As education begins to fully address the requirements for science, technology, engineering, and mathematics (STEM) in the classroom, there are teachers who take a leading role in promoting these learning environments. The two authors have put together an excellent set of resources underlining the importance of STEM and information and communication technology (ICT) in contemporary education systems.

This book has five parts: the first two cover basic concepts, theory, and current circumstances of the topic; the next two cover practical examples; and the final part is a brief vision of the future (as with all predictions, it can only be judged in hindsight). Part 1 examines student creativity and the learning environment; these topics provide a relevant background and should be refreshing for most educators. Five creative teaching models are fully explained and relate to the resources in Parts 3 and 4. This is an excellent concept because the theory of each creative teaching model is supported by practical examples that can be utilized in the classroom.

Part 2 explores the topic of ICT and STEM. The first two chapters highlight how important ICT has been to education and why it is relevant to STEM. The most pertinent point to come from these two chapters is the following: “ICT education can realize the learning by constructivism, the most advanced way of learning.” It is this statement that focuses on teaching pedagogy, a topic that is not fully explored. Essentially, ICT and STEM are interlinked as the remaining chapters discuss various hardware and software options that can be employed in the delivery of STEM-based curricula using ICT.

Part 3 has nine practical activities that can be used in the classroom; each activity is laid out in a formal scientific format. Generally, for each activity, the authors set the stage and define the problem, and then students formulate a hypothesis and begin the experiment. Finally, students will analyze the data and report their findings. These activities are based on real-world tasks and require interaction with real-world materials and resources.

In Part 4, there are six activities based on virtual world computer environments. These are designed for older students, between ages 16 and 20, representing upper high school and early college. Several activities use the Second Life virtual environment that can be accessed by students in different geographical locations. The activities in this section require skills in analysis, synthesis, and evaluation, which are the top tiers of Bloom’s taxonomy. The questions asked in each activity will yield multiple correct answers and could be labeled as open-ended, where each student has a different interpretation of the problem.

Therefore, as a teaching tool, this book has enormous value for teachers in science, math, and technology. The ideas from the activities can be modified and customized to suit a range of learning environments. I would recommend this book to all teachers in middle and high school because it demonstrates what is possible and what can be achieved when ICT and STEM are delivered together.