The push for more STEM curriculum or science, technology, math, and engineeering instruction in schools is the latest calamity and call to action. It’s also the cover package of October’s ASBJ.
You’ll have to read my colleague, Larry Hardy’s story to get an overview of the issue and whether this really is a crisis.
In doing research and reporting for the accompanying sidebars, however, I discovered there really is some validity to the “crisis” designation— and its buried in the ground.
Game simulations, video conferencing, online learnings— schools have myriad new technology applications available today, enabling to make instruction in STEM subjects (any subjects for that matter) more relevant, dynamic, and customizable to each student.
Problem is, you can’t really access those applications unless you have the technological infrastructure to support them.