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My view: The increasing necessity for STEM education Print Font [+] [-] 11 Comments » By Sidharth Oberoi For the Deseret News Published: Thursday, Feb. 20 2014 12:00 a.m. MST Share71 Share52 Tweet4 0 0 A closer look at U.S. unemployment statistics shows that even with unemployment still at historically high levels, large numbers of jobs are going unfilled. Most of these jobs have one very important thing in common - the need for STEM education. Shutterstock Enlarge photo» Summary A closer look at U.S. unemployment statistics shows that even with unemployment still at historically high levels, large numbers of jobs are going unfilled. Most of these jobs have one very important thing in common - the need for STEM education. There is a distinct educational disconnect that we need to resolve today. 1 The real word application of science, technology, engineering and math, or STEM, is increasingly important in the workforce while science and technology are becoming less emphasized in today's classrooms. The ability for students to gain access to the critical skills these subjects offer is critically important as the future workforce is projected to be dominated by those possessing technology and science skills over the next several decades.

TPACK Venn Diagram in 3 minutes describing the 7 categories seen on the model.

Keith's video "TPACK in 3 minutes" did a lovely job of summing up the TPACK framework in a few words with great examples. The speaker makes it a point to explain "context" within the TPACK model and how it is implemented. He states that the model will look very different depending on the perspective (corporate vs. teacher) and grade level (elementary vs high school/college). I think one of the driving forces is the realization and understanding by many teachers that implementing useful technology - in the context of what their teaching- is necessary to accommodate the students' needs regardless of if the teacher is technology smart or not. However, this is where I think the resistant force sets in as well. Even though TPACK is a package where each of the 3 domains work together, I think that teachers find it overwhelming or very "sudden" and big of a change that it makes some of them feel uneasy to fully adopt it. This goes with what Stephen had stated in a previous post- that maybe the best way to approach this framework is to have teachers take baby steps.

Thank you very much for sharing this link. The creator of this video does a very good job of explaining what TPACK is and demonstrating the dotted line for context was a nice addition to the TPACK model. A few other things I am taking from this video is that it shows the power of the internet. I think this teacher did this video in one take, which means he did not spend time editing or retaking what he was doing. I have a feeling this was created in about 15 minutes after setting up the camera, gathering materials and planning in his mind what he would say. This 15 minutes of effort has been watched over 5,000 times since its upload a little over one year ago. In this day and age, 5,000 views on Youtube might not seem like that much, but twenty years ago speaking to 5,000 people on a subject would almost be unimaginable. The power of online video is something I am taking from this course.

PBS Kids has activities that do a good job of linking engineering to science, math, and technology. The website has many characters which my students identify with. Many of the activities and concepts, that are covered, are for younger students, but some are for the upper grades.

Great website- it is very "children" oriented due to the nice colors, drawings and simplicity. I love it for the content that is accessible by young learners but I appreciate it even more because it has very innovative classroom activity suggestions (as well as lesson plans) for teachers. Even more importantly, there have a listing for family activities for each subject, which I think is great because learning can be even more meaningful when it is done outside of the classroom.

This video is long, but it breaks down all parts of TPACK and provides examples. This video stresses the importance of using the TPACK model to solve "wicked" problems. The presenter also discusses the importance of creativity in this process. There are many great examples provided in the video. My favorite example was about the third grade teacher who used technology to enhance students understanding of maps. The class took a trip to DC and used cameras and mapping software to record their journey. The main points of the video are: teaching with technology is a wicked problem, wicked problems require creative solutions, and that teachers are the designers of the Total PACKage, and that solutions need to be novel, effective, and whole,

I have shared this with my technology integrated group, since we has cited TPACK as the basis for our school's program. This video does a beautiful job of conveying this information and I hope we use this to assist our staff as we struggle to implement technology uses for learning. I particularly like the acknowledgment of the difficult nature of this. The humorous nature of the presentation along with depth of scholarly foundation contained is excellent!

Great video that explains the concepts of TPACK in a more simplistic manner. I think is does a great job of showing how not integrating such a model could harm our current/future learners- learners of the 21st century.

This is a beautiful presentation, and I know it's purpose is not to teach you everything about TPACK, but you also don't want to dishearten learners or veteran teachers with overloading them with what they should be doing. If I told everyone right now that by next Friday you all should be playing golf and be good at it, most of you would look at me and say no way or I cannot. If I said I want to show you how to putt a golf ball one day, then the next day we are going to work on chipping a golf ball... I am slowly building the foundation of playing golf. For TPACK to work with teachers who are not tech savvy, you have to slowly build the foundation. Maybe designate one piece of technology, and for some it might be something as simple as a digital camera, and properly work that into a lesson. If you want all teachers to be successful using the TPACK model, baby steps might be needed for some, just like some of our students need baby steps and others hit the classroom running in full stride.

The video "TPACK Framework" definitely portrays the most important message of TPACK which is successful implementation of TPACK is not an easy process; rather it is a process that will require creativity from teachers. I really like what Stephen stated with his golf analogy and I feel like the video is great for teachers who are new to the framework by explaining TPACK in a very simple format: you need to have knowledge of the content you are teaching, knowledge of how to effectively teach as well as creative ideas of how you will use technology to tie in the content effectively. Through this video, I can see how the subject being taught can be considered as a resistant force to the framework. It is absolutely possible to apply TPACK in every content area however I feel that it is easier or more obvious to apply it in science curriculum as oppose to language arts (I am in no way saying that it is impossible). In order to make TPACK successful introducing teachers to this framework and ensuring them that is okay if they run into a brick wall because this not a 1-2-3 fix and it will require creative solutions.

Good science teachers capitalize on the "aha" moments and work hard to help students not only understand science, but also foster a lifelong learning in science. Why is this so important? Because science is the one subject that encompasses everything in life and helps students be curious, ask questions, and make connections as to why the world exists as it does. It is the backdrop for understanding our world, and helps us to explain and appreciate it in new ways. 1 Science is the "S' in STEM (Science, Technology, Engineering and Mathematics) education. We define STEM education as the preparation of students in competencies and skills in the four disciplines (science, technology, engineering, and math). A successful STEM education provides students with science, math, and engineering/technology in sequences that build upon each other and can be used with real-world applications. STEM education creates critical thinkers, increases science literacy, and enables the next generation of innovators. Innovation leads to new products and processes that sustain our economy. This innovation and science literacy depends on a solid knowledge base in the STEM areas. It is clear that most jobs of the future will require a basic understanding of math and science-10-year employment projections by the U.S. Department of Labor show that of the 20 fastest growing occupations projected for 2014, 15 of them require significant mathematics or science preparation. - See more at: https://www.isa.org/standards-and-publications/isa-publications/intech-magazine/2010/september/why-stem-education-is-important/#sthash.WOLuwEXC.dpuf

As always, you delivered a good definition.

National Science Teachers Association - NSTA

I do not think I am doing the sticky note correctly. Can someone please comment on this and let me know if I am getting it correct?

I liked reading this article. The author reminded me of Lantz.

This article defines STEM education and explains why it is important.

This a very good article. It is very informative.

Computer coding is important to including STEM in education. This skill should be included in early education and it should build with each level of curriculum.