SmartBrief: Where Did STEM Go?
Our director of Curriculum, Training, and Product Management, Jason Innes, was included in a panel to discuss where did STEM go, K12 STEM priorities, and the state of STEM. Three questions were asked. Learn Jason’s perspectective on elementary STEM.
Is STEM still a priority for K-12?
Innes: STEM is a priority for many K-12 school districts, but the critical importance of starting STEM education early is still a message many district leaders need to hear. Students as young as preschool age show differences in STEM interest (owing to stereotypes about STEM identity) and in STEM ability (owing to socioeconomic background). These differences only compound as children age. To ensure STEM interest, participation, and success in middle school, high school, higher ed, and into the workforce, we have to give kids positive STEM experiences from preschool onward.
SmartBrief: What STEM skills gaps are most evident between what is needed in today’s workforce and what is being taught in schools? What do you see as the top STEM skills that are (or will be) in demand?
Innes: STEM is more than just science, technology, engineering and math. STEM is a set of practices for learning and problem-solving. Technical knowledge is important, but so are curiosity, creativity, persistence, and collaboration. These social skills and executive functioning capabilities are the aspects of STEM most necessary in the workforce. When I talk about starting STEM education early, it’s about teaching kids how to ask questions, propose solutions, test and improve their creations, and share their work.
SmartBrief: Based on the conversations you’re having with schools, where do you see STEM going in K-12? What are educators asking for in products? What are their priorities?
Innes: One thing we’re hearing about more is the idea of K-12 CTE – career-technical education that begins in kindergarten and goes through high school. CTE administrators face the daily challenge that by high school, half or more of the student body have already self-sorted themselves out of any interest in STEM jobs. CTE needs to start early. That means STEM education starting in K-5, positioned as CTE feeder programs. The goal is not to turn every child into a STEM professional, but rather to ensure that every child has that choice.
SmartBrief: How important is educator input in the development of STEM solutions?
Innes: Educator input drives all successful educational tools and curricula, whether in STEM or any other field. A solid foundation of research and practice ensures product appropriateness for the students it serves. All hands-on, engaging STEM solutions must be developed in communication with working teachers.
See the full discussion and hear from the other panelists.