Program Innovation: STEM
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I propose an option for facilitating STEM programming differently to bring out innovation and creativity, but still meet rigorous science and math academic standards, as STEM programs were intended to accomplish.
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Program Innovation: STEM
- 1. Hydro Train Commercial (123hydro, 2007)
- 7. What is the difference? STEM - Traditional STEAM’D - Transformational Professional Development Educational Workshops, Conferences, Additional Training Research and partner with experts in Science, Technology, Engineering, Art, Math and Design; Be the "scientist, engineer, artist, mathematician, designer" Learning Standards Content Skills embedded in Content Instructional Design Separate content areas Integrated content areas, trans-disciplinary Selected Areas of Study Science, Technology, Engineering, Math Science, Technology, Engineering, Art, Math and Design Teacher Qualification Education Background Education Background with additional coursework in STEAM fields Programming Adopt a textbook or program Adopt a program with curriculum materials that utilizes social learning of digital learners by researching many viewpoints (including those of other countries) Definition of Technology Give a child a laptop and access to the Internet Technology is the usage and knowledge of tools, techniques, crafts, systems or methods of organization in order to solve a problem or serve some purpose.
- 14. Meet Vi Hart , a Mathemusician Doodling in Math Class: Snakes and Graphs (Hart, 2010)
- 15. Is there a connection between math and art? Nature by Numbers Cristóbal Vila (Vila, 2010)
Notas do Editor
- Integrated NSF Support Promoting Interdisciplinary Research and Education (INSPIRE) The most recent NAEP administration occurred in 2005. Figure 1 displays the available results from the NAEP math tests administered between 1990 and 2005. Although the proportion of 4th and 8th grade students achieving the proficient level or above has been increasing each year, overall math performance in these grades has been quite low. The percentage performing at the basic level has not improved in 15 years. About two in five students continue to achieve only partial mastery of math. In 2005, only about one-third of 4th and 8th grade students performed at the proficient level in math — 36% and 30%, respectively.10 The remainder of students — approximately 20% of 4th graders and just over 30% of 8th graders — scored below the basic level. A recent review of the research on teacher quality conducted over the last 20 years revealed that, among those who teach math and science, having a major in the subject taught has a significant positive impact on student achievement.17 Unfortunately, many U.S. math and science teachers lack this credential. But the Indias and Chinas are increasingly adding one more thing to low-cost labor and high-power technology: unfettered imagination–that is, high innovative and creative capabilities. They will focus first on solving their own problems with cheap labor, high technology, and high creativity–re-imagining their own futures….So, for the last time, you have been warned. This is not a test.” Tom Friedman, The World is Flat: A Brief History of the 21st Century, 390