I read the recent (2021 published, 2019 data) information reported by the NSW stemT4L group recently (Dept Edu NSW). While an enthusiastic and promising "it is expected that" tone is evident I would hope that perhaps some tangible simple straightforward challenges could be described for both teachers and students and parents. Offering STEM Kits ('free for a term then $$...) and online coding platforms may miss the mark of any intrinsic reward and associated benefit if parents, kids and teachers are not challenged to deliver a result. Is consuming information a result?
Many many NSW public school students and many teachers have participated in online pre-post surveys and focus group interviews to share their experiences and takeaways. The detailed research has been published in eight reports and made available online at https://lnkd.in/g5MtC3Ps. As the lead researcher, Rose (Dr Izadinia) worked with the stem.T4L project group that aspire to deliver the best teaching and learning experiences through the provision of stem.T4L technology, and uplift the digital capabilities of students and teachers across the state.
...answers not on a postcard, but please feel free to comment wherever this is referenced/connected! So is there any need for anyone to describe challenge or a result ... ?
This is an interesting report, Frank, and quite relevant for your own experiences too, since it discusses the impact of a Communities of Practice approach. I agree with your concern that some initiatives might have positive outcomes in the short term, but not necessarily longer lasting impacts if the focus isn't on the right thing. I wonder how many of the teachers will continue on their journey into STEM and using Communities of Practice beyond the study. A positive experience during that time might provide intrinsic motivation to continue, but the end of a support program could also mean that STEM becomes less of a priority again for some.