STEM Club’s Post

🌟STEAM education🌟 🚀 The Department of Basic Education’s release of the Coding and Robotics curriculum for Grades R - 9 is a groundbreaking step for education in South Africa. At Inspire Africa, we’ve been championing STEAM education since 2019, blending Science, Technology, Engineering, Art, and Mathematics to prepare students for the future. 👩🔧👨💻 The new curriculum’s focus on 4IR technology and Project-Based Learning resonates deeply with our mission. It’s more than just coding or robotics; it’s about integrating knowledge across disciplines to create innovative thinkers. 🎨🔬 As Leonardo da Vinci once said, “Art is fundamentally a science,” and we couldn’t agree more. If you're looking to integrate STEAM principles into your teaching or want to learn more about our offerings, click the link below to connect with us! https://lnkd.in/dHSQCGVf 🌟 Let’s create the future together. (R)evolution starts here. #InspireAfrica #STEAMEducation #CodingAndRobotics #4IR #FutureReady #EducationRevolution

Interesting ☺️ there are many advocating for STEAM-driven curricula in our schools. What are your thoughts? 📚📖🎭🎨🎼🤸🏻♀️ The arts have obvious benefits when ensuring that education is accessible and inclusive for all and especially in this digital age where problem-solving skills, collaboration and a strong sense of Self is way more important then whether you can retain information. We can now access every conceivable piece of information known to man via the web. 🌏🛜🕸️ I believe that our education system has to move with the times because we’re no longer in an industrial era…we’ve moved into a whole new way of being. Bring on integrated learning 💯

The Kenyan Competency Based Curriculum is here to stay. But there's a concerning reality on the ground. For some schools I've trained at, this is my first impression: 1. Most teachers have little or no training in the CBC, from it's structure to the implementation role of the teacher. 2. Most teachers cannot distinguish between a CBC curriculum design and the professional documents they're required to develop, i.e, schemes of work and lesson plans. Some teachers replicate the curriculum design and call that schemes of work. Their lesson plans do not explain how the actual lesson will achieve specific learning outcomes. 3. The greatest percentage of CBC teachers are 8-4-4 trained, and employ 8-4-4 teaching approaches to CBC. It is like fitting a circular pin into a rectangular plug. 4. CBC has an array of subjects that can only be taught by a teacher that has specialized in that subject. Case in reference; Art, Home science, Music, coding etc. If a teacher hasn't specialized in these subjects at college or campus level, they're not subject matter experts. I know of a grade 7 and 8 Art teacher that has never studied art. They cannot make a simple drawing yet they're tasked with skilling learners in drawing, painting and other art related skills. There's a reason Doctors study medicine, lawyers study law, and engineers specialize in their areas. Are we developing quack learners through the CBC🤔? What can be done? - Our objective at Digital Education Africa Network (DEAN) is to show teachers how to adopt digital tools in their lessons and correctly implement CBC. We're highly practical in our training approach. - Teachers should take up personal development opportunities. TSC teachers have the TPAD program. What do teachers in private schools have 🤔? I challenge teachers to specialize in specific subjects and show themselves approved. Many tech savvy learners use AI to master skills their teachers lack. Dear teachers, don't be Jack of all trades and master of none. You'll be rendered redundant. #teaching #AI #subjectmatterexpert #Education #competence Credits to MST Junior School Entebbe Uganda for this excellent representation of what competency learning is all about

Exciting developments in South Africa are definitely going in the right direction.

📢 Exciting Announcement! 📢 Our research paper, "Exploring the impact of VoiceBots on Multimedia Programming Education Among Ghanaian University Students," is accepted for publication in the prestigious British Journal of Educational Technology British Educational Research Association (BERA) Our study, co-authored by my colleague Harry Barton Essel, investigates the impact of VoiceBots as a means to improve academic performance and students engagement in a context with high student-teacher ratio, where students may find it more difficult to access teaching staff for individual help and the overall quality of interaction between students and teaching staff might decrease. 🔍 Our research revealed that VoiceBots can serve as valuable learning assistants across various disciplines. 💡 These VoiceBots require zero coding, making them accessible for educational institutions with limited resources. 🚀 An innovative approach to enhance student engagement without the need for extensive technical expertise. The article is currently in production, and I am sharing this post to gauge interest in the topic, as posts like these can quickly get lost in the feed. I will share the link to the full paper here once it's available. In the meantime, feel free to reach out if you have any questions or would like more information. More research in Edtech in Africa is coming, since we just started a 3-year EU-Funded Capacity Building Program on educational innovation in higher education with a focus on entrepreneurial skills & employability. Erasmus University Rotterdam FOME (Future of Management Education) Alliance Dutch EdTech European Edtech Alliance EdTech West Africa EdTech East Africa Rotterdam School of Management, Erasmus University

NEW: Tailored Progress Reports - Personalized Insights for Every Class and Grade At MyU, we understand that one size does not fit all when it comes to education. That's why our platform offers customizable progress reports designed to provide personalized insights for each class and grade level. From nursery rhymes to advanced calculus, MyU empowers educators to create meaningful progress reports that reflect the unique journey of every student. Customization for Every Class and Grade Flexible Templates: MyU provides a range of customizable templates to suit the needs of different classes and grade levels. Whether it's a preschool class or a high school calculus course, educators can tailor the content and format of progress reports to align with specific learning objectives and standards. Subject-Specific Feedback: With MyU, educators have the flexibility to provide subject-specific feedback, highlighting strengths, areas for improvement, and growth opportunities across various disciplines. From language arts to STEM subjects, progress reports can be customized to address the specific skills and competencies relevant to each class and grade level.

With our pleasure to share with you all that a new article has been published online first in IJCE. 'Teacher Training Program on Secondary Mathematics and Science Teachers’ Attitude and Confidence of Teaching' by Dr. Aimable Sibomana Dr. Josiane Mukagihana Dr. Joseph Ndiritu from African Institute for Mathematical Science, Rwanda. Abstract: When teachers are confident in their ability to teach Mathematics and Science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher's interest and belief in the material. This study aiming at exploring teachers' confidence of teaching Mathematics and science as result of Continuous Professional Development (CPD) by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex-post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p<.05) between AIMS-TTP interventions and teachers’ confidence to teach Mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers’ Confidence to teach Mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, ICT integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum (CBC); and the application of bloom’s taxonomy. The independent variables significantly predict teachers’ confidence of teaching Mathematics and science, F (7,326) =183.843, p<.001, which indicates that the factors under study have a significant impact on teachers’ confidence of teaching Mathematics and science. Moreover, the findings (Adjusted R2 = .822, F (8, 342) = 197.055, p= .000 p<.05) indicated that 82.2 % of the variance in improved teachers’ attitude in teaching Mathematics and science evidences a significant influence on the total variance. Our research suggests that policy makers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers’ confidence and attitude when it comes to instructing Mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School (TSS) STEM teachers. For full reading, please visit the relevant page: https://lnkd.in/eu8Rpz-y

You are a teacher and want to help a student who is struggling to solve a STEM exercise. What do you do? Do you provide the solution, or do you ask questions to guide the student through the exercise? Enlight Ed’s platform enables you to teach in the well established way of asking questions, coupled with the advantages of digital learning: an engaging chat-like environment for students to practice in and a detailed learning analytics dashboard for you, the educator. Whether you're: 🌟 teaching math in Dutch or Flemish teacher training institutes 🌟 an educator at a teacher training institute 🌟teaching STEM subjects in higher ed 🌟conducting educational research our platform is designed to support and enhance your educational and research efforts. #teachertraining #pabo #stemeducation #adaptivelearning #learninganalytics

This summer, we invested in two Imagine Learning programs to assist Ames members with their language, literacy and math skills! In addition, we also invested in one Imagine Learning program to assist our Nevada members with their language & literacy skills! What is Imagine Learning – Language and Literature? 📚Imagine Language & Literacy is the only personalized learning program that accelerates both language and literacy skills development side by side! This type of systematic instruction and practice ensure that students are learning critical skills in four language domains. With personalized learning pathways, they can adapt automatically to maximize engagement and progress, accelerating to match a cognitive leap or adjust when extra support is needed. Not only does Imagine Language & Literacy teach the “Big 5” components of reading, but it also provides direct instruction of language and literacy skills in tandem — which is at the heart of science of reading research. ♥ What is Imagine Learning – Math? ✏Ideal as a supplement to math standards-based on core instruction from PreK through Geometry, Imagine Math’s two, age-appropriate learning environments are designed for student engagement. We can set learners on adaptive, grade-level pathways, or create custom pathways aligned to our core program or our school district learning goals. The kids have been enjoying these programs so far and we look forward to seeing their growth! ♥ For more information, please visit imaginelearning.com or contact Kaitlin Binnebose at kbinnebose@bgcstory.org #Greatfuturesstarthere #bgcstory

The Impact of STEAM Education and Design Technology in IB & British Curriculum 🌍✨ In our fast-changing world, integrating STEAM (Science, Technology, Engineering, Arts, and mathematics) education and Design Technology into the IB and British curriculum is transforming how we prepare students for future challenges. 🌟 Comprehensive Skill Development STEAM education combines analytical and creative skills, encouraging critical and innovative thinking. The IB and British curricula incorporate design technology, fostering problem-solving abilities and technical expertise and ensuring students develop a balanced skill set. 🚀 Practical Learning With a focus on project-based learning and real-world applications, students are deeply engaged in their studies. From designing sustainable solutions to creating digital innovations, these curricula help students see the practical relevance of their education. 🧠 Cross-Disciplinary Education Known for their rigorous academic standards, the IB and British curricula emphasize an interdisciplinary approach. STEAM and Design Technology enhances this, teaching students to connect different fields and think comprehensively. 🌈 Diversity and Engagement Including the arts in STEM subjects makes learning more inclusive and engaging, attracting a diverse range of students. This approach is vital for closing gender and diversity gaps in STEM and fostering a more inclusive educational environment. 🌐 Global Preparedness Countries adopting these educational frameworks are better positioned in the global arena. Students trained in STEAM and Design Technology are prepared for current job markets and equipped to drive future innovations and economic growth. 🏆 Inspiring Success Stories Many success stories highlight how students excel in their careers thanks to the solid foundation provided by STEAM and Design Technology. These programs inspire creativity, foster innovation, and develop the skills needed for future jobs. As educators, parents, and industry leaders, supporting and promoting these integrated learning approaches is crucial. By doing so, we invest in a future where creativity, technology, and innovation thrive together. Let's champion STEAM education and Design Technology in our curricula to prepare our students for a dynamic and promising future! 🌟🔧🎨 #STEAMEducation #DesignTechnology #IBCurriculum #BritishCurriculum #FutureOfLearning #InnovationInEducation #GlobalCompetitiveness #EducationReform #InclusiveEducation