, of the two forms of knowledge, it is the
tasked with designing IoT object devices using the teachers’ pedagogical content knowledge that has a
well-defined frameworks of project-based learning greater impact on students’ level of academic
(PBL). Instructors could also decide to use IoT achievement [50]. As a growing number of IoT
subject devices within the experiential learning devices are implemented into STEM classrooms, it
framework during or after school to provide is imperative that teachers adapt their pedagogical
students opportunities for hands-on learning. IoT content knowledge to reflect the changing
devices in STEM classrooms maybe the solution to landscape in their classrooms. IoT devices have the
the student apathy toward STEM courses. potential to provide students with hands-on
experiences in a situated learning environment.
A.Project-Based Learning Teachers’ pedagogical practices must reflect the
Project-based learning (PBL) is an instructional unique educational opportunities afforded by IoT
method that provides a clear learning outcome to an devices and technologies.

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A. Teaching with Subject IoT Devices it an ideal candidate for use when teaching students
Subject IoT devices are technological tools that can concepts of degrees and radians. Similarly, the
be used to aid with instruction. They are able to concepts of rotation, translation, and symmetry can
communicate bidirectionally, which enables them also be taught using the MathBot. The authors of
to produce immediate feedback. Teachers can use this paper believe that the hands-on interactive
these devices in flexible or programmed settings to nature of this IoT device can revolutionize the
teach students new concepts or to reinforce teaching and learning in STEM classrooms.
knowledge. B. Teaching with Object IoT Devices
Exploration mode. Subject IoT instructional
Object IoT instructional devices are those that
devices such as the MathBot can be used to help students design and build as the end-result of a
students explore a particular topic. The following is
STEM PBL activity or class assignment. Teachers
an example of a question stem that a teacher could have many options in terms of designing impactful
use to help a student explore the concept of
and effective assignments and activities that can
measurement of circular objects using a MathBot.
help students put their STEM knowledge to
“The diameter of each wheel on the MathBot is 3 practical use in developing a tangible product.
centimeters. How many complete rotations of the wheels Perhaps one of the greatest instructional benefits
will be required if the MathBot needs to cover a distance of afforded to students when engaged in the design
30 centimeters?” and build of object IOT devices is the opportunity
The student would use the MathBot navigation page to be immersed within the engineering design
depicted in Fig. 1 to explore how the rotations of the process. The teacher can design a learning
wheel are related to the distance covered. This assignment in the form a STEM PBL activity that
exploration can be undertaken individually or in a encourages students to employ the engineering
group setting. design process. Project-based learning activities
Remediation mode. IoT subject instructional have been shown to positively impact students’
devices such as the MathBot can also be used for interest toward STEM careers [39] and to foster
remediation. For example, if a student shows signs communication and collaboration among peers
of possessing misconceptions regarding a during the learning experience [46]. In the case of
mathematical concept such as measurements, the the Arduino-based Mars Rover, the students begin
teacher could use the MathBot to help in redirecting with an ill-defined problem of designing a Mars
and reformulating the student’s mathematical Rover type robot that is able to traverse Martian
understanding. In the remediation mode, the teacher terrain. Tasking students with designing and
would apply student’s flawed knowledge to show building an object IoT device such as the Arduino-
how the misconception results in unintended based Mars Rover as outlined in [34] would
robotic movement. The teacher would then guide encourage students to work through the engineering
the student in reflecting on his or her experience and design process and engage in hands-on experiential
in correcting his or her conceptual understanding. learning situated within real-life context, which
Direct Instruction. Teachers can also use subject could positively impact their interest and
IoT instructional devices such as the MathBot for motivation toward STEM learning and their
direct instructional purposes. For example, the positive affect towards engineering profession [51],
precise motion of the MathBot can allow teachers [52]. The interconnected nature of IoT object
to demonstrate the mathematical concept of devices with their bidirectional communications
measurement of non-linear objects. The teacher ability makes them an ideal candidate for
would use the MathBot navigation page to instruct instructional projects that are situated in stimulating
the robot to move a certain number of rotations, real-life contexts.
which would help students visualize how this non- X. IMPLICATION FOR FUTURE USE
linear movement translates into linear movement on
the surface with a certain distance covered. The review of current literature on IoT
The extremely precise movement of the technology along with the suggested use of
MathBot using the 28BYJ-48 stepper motors makes Arduino-based IoT “subject” and “object”
instructional devices in STEM classrooms provide

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a basic foundation for how IoT technology can be efforts of these communities of educators may
effectively integrated into STEM classrooms. The facilitate the development of detailed lesson plans,
easy accessibility of Arduino-based IoT boards pictures, and videos that could shape and invaluably
along with visual programming languages such as influence the teaching of STEM subjects in the 21st
S4A (Scratch for Arduino) and MBlocks make it century.
possible for anyone to begin prototyping electronics
C. Need for Evidence-Based Research
projects and to take advantage of the IoT
technology. The justification for implementing IoT
instructional devices needs to be based in the
A. Expanding Boundaries of STEM Education. evidence of their effectiveness in improving
Currently available instructional robotics and students’ academic achievement and affect toward
microcontroller kits have extremely high costs STEM subjects. This evidence can only be the
attached to them that make their usage impractical result of evidence-based research. Therefore, the
in STEM classrooms situated in low-income authors of this paper implore and encourage
neighborhoods. The low cost of Arduino-based IoT educational researchers and research institutes
boards and related peripherals will encourage around the world to engage in research on the
greater usage of IoT instructional devices in STEM effectiveness of IoT instructional devices in STEM
classrooms, thus helping to solve the problem of classrooms. IoT technology has already
access, inclusion, and fairness in STEM education. transformed many of the realms of our economy,
The vast online community of professionals who proving its great potential for positive change. We
are continually updating the IoT framework, along believe that now is the time to investigate and
with the professional community of supporters who employ this transformative technology to improve
readily provide free support to anyone needing help the academic achievement of all students in every
through online support blogs, are expanding the STEM classroom.
boundaries of STEM education for all students.
ACKNOWLEGEMENT
XI.
B. Limitations and Obstacles.
Thanks to Drs. Luciana Barroso, Mary Margaret
The researchers acknowledge that there might be Capraro, Robert M. Capraro, and the Aggie STEM
some significant obstacles in implementing IoT team for providing the data used for this study.
instructional devices in STEM classrooms. These
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