Giving Compass' Take:

• Gina Cherkowski, writing for Getting Smart, discusses why math and STEM education are social justice issues, explaining that educators can utilize technology to engage all types of students in math and STEM. 

• What can donors do to support inclusivity initiatives in STEM education? 

• Read about how donors can support STEM education.

The Fourth Industrial Revolution requires that today’s youth are equipped with the skills, tools and mindsets needed to think creatively, leverage technology wisely and solve wicked problems collectively. Answering the call, leading education systems around the world are striving to integrate STEM, STEAM and Maker learning experiences into students’ daily lives. Globally, we are moving away from an antiquated industrial approach toward one more suitable for today’s digital natives.

Recent thinking moves beyond the basic definition of STEM as Science, Technology, Engineering and Math toward positioning STEM/STEAM as an integrated learning experience that leverages knowledge from traditionally siloed subjects such as math, science and even art and the humanities, in order to creatively solve complex human problems while employing new technologies and developing innovative thinking capacities. Applying “soft skills” such as creativity, collaboration, communication and emotional intelligence to technical STEM knowledge unlocks the potential for purposeful and impactful innovation.

Today, it is widely known and accepted that a nation’s health, wealth and vitality is inherently linked to its ability to produce a citizenry literate in science, technology and engineering. As such, STEM is an increasingly prevalent global agenda.

To advance the domains of math and STEM, all voices are required. Cultural, ethnic and gender diversity has been linked to higher innovation outcomes, a key driver of STEM.  According to a 2007 McKinsey report, ethnically diverse workforces financially outperform non-diverse workforces by 35 percent and a gender diverse workforce yields a 15% increase in financial output.

However, the bigger question might be, “how can teachers meaningfully mathematize STEM, STEAM and Maker activities in ways that engage all students, fostering a love of mathematical learning while equipping them with the key competencies?” One solution is to use technology as a way to showcase learning, rather than to check the technology box.

Read the full article about math and STEM is a social justice issue by Gina Cherkowski at Getting Smart.