# data[].attributes.headline
7.1 Business and education collaboration

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7.1 Business and education collaboration

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Business and education collaboration – Julie Baxter, CA Technologies

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Introduction to Module 7 - Marina Jiménez. European Schoolnet

# data[].attributes.attachment_link.description
Introduction to Module 7 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/ Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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The learning objectives of Module 7 are:

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The learning objectives of Module 7 are:

# data[].attributes.body
Learn about types of school-to-work programs available and where to find them;

Learn how to guide their students towards these programs.

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Role models in STEM careers – James Branam, CA Technologies

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Role models in STEM careers – Alex Kingham, CA Technologies

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Interview with Alex Kingham, Director, Software Engineering at CA Technologies on the topic of STEM role models and best practices on informing students about STEM careers. This interview is part of the 'Opening Minds to STEM careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

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6.4 Bringing parents into career counseling

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6.4 Bringing parents into career counseling

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1. Tackle gender-stereotypes with parents. Make sure they encourage girls and boys equally and, when possible, challenge any possible stereotypes they may be harbouring.

2. Help parents see their children’s experiments and curiosity as a natural, scientist-attitude. Encourage them to be tolerant and welcoming in that curiosity, and to let their children explore, regardless of the mess they may be making at home: noise, breaking, pulling apart things.

3. Facilitate the involvement of parents in STEM activities with their children. Inform them of activities they can do together with their children, events where they can participate together and activities they can put in practice at home to foster their children’s interests in STEM.

4. Financial constraints in a household can be an impediment for parents to expose their children to science opportunities – it a lot of cases, it will be up to you as a teacher to make extra steps to inform students and give them extra guidance for these opportunities.

5. Finally, remember to practice what you preach. If parents do not see you putting into practice what you tell them to do, they will not be convinced!

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6.4 Bringing parents into career counseling

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6.4 Bringing parents into career counseling

# data[].attributes.attachment_link.title
A message from a physicist to parents - Neil DeGrasse Tyson

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6.2 Can you identify a national STEM role model of your country who could be suited to discuss with your students about STEM careers? 

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6.2 Can you identify a national STEM role model of your country who could be suited to discuss with your students about STEM careers? 

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Amalia Ercoli Finzi (Gallarate 1937).
She was the first woman to graduate in aerospace engineering at the Politecnico di MIlano.
She managed to reconcile work and family (she had 5 children).

# data[].attributes.body
Before you start

Drip feeding: not one-off activities.

Space scientist but not ONLY space scientists.

One size not fit all (it is ultimately up to students wheter they consider these people to be role models or not).

Choosing role models

Diversity (gender, ethnicity, ecc...) is important but not the most important thing.

Other characteristics (interests, hobbies, personal background) are even more important.

Instead of being perfect people, they should be "real people":

people with families, outside interests;

people who faced struggles along the way (found math challenging)

NOT super-geniuses, not perfect (may be especially important for girls).

Pathways to their jobs

What attracted them to space science?

How did they actually get there? (What choices did they make?)

Acknowledging the reality of the field (lack of diversity but hope for the future)

Practical tips

Drip-feeding/ integration into regular lessons.

Choices influenced by picturing themselves in a specific future job.

Multiple opportunities to encounter potential role models and get to know them:

Information about personal lives and interests (families, hobbies).

Pathways taken (choices, courses, opportunities, ...).

Challenges faced ( struggles with mathematics, people who discouraged them, ...).

How they were overcome.

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Uploaded by EU Space Awareness on 2016-09-16.

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6.1 Which roles do you use actively, which do you use less and why? Are there any roles you are not doing but want to do? Name at least one you would like to exercise more.

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6.1 Which roles do you use actively, which do you use less and why? Are there any roles you are not doing but want to do? Name at least one you would like to exercise more.

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In primary school there aren't these roles.
In principles the role is "pastoral support".

# data[].attributes.attachment_link.title
Introduction to Module 6 – Marina Jimenez, European Schoolnet

# data[].attributes.attachment_link.description
Introduction to Module 6 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects: http://www.europeanschoolnetacademy.eu/ Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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The learning objectives of Module 6 are:

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The learning objectives of Module 6 are:

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1. Understand the concept of mentorship and how you can integrate it in your schools (with focus on your own role as career counsellors);

2. Learn how to integrate STEM professionals in school activities;

3. Learn how to work together with career counsellors for optimum performance;

4. Understand and learn how to manage the role of parents in career awareness;

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STEM Professionals Go Back to School Webinar - For teachers and school

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Programme of the webinar Introduction to the PGBS scheme: Aims and benefits Presentation of the booklet: How to organise a visit from a STEM professional?

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5.4 Share information about any project, awareness campaign or initiative related to STEM and gender equality.

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5.4 Share information about any project, awareness campaign or initiative related to STEM and gender equality.

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Initiatives in Italy  I suppose they are and are growing. The one I heard about was organized by MIUR in march: The month of STEM.

# data[].attributes.attachment_link.readable_text
Mind the Gap! is a consortium of 5 partners from the UK, Netherlands and Spain who are all committed to promoting & teaching Science, Engineering, Technology and Maths subjects (STEM) and are passionate about addressing the ongoing skills gap in the sector within the EU and especially the shortfall of women & increasing STEM drop-out rates of girls.

1,300million people with technical skills will be required by 2020 and current graduate levels in STEM subjects are not sufficient to fill these vacancies. Policy makers within the EU have recently called for more to be done to attract students to this area. However, there is a secondary problem in that women are grossly under-represented in STEM: A 2012 WISE report stated that "While a few (mainly ex-Soviet) countries have around 20% women in STEM, Western European countries such as France and Spain (17% each), Denmark (16%), Germany (15%), Finland (15%), and UK (9%) all bring the European average down to 17%".

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MINDTHEGAP - Promoting Girls and Women in STEM

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Mind the Gap! is a consortium of 5 partners from the UK, Netherlands and Spain who are all committed to promoting & teaching Science, Engineering, Technology and Maths subjects (STEM) and are passionate about addressing the ongoing skills gap in the sector within the EU and especially the shortfall of women & increasing STEM drop-out rates of girls.

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Europe's knowledge economy and society is advancing fast. More than ever a more diverse workforce in Science, Technology, Engineering and Mathematics (STEM) is needed to keep up the pace of change. To attract more girls and boys to these fields of study, formal and informal education play a key role. In the Hypatia Project science centres and museums work together with schools, industries and academics to promote gender inclusive STEM education and communication.

Hypatia is a EU Horizon 2020 funded project to develop a theoretical framework on gender inclusive STEM education and to produce, test and promote a toolkit with practical solutions and modules for schools, businesses and science centres and museums across Europe.

Our campaign "Expect Everything" extends the Science it's a Girl Thing campaign and inspires teenagers all across Europe reflecting the spirit of STEM.

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Europe's knowledge economy and society is advancing fast. More than ever a more diverse workforce in Science, Technology, Engineering and Mathematics (STEM) is needed to keep up the pace of change. To attract more girls and boys to these fields of study, formal and informal education play a key role.

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5.4 Projects about gender equality in STEM

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5.4 Projects about gender equality in STEM

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We're showing the next generation that girls do Science, Technology, Engineering & Maths (STEM) too at our free, fun, food-filled experiences. - Stemettes

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As seen in: Are you a... Part of the STEM industry? (any gender) Teacher, Parent, Guardian or Influencer? Student aged 15 or over? Girl, Young Woman or Young Person? We run public events, school trips, a more-than-mentoring programme & an app.Supporting ages 5 and upwards I've learnt how important women are as part of STEM.

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5.2 Pick one of the tips mentioned in the info sheet “Your guide to ensure gender equality in the (STEM) classroom”. Apply it with your students and (afterwards) tell us your experience.

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5.2 Pick one of the tips mentioned in the info sheet “Your guide to ensure gender equality in the (STEM) classroom”. Apply it with your students and (afterwards) tell us your experience.

# data[].attributes.body
In my class, we teachers during the lesson we try to collaborate between children and girls.
By the age of 6 and 7 during the games, however, males isolate the girls who are playing with the dolls.
As I said earlier, at the moment, I'm reading the book in class "Good night stories for rebel girls" (Elena Favilli e Francesca Cavallo).

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Women in STEM – Julie Baxter, CA Technologies

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5.2 Gender equality in the the job market and in the classroom

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5.2 Gender equality in the the job market and in the classroom

# data[].attributes.attachment_link.title
Women in STEM – Gabrielle Ferguson, CA Technologies

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Inspiring the next generation of female engineers | Debbie Sterling | TEDxPSU

# data[].attributes.body
Gender mainstreaming
Integration of a gender perspective into all other policies.
Labour market participation
The ratio of the labour force to the working age population, expressed in percentages.
Gender pay gap
At EU level, the gender pay gap is the relative difference in the average gross hourly earnings of women and men within the economy as a whole.

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5.1 Gender equality and the gender gap in STEM

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5.1 Gender equality and the gender gap in STEM

# data[].attributes.attachment_link.title
STEM and gender equality – Marina Jimenez, European Schoolnet

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5.1 Are your female students interested in STEM areas? Are there many women in research careers? 

# data[].attributes.subject
5.1 Are your female students interested in STEM areas? Are there many women in research careers? 

# data[].attributes.body
This year I teach children aged 6 and 7. None of the girls want to become scientist, etc... but rather a hair dresser, a dancer, etc..
They are young but it is still a sign of the force of stereotypes.

# data[].attributes.attachment_link.title
Introduction to Module 5 – Marina Jimenez, European Schoolnet

# data[].attributes.attachment_link.description
Introduction to Module 5 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects: http://www.europeanschoolnetacademy.eu/ Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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The learning objectives of Module 5 are:

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The learning objectives of Module 5 are:

# data[].attributes.body
1. Understand the concept of the STEM gender gap;

2. Learn to analyse data regarding the situation of girls and women in STEM careers;

3. Learn strategies to further address gender equality in the classroom, and how to encourage girls into STEM careers;

4. Learn about female scientist (of the present and of the past) and of current initiatives promoting girls in STEM.

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4.3 STEM career activities: teacher practices.

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4.3 STEM career activities: teacher practices.

# data[].attributes.body
1. Utilize career materials in science texts/journals/articles;

2. Integrate experiential activities in the classroom;

3. Incorporate authentic research;

4. Invite guest speakers:

5. Research science careers / map out career paths;

6. Support inclusion of science careers in school career fairs.​​​​​​;

7. Weave career information informally into lessons;

8. Share personal experiences;

9. Expose students to worksites and outside opportunities e

10. Be a mentor/advocate.

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4.3 Online laboratories and Citizen Science for STEM careers

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4.3 Online laboratories and Citizen Science for STEM careers

# data[].attributes.attachment_link.title
Online laboratories and Citizen Science for STEM careers – Teresita Gravina, Scientix Ambassador

# data[].attributes.attachment_link.description
Presentation by Teresita Gravina, Maths & Science teacher from Italy and Scientix Ambassador, on the topic of online laboratories and Citizen Science as educational tools for introducing students to STEM careers. This video is part of the 'Opening Minds to STEM Careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects.

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4.3 STEM career activities: teacher practices

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4.3 STEM career activities: teacher practices

# data[].attributes.attachment_link.title
Citizen Science for STEM careers – Jose Vinas, Scientix Ambassador

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4.2 Classroom activities for STEM careers

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4.2 Classroom activities for STEM careers

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Guest lectures
Benefits:
Students can identify themselves with the speaker and become interested in following similar paths;
Different dynamics in the classroom wich can decrease monotony;
Reinforces teachers work by putting into context.
Examples by location:
In School
Bring guest lectures to your classroom
Contact someone you know, research centers, universities, ...
Pros/Cons:
+ More engaging and proximity to students;
- Time consuming for the guest;
Outside activities
Go with your classroom to a research center or industry;
An expert can guide you during the visit and share the experience with your students.
Pros/Cons:
+ Students understand better the position
- Logistic to bring students outside.

PGBS is a tool fron STEM Alliance to put in contact experts and teachers.

Alternative to bring in or visit in an expert:
Online Chat
Webinars

Competitions

Lesson career

Simulations and virtual environments

Citizen Science

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4.2 STEM career activities: types and uses

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4.2 STEM career activities: types and uses

# data[].attributes.attachment_link.title
Classroom activities for STEM careers – Victor J. Perez-Rubio, European Schoolnet

# data[].attributes.headline
STEM career activities: how to use them?

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STEM career activities: how to use them?

# data[].attributes.body
1. Incorporate both formal and informal approaches: constantly bring career awareness in your activities and do not keep it as a separate unit.

2. Help students see scientists as real people: students may have difficulty imagining themselves as scientists because they cannot see that scientists have a normal life, just like them. They have hobbies, families and various interests.

3. Connect the dots: it is not enough to just expose students to career information, the teacher also has to directly connect career information with whatever the student is learning at that moment. This can refer to making clear connections to the real-life use of subjects, to giving examples of how it connects to jobs of scientists. The student will not be always capable of making these connections themselves, and you will have to do that for him.

4. Embed reflection: To make sure that information sticks with students, embed reflection to drive a deeper understanding. Otherwise, a lot of the information can be lost over time if reflection is not used to “glue” it.

# data[].attributes.attachment_link.title
Introduction to Module 4 – Victor J. Perez-Rubio, European Schoolnet

# data[].attributes.attachment_link.description
Introduction to Module 4 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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The learning objectives of Module 4 are:

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The learning objectives of Module 4 are:

# data[].attributes.body
1. Understand and learn what are the types of STEM careers activities available at school level and  how they can use them in the classroom;

2. Learn practical steps to introduce STEM career activities in the classroom;

3. Become familiarized with various experiences of STEM career activities implemented across several countries;

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4.1 STEM career activities: how to use them?

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4.1 STEM career activities: how to use them?

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3.1 The Supply ofand Demand forHigh-Level STEM Skills

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3.1 The Supply ofand Demand forHigh-Level STEM Skills

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3.1 Analytical highlight. Focus on: Science, technology, engineering and mathematics (STEM) skills

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3.1 Analytical highlight. Focus on: Science, technology, engineering and mathematics (STEM) skills

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3.4 Share your thoughts on pedagogical approaches or classroom tools you can use in the classroom to promote STEM or soft skills. Which one is the best one? What tools are you using? 

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3.4 Share your thoughts on pedagogical approaches or classroom tools you can use in the classroom to promote STEM or soft skills. Which one is the best one? What tools are you using? 

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This year I'm not using any tool. The school is under renovation and we are relegated to a few rooms without computer lab and LIM.

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3.5 Explain which of the matchmaking tools presented is most interesting and the reasons for it. Do you have any such tools in your country?

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3.5 Explain which of the matchmaking tools presented is most interesting and the reasons for it. Do you have any such tools in your country?

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I don't know these matchmaking tools but I wil study them. I don't think there are such tools in my country.

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3.3                           Share which 3 soft skills do you think are the most important within STEM fields and explain, in your own words, how you would address them in the classroom.

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3.3                           Share which 3 soft skills do you think are the most important within STEM fields and explain, in your own words, how you would address them in the classroom.

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3 most important soft skills:

Agile working

Adapting to change

Responses to change.

I would address them in the classroom with group work activities.

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3.5 STEM skills and STEM careers. Tools for match-matching

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3.5 STEM skills and STEM careers. Tools for match-matching

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2.2 If machines will continue to take over a large part of our jobs, what do you think are the skills and activities that humans need to focus on in order to continue having relevant and fulfilling careers?

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2.2 If machines will continue to take over a large part of our jobs, what do you think are the skills and activities that humans need to focus on in order to continue having relevant and fulfilling careers?

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Logical thinking, adaptability, constant desire  and willingness  to learn.

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3.4 Classroom methodologies to promote STEM skills

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3.4 Classroom methodologies to promote STEM skills

# data[].attributes.attachment_link.title
Development of hard & soft skills for students – Carlos Cunha, Scientix Ambassador

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Soft skills for STEM careers - Gabrielle Ferguson, CA Technologies

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(Hard) skills for STEM – Carlos Cunha, Scientix Ambassador

# data[].attributes.attachment_link.title
Introduction to Module 3 – Marina Jimenez, European Schoolnet

# data[].attributes.attachment_link.description
Introduction to Module 3 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is co-funded by the Erasmus+ Programme of the European Union.

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3.4 Classroom methodologies to promote STEM skills

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3.4 Classroom methodologies to promote STEM skills

# data[].attributes.body
1. Engineering designientific inquiry/Inquiry Based Science Education (IBSE)

2. Project based learning (PBL)

# data[].attributes.body
Collaborative learning
Agile working
Adapting to change
Responses to change
Presentation skills
Communication
Adaptation
Time management
Collaborative working

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Soft skills is a synonym for "people skills." The term describes those personal attributes that indicate a high level of emotional intelligence.

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3.2 STEM skills of the future. In focus: ICT and digital skills.

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3.2 STEM skills of the future. In focus: ICT and digital skills.

# data[].attributes.attachment_link.title
eSkills for Jobs 2016 | Lavinia Morris, Head of IT, SMBC Aviation Capital

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3.2                                 1) Are you using technology in the classroom? 2) How would you develop digital skills in the classroom?

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3.2                                 1) Are you using technology in the classroom? 2) How would you develop digital skills in the classroom?

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1) I'm using technology but less than I would like.
At school we have only one LIM and is in the classroom of the third class, therefore not much usable.
2) I would like to develop  digital skills using educationals robotics.

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 3.1                                1) In your opinion, which is the best definition of STEM skills and why? 2)	Provide at least one example of non-STEM professions that use STEM skills.

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 3.1                                1) In your opinion, which is the best definition of STEM skills and why? 2)	Provide at least one example of non-STEM professions that use STEM skills.

# data[].attributes.body
1) In my opinion, the best definition of STEM is linkink to the qualifications attained in STEM subjects. Point to the core, the elements that consitute this, the bricks.
2) A profession that use STEM skills is the cook, To be a good cook, in a particular way a pastry chef, you must also have chemical and scientific knowledge  (food structure, ingredients, ...)

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The learning objectives of Module 3 are:

# data[].attributes.subject
The learning objectives of Module 3 are:

# data[].attributes.body
Become familiarized with a set of STEM hard skills on demand;

Become familiarized with soft/transversal skills needed across all sectors/industries.

Explore various tools for matching skills with career pathways.

# data[].attributes.attachment_link.title
Webinar #4: Path to Space Careers 17.10.16

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2.4 Current STEM industries and professions

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2.4 Current STEM industries and professions

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Evolution of STEM careers – James Branam, CA Technologies

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Evolution of STEM careers – Alex Kingham, CA Technologies

# data[].attributes.attachment_link.description
Description: Interview with Alex Kingham , Director, Software Engineering at CA Technologies on the topic of STEM careers, how they are evolving and how can teachers address this. This interview is part of the 'Opening Minds to STEM careers' MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Andrew McAfee: What will future jobs look like?

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Economist Andrew McAfee suggests that, yes, probably, droids will take our jobs -- or at least the kinds of jobs we know now. In this far-seeing talk, he thinks through what future jobs might look like, and how to educate coming generations to hold them.

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Introduction to Module 2 – Marina Jimenez, European Schoolnet

# data[].attributes.attachment_link.description
Description: Introduction to Module 2 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is Co-funded by the Erasmus+ Programme of the European Union.

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1. Understand which are the currently relevant STEM industries and what is the spectrum of jobs available in each of them;

2. Explore and learn about different career pathways available to reach those careers;

# data[].attributes.attachment_link.title
Benefits of career counselling in schools

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Introduction to Module 1, Activity 1.3 – Marina Jimenez, European Schoolnet

# data[].attributes.attachment_link.title
Introduction to Module 1 – Marina Jimenez, European Schoolnet

# data[].attributes.attachment_link.description
Introduction to Module 1 of the Opening Minds to STEM Careers MOOC developed by the Scientix, SYSTEMIC and STEM Alliance projects. http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers Scientix 3 is supported by the European Union's H2020 research and innovation programme (Grant agreement N. 730009). SYSTEMIC is Co-funded by the Erasmus+ Programme of the European Union.

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WELCOME TO THE ‘OPENING MINDS TO STEM CAREERS’ MOOC

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WELCOME TO THE ‘OPENING MINDS TO STEM CAREERS’ MOOC

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Introduction the Opening Minds to STEM Careers MOOC - Agueda Gras-Velazquez, European Schoolnet

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Creating a Padlet for your Learning Diary

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This video is part of the Opening Minds to STEM Careers course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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Some of the jobs you can expect, according to them are Ethical Technology Advocate, Human Body Designer, and even a Space Tour Guide! They may not be recruiting tomorrow for them, but in a few years, these or similar jobs will become more and more in demand.

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If technology will eventually become biologically embedded in our lives, then labor skills will slowly become obsolete resulting in the “low-skill/low-pay” and “high-skill/high-pay” concept,

# data[].attributes.headline
2.5 What are other sources do you use to document yourself about STEM jobs? 

# data[].attributes.subject
2.5 What are other sources do you use to document yourself about STEM jobs? 

# data[].attributes.body
The main sources is Internet (websites, webinar, online courses), undoubtedly. Next, according  to the suggestions taken from internet, books.

# data[].attributes.headline
2.4 What do you think are the most highly looked after career paths in your regions? Reflect: what qualifications would the applicants need to secure those jobs?

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2.4 What do you think are the most highly looked after career paths in your regions? Reflect: what qualifications would the applicants need to secure those jobs?

# data[].attributes.body
The most highly looked after career paths in my region are in the filed of the agricolture and tourism.
The demand for STEM careers are not in great demand.

# data[].attributes.headline
2.3 What do you think are some of the future STEM jobs we should start preparing for?

# data[].attributes.subject
2.3 What do you think are some of the future STEM jobs we should start preparing for?

# data[].attributes.body
As I said I can not imagine possible jobs, evolution is too fast but I can imagine the preparation, background required to face up to.
Students will be able to easily and quickly adapt to changes as well as the disciplines on wich to apply. Being interdisciplinary as possible, even thought the school is pointing in the opposite direction.
For this reason, not simply technical, but technical experts with knowledge based on ethics and communication.
The future citizens and workers STEM will have to be more aware of implications of their work. Not simple automata.

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Engineering is at the core of

sustainability advancements,

big data management, and

how it can support health care endeavors.

# data[].attributes.body
A series of trends are identified and categorized over a time span of approximately 4 years, according to their impact. For example:

rapid urbanization and

cloud technology

are already making their presence felt, whereas it will take a few more years for

biotechnology and

autonomous transport to seriously affect our lives.

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Challenges and opportunities of this revolution (Klaus Schwab) 

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Challenges and opportunities of this revolution (Klaus Schwab) 

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increased growth

prosperity and efficiency

but at the same time

a very high risk of inequality

shift in the labor market that a large part of the population may not be able to keep up with.

A solution?
The first is education.

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2.1 Can you name other advancements you think this revolution will entail? How do you think it will affect your everyday life?

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2.1 Can you name other advancements you think this revolution will entail? How do you think it will affect your everyday life?

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I do not know speculate what might happen on the other. I am sure of great impact that will have on our daily lives and how, today's youth, must be prepared to face them in a more conscious and less passive.

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The biggest challenge for us teachers is to have to follow the directives that move only in words to the new but which require the use of tools and old structures.
Wanting to create an analogy is like making a high-speed train running on the steam train tracks.
In my subjects, I try to introduce the STEM in the most natural way possible unfortunately to a minimal step.

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I agree with the discussion of the first article.
I would add that the lack of skilled workers, in my opinion, is also due to less interest that young people shower on science and everything related to this.
There is a superficiality of many due to the increased interest in work activities that have less effort and greater income.
Already in primary school I highlight these trends and this lack of interest in the study that takes time, dedication and intellectual effort.
There is a real impoverishment, despite the effort of us teachers and society, the political class, the media are against us.

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Four cognitive-behaviour dimensions as the pillars of career development

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Four cognitive-behaviour dimensions as the pillars of career development

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Awareness (students are aware and know the variety of STEM careers available),
Relevance (they see the connection between the subject they are studying and day to day life),
Engagement (students show direct interest and motivation to interact with the subject matter),
Self-efficacy (students are comfortable with using tools of science).

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work together to encourage and inspire the next generation

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The lack of professionals with the necessary skills in STEM areas.

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The emigration patterns of well-qualified STEM professionals in order to search for further professional opportunities.

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3.      Conversations with Albert Einstein, 1920

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3.      Conversations with Albert Einstein, 1920

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"Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing."

I'm thinking about this...

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2.     Analyzing the evidence or Challenging the evidence ?

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2.     Analyzing the evidence or Challenging the evidence ?

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Existence of skill shortages and skill gaps in an economy.
I don't agree in  Measurement problems

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1.     Why and If STEM education is essential in our current society.

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1.     Why and If STEM education is essential in our current society.

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I'm a primary school teacher. I'm not sure yet that the current approach to these technologies is the right one but I'm sure that these are the future and that can stimulate logical thinking, memory and the reasoning of the child.

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04.06.2017

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1. Understand the relevance of STEM studies for students and society;

2. Understand the importance of STEM career in the job market;

3. Understand the importance of integrating STEM career guidance in lessons, curriculum and what are the benefits for their students.

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03.04.2017
Open a Twitter account.