Technology in the STEM room

I genuinely love what I do. I am passionate about change; passionate about what I teach the future generations. I want the children in my classes to succeed and I constantly aim to instil a raw love for Science lessons. I strongly believe that the children within our classrooms today have more opportunity and potential than any previous educational generation before. My job, as a STEM teacher, is to provide children with the tools to succeed. Tools that they can confidently take with them into the future - because they are the future.

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Technological times, advances and changes are a constant in our society today. Students within every classroom, all around the world, are the future of tomorrow. The students sitting in rows of desks, or on the floor, or out in the playground will one day enter a workforce that requires them to have at the least - very basic technological skills. If the current society of teachers that are in our schools today can prepare students, not only to use technology but to deal with rapid and ever-expanding change, there will be a confident and self-assured generation of technologically minded students entering our society.

 

It is essential that students do not take technology for granted. Instilling a love for learning in them should remain a teacher’s main driving focus. It is very much my sole focus when in the STEM classroom. Students need to comprehend the substantial benefits technology can have on their learning, their lesson understanding, knowledge development and their online interactive skills. Teachers need to be confident. They need to know how to implement and extend student’s STEM knowledge using 21st-century classroom technology. This is something I am very confident in - expanding and pushing your child to be the best possible learner they can be. I aim to always provide students with an open opportunity to give me their opinion and feedback based on their STEM lesson content, my science knowledge and their own individualised style of learning.