The importance of Science and Technology

Hello Bloggers,

This blog will discuss the importance of Science and Technology for the future and will explore how activities can be made engaging in primary education.  

“Technology has the power to transform how children and young people learn” (Wakefield, 2015). This is quite a powerful quote as we live in a world surrounded by technology, it is important that we adapt and learn for the future as classrooms are changing. This is further supported by Prensky (2014) who highlights how we live in an age of accelerating change, where we have to experiment and figure out what works. In primary schools today technology is influenced in many activities through apps, games and teaching resources, the emergence of this has helped shape new ways in which people are communicating, collaborating, and forming social constructs. However, research shows how technology is shaping the way people think, work and live, particularly in young children (Klopfer et al, 2009) This is valuable to some degree as it prepare them for the world around them, yet too much involvement in technology can become very damaging (Yeomans, 2013), this is the reason it is important to find a balance.

 This is seen in the new curriculum by Donaldson, who links and balances science and technology together to prepare young people for the opportunities of the future workplace and society (Donaldson, 2015). The report notes how science and technology are closely linked, each depending upon the other. Science involves gaining knowledge through observation and experimentation, and technology applies scientific knowledge in practical ways (Donaldson, 2015). For many schools, this means providing children and young people with rich opportunities to develop technological skills, knowledge, understanding and attributes through designing and developing products and systems (Donaldson, 2015). Yet, there are various concerns on how there is too much technology and not enough learning (Johnson, 2014), rather than more emphasis on other lessons where children learn about being creative, learn through play and become critical thinkers. A way forward is to include creativity into lessons, as educators increasingly recognise the challenge of ensuring that instruction not only covers the most important content, but does so in a way that can entice even bored and distracted children (STEM Education, 2018). Technological process and scientific enquiry involve planning, carrying out, implementing, analysing and evaluating which could become very uninteresting and tedious for young children. This is why it is vitally important to apply an engaging and creative approach to their lessons, where children could experiment outdoors and discuss ideas with one another to influence creative thinking.  

This was seen when I had the opportunity to visit Techniquest with university – where science is incorporated and linked to technology. It is one of the UK’S longest-established science centre, with a mission to embed science in welsh culture through interactive engagement (Techniquest, 2018). The learning centre provides a unique experience for children, supports teachers and inspires young people in science, technology, engineering and mathematics. The whole idea of Techniquest and the concept behind the immersiveness of learning is really what it should be about, exciting, fun and challenging (Techinquest, 2018). Children enjoy learning as science is brought to life, and while I was there the children seemed to be very enthusiastic, they did not realise that they were learning about science and maths, as they were learning through play. Techniquest promotes STEM and as the first Minister Carwyn Jones (2018) states how “Science, technology, mathematics and engineering are the bedrock for innovation in business and industry and the Welsh Government will continue to push forward links between these in education” (p1), this is to ensure children have a helping hand to get a real grasp of the real world of work. Nevertheless, there are many issues in the growing shortage of employees who are skilled in STEM (Government, 2013), as the majority of young people lose interest in these subjects. Also, Dixon (2018) argues how STEM education is very important as it is the wave of the future. Yet, the basics need to be in place first as too much emphasis on STEM neglects young people who are not doing as well in reading and mathematics, because they are not able to comprehend the material. This highlights the importance of the teachers role in finding a balance between all subjects, and ensuring activities are fun and interesting for the children, less paper work and more hands on doing and experimenting will engage children and influence their willingness to learn, as Pound (2011) strongly expressed how children learn from experimenting an discovering new things for themselves. Teachers could argue how there is too much pressure and workload on them to succeed, however with the right training and support it is possible (McGill, 2013).

STEM activities are influenced in many educational settings and as I am currently an ambassador for value added education I had the opportunity to attend a training session where I learned about the new apps and technology used in education today. One I found extremely interesting was a small device they place in the rugby players t-shirts, this way the coach and the doctor on site are able to track their fitness, their heart beat and their overall health while they are on the field. They linked technology with science to benefit the player. I understood the importance and the relevance of technology and science in primary education once I had the opportunity to experience it for myself. It was an interesting day where I now have the opportunity to visit schools and teach children and teachers about science and technology, and how this will be beneficial for a child’s learning for the future (Sneideman, 2013) 

When I attended training at the Value Added Education.

                

Relevant and engaging Science and Technology activities at Techniquest.

Reference List

Donaldson, G. (2015) Successful futures: Independent review of curriculum and assessment arrangements in Wales. Available at file:///C:/Users/Acer/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales%20(5).pdf  (Accessed 07 April 2018)

Government (2013) The Supply of and Demand for High-.level STEM sills, Warwick: University of Warwick.

Johnson, B. (2014) 'Too much technology and not enough learning?', Educational Foundation, 14 March, p.3

Klopfer, E. et al (2009) The instructional power of digital games. Available at: https://education.mit.edu/wp-content/uploads/2015/01/GamesSimsSocNets_EdArcade.pdf (Accessed: 06 April 2018).

McGill, R. (2013) 'Professional development for teachers: how can we take it to the next level? ', The Guardian, 29 January, p.3

Pound, L. (2011) Theories about how children Learn. London: DRP

Prensky, M. (2014) The right goal for education is becoming a better person, more capable person. Available at: http://marcprensky.com/wp-content/uploads/2013/05/Prensky-2-The_Goal_of_Education_Is_BECOMING.pdf (Accessed: 06 April 2018).

Science, Technology, Engineering and Mathematics in Education and Training (2018) Available at: http://www.senedd.assembly.wales/documents/s39747/EBC4-12-15%20p.5%20Draft%20STEM%20in%20Education%20Delivery%20Plan.pdf (Accessed: 09 April 2018).

Sneideman, J. (2013) Engaging Children in STEM Education Ealry. Available at: http://naturalstart.org/feature-stories/engaging-children-stem-education-early (Accessed: 10 April 2018).

STEM Education (2018) Available at: https://successfulstemeducation.org/resources/improving-stem-curriculum-and-instruction-engaging-students-and-raising-standards (Accessed: 08 April 2018).

Techniquest (2018) Available at: https://www.techniquest.org/ (Accessed: 08 April 2018).

Wakefield, J. (2015) 'Technology in schools: Future changes in classroom', BBC News, 02 February, p.2

Yeomans, M. (2013) 'Are children consuming too much digital technology?', The Guardian, 18 June, p.2