EDUC 730
STEM, ROBOTICS, CODING, MAKER’S SPACES OVERVIEW
TEMPLATE
Shanay Y. Howard
Stem has been a topic that has gradually increased in importance in the entire
education system over the last ten years. Adding robotics, coding and the maker’s
movement, new ways to educate and teach our students has evolved and has opened ways
for students to learn through the fields of science, technology, engineering and math
(Schrum & Sumerfiled).
The authors of our text state, the maker movement refers to the recent wave of
tech inspired, do-it yourself ( DIY) innovation sweeping the globe ( Schrum &
Sumerfield, p.42). In addition to that, we learned from our movements makers use cheap,
powerful and easy to use tools to create new physical objects( Schrum & Sumerfield).
We even were able to watch this week a youtube video of an awesome young lady who is
active as a maker. This movement along with STEM integration is truly advancing the
way our students learn.
STEM
Stem is an integrated approach that helps students through the topics of science ,
technology, engineering and tecthnology (Schrum & Sumerfield, p.37). As time
progresses, this particular field will continue to grow and has grown.
Why is it significant?
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STEM is important not only to education and students but in the business world as
well. STEM helps prepare future students for careers in the field of science, technology,
engineering or math. According to our text, “ from 2014 to 2024, the number of STEM
jobs will grow to 17% as compared to 12% for non STEM jobs ( Schrum & Sumerfield,
p.8). STEM education teaches our students to be future innovaters by developing their
critical thinking skills, science literacy and mathematics abilities. Additionally, the more
our students know through STEM education the more likely they will contribute to the
new ideas that come to past that will help sustain our society ( Engineering for Kids).
What are the downsides and/or barriers and how might these be overcome?
One of the biggest barriers in STEM education is that those teaching it may not be
trained. The general needs of education have been met but with the introduction of STEM
and the Maker Movements, individuals trained in this field are needed to help ensure the
students are being taught properly ( Calis & Ergul, 2021). According to Calis & Ergul
(2021), the STEM education model has become widespread. Roehrig, Moore, Wang
and Park (2012) stated that the rapid development of technology in the 21st
century caused changes in the workforce and needs in general. “Accordingly, the
expectations of teachers and students changed ( Calis & Ergul, 2021).”
Another barrier brought to light, is that of economical disadvantages
between schools who may practice or want to practice STEM education. Hytten &
Stemhagen (202), say that the consequences of neglecting civics, as well as all the
skills and habits that go along with education for democratic citizenship are dire.
We must ensure all needs of the students are met and realize, that as educators we
differentiate our teaching accordingly.
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What ethical considerations and best practices for implementation have been
identified?
Making sure we understand our environment, budget and students is critical to the
development of any STEM program but, more importantly it make sure we are meeting
the needs of our students in the best equitable way possible (Hytten & Stemhagen, 2020).
Where is it going in the future?
As STEM progresses so will its technology and components. Our soceity is ever
growing in this particular field area and have recently added coding and robotics to
STEM. Also, in some areas STEM education is called STEAM (adding the Arts). As the
field continues to grow their will be a continuous need for more qualified educators in
this field ( Hyatten & Stemhagen, 2020). With the teacher shortage presently in 2023, this
may prove difficult.
Resources available in [Faifax, VA / Northern VA] and the surrounding area.
https://www.engineeringforkids.com/northern-virginia/
This is a learning center that provides summer camps, afterschool programs and classes
of kids in the areas of engineering, robotics, technology and coding.
Robotics (in education)
Robotics in education is the use of STEM teaching methods to produce basic
cognitive thinking skills in math and science at an early age as well as computational
thinking. Robotics also involves machine-human environment interaction which is huge
(Science Direct). Accroding to an article by Science Direct, “the roots of the Science
Robotics can be found in Cybernetics as defined by Norbert Wiener in 1948
(Wiener, 1948) as a scientific study of Control and Communication in the animals
and the machines
Why is it significant?
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Robotics is significant because it can teach critical leanring and thinking skills. It is also
can improve the proficienly for STEM education. Robotics help build teamwork and
improve communication skills (https://cie.spacefoundation.org/7-benefits-of-robotics-for-
students/#:~:text=Robotics%20Can%20Teach%20Critical%20Learning
%20Skills&text=Students%20can%20come%20up%20with,their%20ability%20to
%20form%20hypotheses.)
What are the downsides and/or barriers and how might these be overcome?
Equitable access to this component of STEM education is a major factor. As we
read in our text, there are schools that actually have robotics teams in them (Schrum &
Sumerfield) where as there are schools where the children will only read about Robotics
and maybe problem solve imagining they had one.
What ethical considerations and best practices for implementation have been
identified?
Implementing this particular topic through Science classes has been found
successful and also in collobaration with other STEM methods (Evcim & Akay, 2018).
Where is it going in the future?
Robotics in education has been enabled by the increase in compute power,
inexpensive memory, affordable sensors/manipulators and super-connectivity. “In
other words the advances in technology facilitate this revolution(Science Direct).”
Resources available in Fairfax, VAand the surrounding area.
RoboThink Fairfax & Mclean Discovery Center- this center provides a fun approach to
the STEM world including Robotics, Engineering and Coding. You are able to design
and build robots in this program developing problem solving and critical thinking skills.
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https://www.myrobothink.com/fairfax/#:~:text=Welcome%20to%20RoboThink
%20Fairfax%20%26%20McLean,the%20exciting%20world%20of%20STEM!
Coding (in education)
According to our text, “ Coding is considered an essential element of computer
science, STEM and the overaching goal of creativity ( Schrum & Sumerfield, p.9).
Coding is essentially about thinking and putting into process a particular code that will
require precision to get something to work ( Schrum & Sumerfield)
Why is it significant?
Coding involves learning and expanding basic logic ( Campbell, 2016). This is
significant because it crosses over to other aspects of learning all together. The recent
interest in coding and computer science in education has lead to a surge in programming
being added to curriculums and students exploring a future in the field. According to the
website learning.com, “Coding is also important for students because it helps to increase
confidence. Because coding empowers students with applicable skills such as creativity,
problem-solving and persistence, it also empowers them to more confidently face a
variety of challenges and opportunities.”
What are the downsides and/or barriers and how might these be overcome?
This particular subjects has fewer barriers than others. It actually, “supports
digital equity. Digital equity is defined by having equal skills to access, choose and
effectively use digital technology to find, evaluate, create and communicate information
regardless of gender, socioeconomic status, background or other factors
( www.learning.com). With access to this particular portion of STEM learning, more
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students are confident in the field and tend to understand more in Stem through this
component of coding.
What ethical considerations and best practices for implementation have been
identified?
The implementation of coding is generally very accessable to all. According to
our text, the latest revision of the Elementary and Secondary Act ( Called the every
student succeeds Act) “passed in 2015, CS is named an essential part of the well rounded
education subjects”(Schrum & Sumerfield, p.10). Because of this, a lot of best practices
on implementation and intergration across the school systems exist and make it easier to
incorporate in the day to day learning of students.
Where is it going in the future?
There is no limit on where coding can go in my opinion. As we advance in
technology and more students learning computer science, the more will be created in
coding and in STEM in generally. I am actually very excited to see how far we do go.
With the introduction of AI, it is hard to imagine just how far we will go. We are so
ahead now.
Resources available in Fairfax, VA) and the surrounding area.
CODE Ninjas- helps students learn coding and solve problems in an engaging and fun
way.
https://www.codeninjas.com/va-burke?
utm_source=google&utm_medium=cpc&utm_campaign=CT_Robotics_&utm_content
=va-
burke&gad=1&gclid=Cj0KCQjw9fqnBhDSARIsAHlcQYQyP_o9X_3a1lQeQFBXbUfF
X9nBJEIKLu7SLYIjN2hjUZlfu1k74cQaAuQVEALw_wcB
Maker’s Spaces
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The maker movement’s roots can be traced to the founding of Make magazine in
2005 and the first Maker Faire in the United States in 2006 (Schad &Jones, 2019).
Why is it significant?
According to Schad & Jones(2019), “research suggests maker-centered learning
activities may attract greater numbers of students to pursue opportunities in STEM
content areas.” This is significant as it helps increase the intergration of STEM
education into the schools and shows students there are additional approaches to
the topics.
What are the downsides and/or barriers and how might these be overcome?
This movement, in my opinon, has less barriers than most due to the wide spread
use of public libraries and school systems to introduce some level of this movement to
their programs. With free access to try out certain aspects of the Makers movement, it
gives the students and educators more of a level playing field. Still equity will arise as
some areas just wont introduce this or have access to technology needed for the
movement (Schad& Jones, 2019).
What ethical considerations and best practices for implementation have been
identified?
This movement is becoming more clarly defined in the education but isn’t all the
way there. As this is a new topic and source in STEM education, clear definied guidelines
are not readily available everywhere (Schad & Jones, 2019). While there is research
online and instructional videos, each educator or school district is responsible for the way
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of implementation in their schools. We to have to make sure with the new use of AI, that
our students are actually interacting with the projects presented to them.
Where is it going in the future?
The sky is the limit for the makers movement. We have access to so much on the
internet and the DIY culture has doubled since the pandemic. I think the more we sit
down and actively learn and participate in this field the more it will grow because our
minds are growing.
Resources available in Fairfax, VA and the surrounding area.
This is the Maker Lab @ Fairfax County Public Library- I love that this is offered
because this is one of the few FREE Steam offerings for adults and students in the area. It
allows for use of not only maker equipment but 3D printing , classes and so much more.
They offer various classes at their libraries all over the county.
https://research.fairfaxcounty.gov/c.php?g=1106963&p=8070798
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References
Bers. (2022).KBeyond Coding: How Children Learn Human Values through
Programming.
Bajcsy. (2019). Robotics education today which might last students two or more
decades.KAnnual Reviews in Control.,K47, 193–197.
https://doi.org/10.1016/j.arcontrol.2019.04.007
Calis, S. & Ergul, N.R. (2021). Investigation of teachers candidates’ skills in creating
knowledge-based life problems based on STEM lesson plan and suggesting
solution. European Journal of Physics Education, 12(4), 1-26.
Campbell, P.J. (2016). Coding for all? [Editorial]. The UMAP Journal, 37(4), 333-337.
Evcim, I. & Akcay, H. (2018). Middle school students’ ideas about aruduino education.
Proceedings of the International Future-Learning conference on Innovations in
Learning for the future: E-Learning, 166-168.
Hytten, K. & Stemhagen,K. (2020). When STEM and STEAM really mean ABC:
A democratic critique of “anything but civics” schools. Educational Studies,56(1),
18-36. https://doi.org/10.1080/00131946.2019.1579720
Schad, & Jones, W. M. (2020). The Maker Movement and Education: A Systematic
Review of the Literature.KJournal of Research on Technology in Education.,K52(1), 65–
78. https://doi.org/10.1080/15391523.2019.1688739
Why is STEM Education so important? (2016) retrieved from
https://www.engineeringforkids.com/about/news/2016/february/why-is-stem-
education-so-important/#:~:text=STEM%20education%20creates%20critical
%20thinkers,base%20in%20the%20STEM%20areas.
6 Reasons coding is important for students (20220 retrieved from
https://www.learning.com/blog/6-reasons-coding-is-important-for-students/
#:~:text=Coding%20is%20also%20important%20for,variety%20of
%20challenges%20and%20opportunities.
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