12 November 2024

Formula 1, in collaboration with the British Council, has launched a new education initiative, ‘Learning Sectors,’ aimed at inspiring the next generation of scientists, engineers, and tech professionals worldwide. This programme will immerse young people in the fields of science, technology, engineering, and mathematics (STEM), using Formula 1 as a captivating learning platform.

Starting in January 2025, the year-long ‘Learning Sectors’ programme is set to reach over 130,000 students aged seven to 16 in 700 schools across Brazil, India, South Africa, and the United Kingdom. Through this initiative, students will engage with real-world STEM concepts through a Formula 1 lens, fostering creativity, teamwork, and technical skills.

In India, South Africa, and the UK, the programme will encourage cross-cultural collaboration. Schools in these countries will be paired with a counterpart from another country, enabling students to work together on Formula 1-inspired STEM projects throughout the school term. Meanwhile, in Brazil, schools will focus on coding-related activities designed to strengthen students’ critical science and technology skills.

The ‘Learning Sectors’ programme has been developed with classroom integration in mind, ensuring that students across all participating schools can access the resources and engage with STEM concepts in a familiar environment. To amplify its reach and impact, the British Council is leveraging its extensive global network for the programme’s delivery.

Formula 1 is also tapping into its own professional resources to support this educational mission. Engineers and other experts from the Formula 1 paddock will participate in the programme, providing students with firsthand insights into STEM fields and bringing the sport’s technical side to life.

A special event launched the programme in Brazil ahead of the Sao Paulo Grand Prix, where local students, teachers, and government officials had a unique behind-the-scenes experience. They visited the circuit, met with drivers, and engaged with Formula 1 professionals, offering a glimpse into the world of motorsport.

Stefano Domenicali, President & CEO of Formula 1, commented on the programme’s mission, saying, “Education forms the foundation of Formula 1. It is from the great minds of talented engineers, scientists, and mechanics that the sport has evolved to become the pinnacle of innovation and technology that it is today.”

Scott McDonald, Chief Executive of the British Council, emphasised the importance of equipping young people with future-ready skills, stating, “With almost three-quarters of young people worldwide lacking the skills to thrive in future employment, it has never been more important to support them to build skills for the workplace and break down barriers to future careers.”

‘Learning Sectors’ is the latest in a series of educational initiatives by Formula 1 aimed at inspiring young talent. Other efforts include the Formula 1 Engineering Scholarship, covering full tuition and living costs for underrepresented groups, and a partnership with Mission 44, a charity founded by Lewis Hamilton to promote diversity, inclusion, and equal opportunities in motorsport.

Registration for the 2025 ‘Learning Sectors’ programme is now open, offering schools a chance to join this innovative STEM initiative and inspire young minds through the thrill of Formula 1.

The post Formula 1 Launches Global STEM Education Programme ‘Learning Sectors’ first appeared on EDUtech_talks.

6 March 2024

Toyota USA Foundation has recently unveiled its commitment to bolstering STEM education in Arizona, USA, by allocating grants totalling up to $9.3 million. The aim is to equip students with the necessary skills for future careers in science, technology, engineering, and mathematics (STEM). This initiative, known as the Driving Possibilities program, is set to unfold over a five-year period, introducing tailored educational programming in selected schools.

Tellis Bethel, the group vice president of social innovation at Toyota shares, “Our goal is to increase awareness of future STEM careers while helping build sustainable programs in the communities where our Toyota team members live and work.” This collaborative effort underscores Toyota’s commitment to fostering educational opportunities and addressing the evolving needs of communities.

Driving Possibilities focuses primarily on PreK-12 education and is designed to complement existing STEM programs nationwide. The program’s long-term vision is to bridge educational disparities by offering innovative, hands-on STEM experiences while also attending to the fundamental needs of students and families.

Central to the initiative is the establishment of a STEM curriculum pathway for elementary and middle school students. Early exposure to STEM education is recognised as pivotal in laying the groundwork for future academic success and cultivating a positive attitude towards STEM disciplines.

According to the 2019 National Assessment of Educational Progress (NAEP), only 41% of fourth and eighth-grade students, and a mere 21% of twelfth-grade students, demonstrated proficiency in mathematics. Similarly, in science, proficiency levels among students have shown a decline as they progress through the education system, with only 38% of fourth-grade students, 34% of eighth-grade students, and 22% of twelfth-grade students achieving proficiency in 2015.

The Driving Possibilities program was officially introduced in 2022 as a national initiative focused on career readiness and community engagement. By fostering partnerships between educators, local and national non-profits, and communities, the program aims to unlock boundless opportunities for all.

In addition to enhancing STEM education, the grants will also facilitate the establishment of community resource centres. These centres will serve as hubs for after-school programs and essential services aimed at supporting students and their families.

Toyota’s Driving Possibilities program highlights the paramount significance of STEM education for contemporary learners, particularly in light of the evolving demands of the workforce and available careers. By directing resources towards bolstering STEM curriculum and community support, the initiative addresses the pressing need to equip students with the skills necessary for success in STEM fields.

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8 February 2024

In today’s rapidly evolving global landscape, the significance of STEM (Science, Technology, Engineering, and Mathematics) education cannot be overstated. As we navigate complex challenges such as climate change, technological advancements, and global health crises, fostering a strong foundation in STEM education is imperative. Across Southeast Asia, including Thailand, efforts are underway to enhance STEM education, ensuring that the next generation is equipped with the necessary skills to tackle these challenges head-on.

One notable initiative making significant strides in advancing STEM education in Thailand is the Chevron Enjoy Science project, a collaboration between Chevron Thailand and SEAMEO STEM-ED (Southeast Asian Ministers of Education Organisation Regional Centre for STEM Education). Now in its second phase, this project has been running for the past eight years with the aim of fostering innovation and democratising STEM education, catering not only to science majors but to a broader audience.

At its core, the Chevron Enjoy Science project encompasses and connects STEM learning both inside and outside the classroom. It operates in collaboration with leading national and international educational organisations, leveraging diverse resources and expertise to enrich STEM education experiences. By doing so, the project strives to equip youth efficiently for the challenges of the 21st century, preparing them for careers in fields ranging from renewable energy to biotechnology.

Dr. Kritsachai Somsaman, Director of SEAMEO STEM-ED, emphasised the inclusive nature of the project, stating, “This project, a collaboration between SEAMEO STEM-ED and Chevron Thailand, emerged from the fundamental question ‘How can we make STEM education accessible to everyone?’ It not only targets students but also engages all sectors, fostering progress from learners to educators to policymakers, ultimately leading to tangible and evidence-based results tailored to Thailand’s learning environment.”

Over the past eight years, the impact of the Chevron Enjoy Science project has been substantial. It has involved 724 educational institutions and benefited over three million individuals through cooperation with 152 network partners. More than 165,635 individuals have been reached and educated about STEM, highlighting the project’s widespread reach and influence within the community.

Mr. Pativate Boonyapaluk, Vice President of Chevron Thailand Exploration and Production Ltd., underscored the importance of nurturing STEM education skills from a young age, emphasising its role in fostering innovation and addressing environmental challenges. He stated, “Encouraging students to develop STEM education skills from a young age is considered one of the key strategies that will help create an innovative society and generate new technologies to address environmental problems that the world is facing… The results of the eight-year works by Chevron and our partners in the Chevron Enjoy Science project serve as a vital model and policy for the future of STEM education.”

Initiatives like the Chevron Enjoy Science project exemplify the collaborative efforts underway to advance STEM education in Thailand. By engaging diverse stakeholders and promoting inclusive learning experiences, these initiatives are laying the groundwork for a more innovative and sustainable future. As we continue to navigate an increasingly complex world, investing in STEM education remains crucial for driving progress and addressing global challenges.

The post Chevron Thailand and SEAMEO STEM-ED Driving STEM Education Forward in Thailand first appeared on EDUtech_talks.

Madhumalti Sharma, Executive Board Member of EASE- European Association of STEAM Educators joined us at EDUtech Europe 2023 to share more about the state of STEM education, how she thinks the space is going to development and the continued need to boost participation of girls in STEM education.

The post In Conversation With… Madhumalti Sharma, EASE first appeared on EDUtech_talks.

Pedagogy trumps platform! – understanding the role technology should and shouldn’t play to enhance and impact student learning and outcomes. Hear how you can take students to a place they just cannot access in the classroom with AR and VR.

Speaker – Chris Niven, Head of Professional Practice Sheldon College

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For Müge Uysal, Design thinking process completes the missing piece in the puzzle. Learners start to appreciate the whole process, redefine the term “solution-oriented” by practicing collaboration and cooperation in groups. She shares how students got curious and came up with new solutions in the makerspace.

Speaker – Müge Uysal, Technology Integrator, Stockholm International School

The post Makerspaces: Reimagining Libraries for a Better Future first appeared on EDUtech_talks.

From online resources to home projects, discover how tools like Padlet, Jamboard and virtual art festivals helped students explore and experiment in STEAM subjects whilst during distance learning.

Speakers – Khoyes Miah, Assistant Principal, Crescendo-HELP International School; Nicki Coombs, Executive Principal, Beconhouse

The post Delivering STEAM curriculum in a hybrid delivery setting first appeared on EDUtech_talks.

Our future workforce is one that possesses digital skills and know-how. STEAM programs have never been so important and it is the perfect medium to introduce emerging technologies and teach students how they should engage and work with such tools.

Moderator – Nyla Khan, Co-Founder, Mirai Partners
Panellists – Michelle Remington, The KAUST School; Dan Adkins, Group CEO, Transnational Academic Group; Sandra Zaher, Principal, International Community School Branch 2 Al Falah Campus; Kevin Fullbrook, Deputy Director, Al-Bayan Bilingual School

The post How and why EdTech is the critical element in future-focused STEAM programs first appeared on EDUtech_talks.

STEAM is not just about acquiring knowledge, but it hones soft skills such as creativity, problem-solving and collaboration. There is a wealth of STEAM resources online and as our students get used to increased technology in learning, it is also time to rope in digital tools into STEAM classes. These educators share how they have gathered the necessary tools and how to weave them seamlessly into the curriculum.

Moderator – Karen Taylor-Brown, CEO/Publisher, Refraction Media Australia
Panellists – Linah Anyango, Ict Integration Coach, Regis School Runda, Kenya; Karen Walstra, Owner, KWC.EvolveSchool, South Africa; Felix Malombe, Executive Director STEAMLabs, Africa

The post Full steam ahead! Designing and implementing STEAM programs in the classroom with digital tools first appeared on EDUtech_talks.

The empirical classroom experience of arts integration suggests that carefully structured arts-based pedagogy can improve students’ learning and academic experiences

John Hopkins School of Education

In a world where advanced technologies are establishing themselves as key functions, it is important that schools produce students equipped with interdisciplinary thinking. To nurture such skills requires a refresh on STEM and the establishment of STEAM.

Speaker – Rohan Roberts, Head of Future Learning, GEMS Education

The post A Neuroscientific case for transitioning from STEM to STEAM first appeared on EDUtech_talks.

The lack of funding has been a barrier to certain groups of students facing a lack of resources to excel in STEM subjects. Claude Tameze shares how he is trying to reverse the trend and bring disadvantaged students to the fore of STEM subjects with the help of adaptive learning. The ability to craft personalised learning pathways has opened more avenues for disadvantaged students to major in STEM, where most jobs lie.

Speakers – Allana Gay, Founding Member, BAMEed Network; Claude Tameze, Professor & Chair, Director of Mathematics Learning Centre, Department of Mathematical Sciences, Lincoln University, USA

The post Increasing diversity in STEM with individualised interventions and personalised learning first appeared on EDUtech_talks.

In today’s learning environment, young learners are encouraged to self-manage and develop interests out of the classroom. Every child learns differently. How can smart technologies like AI-powered personal robots, guide and provide a personalised learning environment?

Speakers – Andrew Strachan, Digital Education Director, Emmanuel Schools Foundation; Elnaz Sarraf, Founder & CEO, Roybi Robot

The post The world’s first AI-powered toy for teaching STEM and language first appeared on EDUtech_talks.

In order to prepare them for the real-world, which is digitally-driven, it is key that we provide the same sort of environment in the classrooms. Discover how integrating EdTech into STEAM programs can help impart real-world knowledge and skills to our students.

Moderator – Scott Atkinson, Education Programmes Manager, The Royal Academy of Engineering
Panellists – Lisa Timm, Director of STEAM & Innovation, North London Collegiate School; Thandiwe Banda, Faculty Lead Science, The Beacon School, Banstead; Andrew Gordon-Brown, Headmaster, Kingswood School, Bath

The post How and why EdTech is the critical element in future-focused STEAM programs first appeared on EDUtech_talks.

Make STEAM learning relevant and allow students to expand their knowledge by adapting activities to the remote or hybrid classroom model. Discover some of the innovative ideas these teachers have produced during school closures and how they responded to the needs of the new ‘normal’.

Moderator – Dary Dacanay, Director of Academics, St. Patrick School of Quezon City
Panellists – Neelam Parmar, Director of Elearning, Ashford School; Roy San Buenaventura, Virtual Learning IT Coordinator, Beacon International School Foundation Inc; Dominic C Sales, Robotics Club Moderator & Computer Education Teacher

The post Building a robust STEAM program during and after school closures – the challenges and way forward first appeared on EDUtech_talks.

STEAM programmes are typically hands-on, practical, group-based activities. But school closures have forced educators and learning spaces to reimagine their STEAM classes. The innovations made during this time will definitely change STEAM learning forever. How can educators continue to deliver interactive STEAM experiences for students in a hybrid learning environment, and what are some of the learnings and challenges?

Moderator – Karen Taylor-Brown, CEO/Publisher, Refraction Media/Careers with STEM
Panellists – Scott Sleap, Project Leader STEM Industry School Partnerships Program | Learning and Teaching Directorate, NSW Department of Education; Jessie Robieson, Learning Innovation Specialist, Museum of New Zealand Te Papa Tongarewa; Tristan Benson, Secondary STEMinn Teacher, Stamford American School: Hong Kong; Louie Dasas, Faculty, University of Santo Tomas Senior High School

The post Sustaining a robust STEAM program during and after school closures – the challenges and way forward first appeared on EDUtech_talks.

Robotics is a strong representation and application of STEM. However, for some schools, it might not be the most accessible be it in terms of cost or the lack of in-person lessons in today’s context. With virtual robotics, students can continue to receive in-depth lessons on robotics and there is a variety of platforms available to facilitate such learning. Discover how you can learn and teach robotics without the use of physical robots.

Speaker – Paul Roland Alfonso-Maiquez, Director of Technology, VERSO International School

The post Learning virtual robotics first appeared on EDUtech_talks.

STEAM is an approach to teaching and learning where the teacher intentionally designs an experience where students apply content/knowledge and practice of Math and Science in the context of Technology/Engineering/Artistic design.

Dr Ashley Gess

STEAM classes are excellent avenues to develop learning, literacy, and life skills in students across different school years. For Ryan Yue and the American School Hong Kong, they have anchored STEAM projects in the design thinking process to provide a holistic learning experience for students.

Speaker – Ryan Yue, Director of Education Technology, American School Hong Kong

The post STEAM education using the design-based approach first appeared on EDUtech_talks.

STEAM does not have to stop if school closes, especially with a good strategy and technology usage. Laying the foundations and key purpose of STEAM classes and the areas where digital tools are employed is vital to enable students to execute STEAM projects from home. The change of curriculum and class time has also enabled students to do more in STEAM, devoting more time to their areas of interest.

Moderator – Justin Kilgore, Steam Coach, Shanghai Singapore International School
Panellists – Clint Hamada, PK-12 Educational Technology Coordinator, International School of Beijing; Todd David, Middle School Teacher, Math & Technology Specialist, Seoul Foreign School; Michelle Jensen, Stem Teacher and Librarian, Dulwich College Shanghai Puxi; Michelle Dennis, Head of Digital Learning and Innovation, Strathcona Baptist Girls Grammar School

The post Integrating technology in a STEAM classroom first appeared on EDUtech_talks.

Discover how this school, reinvented classrooms and integrated the use of blockchain and other emerging technologies into various school activities. Instead of classrooms, learning communities and spaces were created to give students a more realistic experience with the topic they are engaging in. These spaces have taken learning to the next level.

Speaker – Kieran Nolan, Educational Technologist, Wooranna Park Primary School

The post A school on the blockchain first appeared on EDUtech_talks.

A good number of Richard Taylor’s STEAM activities were based outdoors. Hence when schools went online, STEAM was slowly getting left behind. Hear how he pivoted to encourage STEAM activities at home and the learning curve the school went through.

Speaker – Richard Taylor, STEM Coordinator, Humphreys Central Elementary School

The post Connecting school, home, and community through STEAM in a remote learning environment first appeared on EDUtech_talks.