Boxlight Educator UK

There are many different areas of focus for psychologists, but they all have one thing in common — psychologists research cognitive, emotional, and social processes and behaviors and use their findings to improve the lives of their clients.

Thanks to technology, there are so many wonderful and engaging ways to teach computer science concepts. From sensors and online coding to robots and 3D printers, educators have more tools than ever to help. Sometimes, though, all these tools can be a bit overwhelming. While many educators utilise technology tools independently, they are best used when integrated together. Just like STEM (Science, Technology, Engineering, and Mathematics) is not four completely independent subjects without overlap, the use of robotics, 3D printers, and sensors shouldn’t be used in isolation either. So, here are a few tips and tricks to make sure you’re making the most of your technology tools.

I’m probably telling on myself a bit here but growing up, hands-on learning activities in school were infrequent. If anything, I did hands-on experiments at home because of the influence of shows like Mr. Wizard’s World (my favorite was poking a pin through a piece of tape on a balloon and being amazed that it didn’t pop). Any hands-on learning experiences were limited to science classes and were mostly dissecting animal parts and insects. If you were to ask me why we did them, I’d be hard-pressed to give you an answer beyond “we were learning about the body.” So, there’s the rub — just because an activity is hands-on doesn’t necessarily mean it’s meaningful or will boost understanding. How can incorporating hands-on activities create an effective STEM learning experience?

Computer network architects design and build data communication networks. These networks include local area networks (LANs), wide area networks (WANs), and Intranets.

“STEM allows kids to build and create ideas from scratch and have deep critical thinking. We need to prepare our kids for that future.” – Braydon Moreno, co-founder of Robo 3D

Many teachers are struggling with how to address STEM (Science, Technology, Engineering, and Math) topics in this time of social-distancing and remote-learning. Even for schools that are meeting in person, many of the hands-on lesson plans that teachers might have previously utilised are incredibly challenging under distancing and cleanliness guidelines. After all, who really has time to sanitise every block in a base-ten-blocks set between students? No one.

Information technology managers are the eyes that help organisations maneuver the always-changing lanes of modern technology. They are the architects of many short- and long-term visions for a company’s technology needs and goals.

Virtual learning environments are particularly tricky for engineering, design, and art teachers. Unless you can send packets of activity-specific supplies home with your students, you have to be flexible and work around the resources available in each student’s home, which can vary greatly. You can’t always rely on students having paints, construction paper, or popsicle sticks readily accessible. Even what were once household staples like paper-towel rolls may not be available in some eco-friendly households that only use reusable cloths. So how can educators provide a complete STEM course with these variables in mind?

Integrating new technology can be very intimidating. It is important to approach educational technology in a way that looks and feels successful. Robo3D and MyStemKits help educators feel that technology can be integrated effectively by providing an end-to-end solution for STEM learning. By pairing 3D printing technology and research-based pedagogical techniques, educators can use this Boxlight STEM solution to enhance 21^st century learning.

The first Earth satellite, Sputnik 1. Neil Armstrong and landing on the moon. The International Space Station. Pictures of ice from the Mars rovers. These are the different things that come to my mind when thinking of space exploration and education. These are topics that have probably been discussed, researched, and studied in classrooms everywhere. But how often is space exploration a part of student learning?