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Minecraft allows students to build whatever they want, so use the opportunity to have them create scale models when you need a practice unit about measurements and proportions.

The predominant higher education business model of the future may be one where the education itself costs students nothing—the availability of free open educational resources is constantly growing—and students only pay small fees to cover the cost of assessing their learning.

“badges”

The Mozilla Foundation, funded by the people who developed the Firefox web browser, are sponsoring a competition for the creation of badge systems that will help students organize the credentials they receive from different providers.

Toshiba's S.T.E.M. (Science, Technology, Engineering, Math) education initiative in North America

Mr. Norio Sasaki, President and CEO of Toshiba Corporation, explains why the company has been so active in helping promote and extend the program in its first 20 years. "We founded ExploraVision with the goal of helping inspire students to pursue further education and potentially careers in science and technology fields. We believe it is essential that more young people discover their interest in these fields so that society will have the benefit of the scientists and engineers we need to build a better future," he noted.

Toshiba launched a yearlong campaign to help promote STEM education called The Toshiba STEMpowerment Project.

For example, the K-12 framework effectively turns attention away from a content-specific definition of STEM to a more epistemic one—the sources, strategies, or practices from which science and, by extension, STEM knowledge comes and, in turn, is shared. It may well be that this long-standing inability to come up with an appropriate definition for STEM is an outgrowth of framing STEM as a fixed entity, an "it" instead of an assemblage of practices and processes that transcend disciplinary lines and from which knowledge and learning of a particular kind emerges.

ogether with shared practices, these three dimensions of the NRC framework—practices, crosscutting concepts, and disciplinary core ideas—reflect the realities of contemporary science and engineering, inclusive of mathematics, where concepts and practices, often very dependent on technologies, create productive bridges across STEM disciplines. Such bridges make interdisciplinary collaboration possible and, most importantly, provide a set of strategies and tools unique to the process of STEM learning and teaching.