1.
Science, Technology, Engineering and Mathematics….a nation at risk! Jeffrey Piontek Hawaii Technology Academy

2.
Goals today <ul><li>Look at the data and research. </li></ul><ul><li>What does it mean? </li></ul><ul><li>How can we use it? </li></ul><ul><li>What are people doing to solve the problem? </li></ul><ul><li>Tying it all together. </li></ul>

3.
1990 curriculum <ul><li>Solve problems </li></ul><ul><li>Remember the textbook </li></ul><ul><li>Follow directions </li></ul><ul><li>Work alone </li></ul><ul><li>&quot;Cover&quot; the curriculum </li></ul>

4.
2010 curriculum <ul><li>Ask: Find problems </li></ul><ul><li>Investigate: Multiple sources/media </li></ul><ul><li>Create: Engage actively in learning </li></ul><ul><li>Discuss: Collaborate; diverse views </li></ul><ul><li>Reflect: Learn how to learn </li></ul>

5.
Old Rules, New Game <ul><li>Old Rules </li></ul><ul><ul><li>Economics use capital </li></ul></ul><ul><ul><li>Capital is mobile, and it seeks productivity </li></ul></ul><ul><ul><li>Old Game </li></ul></ul><ul><ul><li>Productivity used labor </li></ul></ul><ul><ul><li>Education of the few, labor by the masses </li></ul></ul><ul><ul><li>Education process reflect a community </li></ul></ul><ul><ul><li>New Game </li></ul></ul><ul><ul><li>Productivity uses technology & knowledge </li></ul></ul><ul><ul><li>Education of all, knowledge for the masses </li></ul></ul><ul><ul><li>Educational results create a community </li></ul></ul>

6.
Really Big (and Hard) Questions.. <ul><li>How do we prepare our students for success in a knowledge based, technology driven, globally competitive world? </li></ul><ul><li>How do we align to our community aspirations for quality of life & strategies for economic opportunity? </li></ul><ul><li>How do we transform our schools into high performing environments where students are expected to be and are high achievers? </li></ul>

7.
The Primary aim of education is not to enable students to do well in school, but to help them do well in the life they will lead outside of school.

8.
So where is this all leading…. STEM EDUCATION

9.
U.S. students must compete in a new global economy. Hershey is opening their next plant in…… MEXICO!!!

10.
The Flattening <ul><li>The fall of the Berlin Wall </li></ul><ul><li>The rise of the Internet </li></ul><ul><li>Work flow software </li></ul><ul><li>Open source </li></ul><ul><li>Outsourcing </li></ul><ul><li>Off shoring </li></ul><ul><li>Supply chaining </li></ul><ul><li>In sourcing </li></ul><ul><li>In-forming </li></ul><ul><li>The steroids - Digital, Mobile, Personal and Virtual. </li></ul>

11.
“ The World is Flat” Thomas Friedman <ul><li>Major Science Programs </li></ul><ul><ul><li>Protein Science </li></ul></ul><ul><ul><li>Quantum Research </li></ul></ul><ul><ul><li>Nanotechnology </li></ul></ul><ul><ul><li>Developmental and Reproductive Biology </li></ul></ul>Science, March 17, 2006;311:1548-1549 China Bets Big on Big Science

12.
“ The World is Flat” Thomas Friedman <ul><li>Engineering Programs </li></ul><ul><ul><li>Next-generation broadband </li></ul></ul><ul><ul><li>Large-scale oil and gas exploration </li></ul></ul><ul><ul><li>Transgenic plant breeding </li></ul></ul><ul><ul><li>Drug development </li></ul></ul><ul><ul><li>Manned moon exploration </li></ul></ul>Science, March 17, 2006;311:1548-1549 China Bets Big on New Science

13.
“ The World is Flat” Thomas Friedman <ul><li>Travel by car in Goa is slow and time consuming. </li></ul><ul><li>The Internet is the ultimate super-highway </li></ul>India Investment in “Highway” Spurring Economic Growth Personal Communication, John McFadden, VP, CIO Loyola College

14.
<ul><li>“In the international competition to have the biggest and best supply of knowledge workers, America is falling behind.&quot; </li></ul>Bill Gates <ul><li>Manufacturing has chased cheap labor </li></ul><ul><li>Science and Technology will chase an </li></ul><ul><li>educated workforce </li></ul>

15.
<ul><li>China - increased 161% (207,500) </li></ul><ul><li>Japan – increased 42% (103,200) </li></ul><ul><li>South Korea – increased 140% (56,500) </li></ul><ul><li>India – over 100,000/yr </li></ul><ul><li>USA – decreased 20% (59,500) </li></ul><ul><li>So did anything change nationally or Internationally? </li></ul>Engineering Graduates 1980 - 2000

16.
Where are we now? (2007) <ul><li>More than 600,000 engineers graduated from institutions of higher education in China. </li></ul><ul><li>In India, the figure was 350,000 . </li></ul><ul><li>In America, it was about 70,000 . </li></ul><ul><li>In 2001 only 41 percent of U.S. eighth-graders had a math teacher who had majored in mathematics at the undergraduate or graduate level or studied the subject for teacher certification -- international average of 71 percent . </li></ul><ul><li>For the cost of one chemist or one engineer in the United States, a company can hire about five chemists in China or 11 engineers in India. </li></ul><ul><li>Last year chemical companies closed 70 facilities in the United States and have tagged 40 more for closure. Of 120 chemical plants being built around the world with price tags of $1 billion or more, one is in the United States and 50 are in China. </li></ul><ul><li>In 2001, U.S. industry spent more on tort litigation than on research and development. </li></ul>

17.
Job Growth 2005-2025 <ul><li> Manufacturing </li></ul><ul><li> </li></ul><ul><li>Health Care, Biotechnology, Technology </li></ul><ul><ul><li>Examples: </li></ul></ul><ul><ul><li>scientific publications, global health, science education, program management, software development, biotech business, healthcare-technology. </li></ul></ul>

18.
<ul><li>2/3 of jobs require some education beyond high school </li></ul><ul><li>Skill requirements are the same for College or Work </li></ul><ul><ul><li>Write and speak clearly </li></ul></ul><ul><ul><li>Use technology to communicate fully </li></ul></ul><ul><ul><li>Critical thinking and problem solving skills </li></ul></ul>Job Growth 2005-2025

19.
Impetus for Change <ul><li>“ Poor Science Education Could Unravel the U.S. Economy” </li></ul>There should be a greater emphasis “to study the frontier areas of science” Congressman Bart Gordon – Chair, House Committee on Science and Technology

20.
<ul><li>“Every country I have visited understands that good education, healthcare, and economic development are the path to the future—every country, that is, except for the U.S.” </li></ul>Craig Barrett – Intel Board Chair (7/08)

21.
<ul><li>Four Basic Ingredients to Remain Competitive: </li></ul><ul><ul><li>Smart people -- nurtured by education </li></ul></ul><ul><ul><li>Smart ideas -- enabled by R&D </li></ul></ul><ul><ul><li>The right environment for collaboration -- developed by wise tax policy and funding </li></ul></ul><ul><ul><li>IT connectivity, broadband, and local content to connect to the culture--achieved via tech literacy </li></ul></ul>Craig Barrett – Intel Board Chair (7/08)

22.
The Gathering Storm <ul><li>“The United States takes deserved pride in the vitality of its economy, which forms the foundation of our high quality of life, our national security, and our hope that our children and grandchildren will inherit ever-greater opportunities. That vitality is derived in large part from the productivity of well-trained people and the steady stream of scientific and technical innovations they produce.” </li></ul><ul><li>Source: Rising Above a Gathering Storm (Washington, D.C.: National Academy of Sciences, 2006) </li></ul> The Latest Greatest (Scariest) report:

23.
The Latest Greatest (Scariest) report: <ul><li>Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future </li></ul><ul><ul><li>Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, National Academy of Sciences, National Academy of Engineering, Institute of Medicine </li></ul></ul><ul><li>Co chairs: </li></ul><ul><ul><li>Norman Augustine: Retired CEO of Lockheed Martin </li></ul></ul><ul><ul><li>Craig Barrett, CEO of Intel </li></ul></ul>

24.
The Gathering Storm- 4 Proposals <ul><li>Increase America's talent pool by vastly improving K-12 mathematics and science education. </li></ul><ul><li>Sustain and strengthen the nation's commitment to long-term basic research. </li></ul><ul><li>Develop, recruit, and retain top students, scientists, and engineers from both the United States and abroad. The United States should be considered the most attractive setting in the world to study and conduct research, the report says. </li></ul><ul><li>Ensure that the United States is the premier place in the world for innovation. This can be accomplished by actions such as modernizing the U.S. patent system, realigning tax policies to encourage innovation, and ensuring affordable broadband Internet access, the report says. </li></ul>

25.
<ul><li>Build public support for making improvement in STEM performance a national priority. </li></ul><ul><li>Motivate U.S. students and adults, using a variety of incentives, to study and enter STEM careers, with a special effort geared to those in currently underrepresented groups. </li></ul><ul><li>Upgrade K–12 mathematics and science teaching to foster higher student achievement. </li></ul><ul><li>Boost and sustain funding for basic research, especially in the physical sciences and engineering. </li></ul>To sustain American competitiveness in science and engineering, we need a focused, long-term, comprehensive initiative by the public and private sectors to:

26.
America’s Pressing Challenge: Building A Stronger Foundation America’s Pressing Challenge – Building a Stronger Foundation: A Companion to Science and Engineering Indicators (2006) National Science Board (NSF) http://www.nsf.gov/statistics/nsb0602/ <ul><li>The NSB identifies priorities: </li></ul><ul><li>strong public support for the value of STEM education for all students and citizens, </li></ul><ul><li>a high quality teaching force, </li></ul><ul><li>appropriate learning opportunities for all students </li></ul><ul><li>effective guidance counseling on STEM education and careers, and </li></ul><ul><li>assessment tools that reinforce learning in STEM fields. </li></ul>

27.
So if all the research says what we need to do then why haven’t we done it yet?? <ul><li>The global economy is changing the nature of work and the kinds of jobs young people will enter are changing. </li></ul><ul><li>Students need higher levels of knowledge and skills than ever before to succeed in workplaces of the 21 st century. </li></ul>

28.
A Focus on STEM <ul><li>Innovation. Competition. Technology. Information. As these forces change our world, they also change the face of science and mathematics education. Change from </li></ul><ul><ul><li>just finding the answer to identifying the problem; </li></ul></ul><ul><ul><li>emphasis on computation to reasoning and problem solving; </li></ul></ul><ul><ul><li>paper and pencil-driven to computer-driven; </li></ul></ul><ul><ul><li>doing routine tasks to discovering new paths for ideas, </li></ul></ul><ul><ul><li>working alone to working in groups. </li></ul></ul><ul><li>Instead of &quot;filtering out&quot; students, science and mathematics expands the future options of all students. </li></ul>

29.
<ul><ul><ul><ul><ul><li>New research from ACT shows that the level of readiness needed to enter jobs offering a livable wage is not lower than that needed for college. Therefore, all high school students need to graduate ready for college. </li></ul></ul></ul></ul></ul><ul><li>The demands of college and work are dramatically different today than a generation ago, and it is the job of high schools to prepare students for these demands. </li></ul><ul><li>Source: Graduation Pays, NGA Center for Best Practices, www.nga.org , 2005 </li></ul>STEM for Everyone!

30.
Expectations are the same for both college and “good jobs” <ul><li>American Diploma Project found a high degree of convergence. </li></ul><ul><li>The knowledge and skills that high school graduates will need to be successful in college are the same as those they will need to be successful in a job that: </li></ul><ul><ul><li>pays enough to support a family well above the poverty level, </li></ul></ul><ul><ul><li>provides benefits, and </li></ul></ul><ul><ul><li>offers clear pathways for career advancement through further education and training. </li></ul></ul>

31.
Preparing for and Completing College in the U.S.A.

32.
Out of every 100 ninth graders….

33.
68 will graduate from high school

34.
40 will enter college

35.
26 are still enrolled in the sophomore year

36.
18 will graduate from college

38.
<ul><li>Basic Knowledge/Skills </li></ul><ul><li>English Language (spoken) </li></ul><ul><li>Reading Comprehension </li></ul><ul><li>(in English) </li></ul><ul><li>Writing in English </li></ul><ul><li>(grammar, spelling, etc.) </li></ul><ul><li>Mathematics </li></ul><ul><li>Science </li></ul><ul><li>Government/Economics </li></ul><ul><li>Humanities/Arts </li></ul><ul><li>Foreign Languages </li></ul><ul><li>History/Geography </li></ul>“ Are They Really Ready To Work?” <ul><li>Applied Skills </li></ul><ul><li>Critical Thinking/Problem Solving </li></ul><ul><li>Oral Communication </li></ul><ul><li>Written Communication </li></ul><ul><li>Teamwork/Collaboration </li></ul><ul><li>Diversity </li></ul><ul><li>Information Technology Application </li></ul><ul><li>Leadership </li></ul><ul><li>Creativity/Innovation </li></ul><ul><li>Lifelong Learning/Self Direction </li></ul><ul><li>Professionalism/Work Ethic </li></ul><ul><li>Ethics/Social Responsibility </li></ul>

39.
Job Outlook 2002, National Association of Colleges and Employers (NACE)

40.
M athematics E ngineering T echnology S cience

41.
So what does this mean to Science Teachers and Science Professionals?

42.
&quot;Science is built of facts as a house is built of bricks; but an accumulation of facts is no more science than a pile of bricks is a house.&quot; It means we need a scientifically and “informationally” literate society…..remember Sputnik?

43.
Comprehending Literacy in a Global Era (Jan this one is for you) <ul><li>Prose Literacy </li></ul><ul><ul><li>Search </li></ul></ul><ul><ul><li>Comprehend </li></ul></ul><ul><ul><li>Use continuous text </li></ul></ul><ul><li>Documents Literacy </li></ul><ul><ul><li>Search </li></ul></ul><ul><ul><li>Comprehend </li></ul></ul><ul><ul><li>Act upon </li></ul></ul><ul><ul><li>Use non-continuous text in various formats </li></ul></ul><ul><li>Quantitative Literacy </li></ul><ul><ul><li>Identify numerical representations and ideas </li></ul></ul><ul><ul><li>Perform computations and solve problems either alone or sequentially </li></ul></ul><ul><ul><li>Use numbers embedded in printed materials </li></ul></ul><ul><ul><li>Act with mathematical intent to complete tasks </li></ul></ul><ul><li>Technological Literacy </li></ul><ul><ul><li>Navigate and search using electronic sources </li></ul></ul><ul><ul><li>Production and problem solving </li></ul></ul><ul><ul><li>Compare and use ever-changing media and information </li></ul></ul><ul><ul><li>Act upon media and technology based information </li></ul></ul>

44.
What is Science Literacy? <ul><li>An awareness of the conventions and methods of science so that scientific information is both accessible to and useable by the student. </li></ul><ul><li>Strategies to remain current with a rapidly changing and constantly evolving science knowledge base. </li></ul>

45.
Using information literacy as an inquiry process to increase science literacy

46.
Synonymous Concepts <ul><li>Identify a problem. </li></ul><ul><li>Form a hypothesis(es). </li></ul><ul><li>Review the literature. </li></ul><ul><li>Decide on a procedure. </li></ul><ul><li>Collect and analyze data. </li></ul><ul><li>Derive conclusion. </li></ul><ul><li>Formulate questions based on information needs. </li></ul><ul><li>Identify a variety of sources of information. </li></ul><ul><li>Use strategies for locating information. </li></ul><ul><li>Critically evaluate information. </li></ul><ul><li>Organize information for practical application. </li></ul><ul><li>Apply information in critical thinking and problem solving. </li></ul><ul><li>Produce and communicate new knowledge. </li></ul>Scientific Processes Information Literacy

47.
<ul><li>“ Topical” research question </li></ul><ul><li>Responding to directives and mechanics </li></ul><ul><li>Print resources only </li></ul><ul><li>Memorizing THE resources, THE route, and the THE answer </li></ul><ul><li>Accepting the librarian and teacher as THE experts </li></ul><ul><li>Turning in a report to the teacher </li></ul><ul><li>“ Essential” research question </li></ul><ul><li>Self-directed planning </li></ul><ul><li>An array of print and electronic sources </li></ul><ul><li>Learning an information problem solving process to use for life </li></ul><ul><li>Using the entire information landscape - resources, experts, and peers </li></ul><ul><li>Communicating to an audience, taking action, and justifying opinions </li></ul>FROM TO Shift Thinking About Student Research

48.
<ul><li>So at what grade level should we start?? </li></ul><ul><li>Children in elementary school will change not just jobs, but their entire careers five times over their working years. </li></ul><ul><ul><li>Gartner Group, 1995 </li></ul></ul><ul><li>The job you perform today will no longer be done. </li></ul><ul><li>The job you perform tomorrow has not yet been invented. </li></ul>

49.
<ul><li>Lifelong Learning </li></ul><ul><li>Those who do not continue to learn will become science illiterates and virtually unemployable. </li></ul>

50.
<ul><li>“In the international competition to have the biggest and best supply of knowledge workers, America is falling behind.&quot; </li></ul>Bill Gates

51.
<ul><li>“We are at a crossroad in our nation as we enter a century that we know will be dominated by science, engineering, technology and education.” </li></ul><ul><li>“A convergence of science, technology and engineering is taking place.” </li></ul>Martin C. Jischke- Purdue University President

52.
<ul><li>“By 2010, more than 90% of all scientists and engineers in the world will live in OUTSIDE THE U.S.A!” </li></ul>Martin C. Jischke- Purdue University President

53.
ENGINEERS make a world of difference by turning ideas into reality. Engineers question and challenge the things we encounter in everyday life. They seek to improve the products we use in all aspects of our lives. A degree in engineering is preparation for many different careers in almost any field. Why Engineering?

54.
<ul><li>Educators, parents, and business leaders need to promote the benefits and rewards of pursuing a career in science and technology. All too often, these careers are seen as the domain of nerds and geeks, instead of inventors and leaders. Our attitudes even discourage people from these fields by promoting how hard they are instead of how rewarding they can be. </li></ul><ul><li>Source: AeA, Advancing The Business Of Technology, 2005 </li></ul>

55.
Aeronautical Engineering Agricultural Engineering Astronautical Engineering Audio Engineering Automotive Engineering Biological Engineering Biomedical Engineering Ceramic Engineering Chemical Engineering Civil Engineering Construction Engineering Electrical Engineering Environmental Engineering Fire Protection Engineering Heating, Ventilating, Air-Conditioning and Refrigeration Engineering Industrial Engineering Manufacturing Engineering Materials and Metallurgy Engineering Mechanical Engineering <ul><ul><li>Minerals, Metals, and Materials Engineering </li></ul></ul>Nuclear Engineering Ocean Engineering Optical Engineering <ul><ul><li>Surveying Engineering </li></ul></ul>Acoustical Engineering Marine Engineering Software Engineering

56.
Massachusetts leads the nation <ul><li>They have integrated engineering skills and standards in all science and math courses. </li></ul><ul><li>They assess these skills to assure that students are engaged in critical thinking. </li></ul><ul><li>So why did they do it? </li></ul>

57.
Business needs <ul><li>People trained in IT </li></ul><ul><li>People who can be technicians </li></ul><ul><li>People who can be scientists and engineers </li></ul><ul><li>People who understand mathematics </li></ul>

58.
Current and foreseeable state <ul><li>STEM graduates leaving US </li></ul><ul><li>Not enough graduates to fill pipeline </li></ul><ul><li>Not enough STEM prepared teachers to start in elementary school </li></ul>

59.
Evidence <ul><li>Read the NYTimes, Wall Street Journal or Financial Times on any day </li></ul><ul><li>Reports from employers </li></ul><ul><li>Reports from higher education </li></ul>

60.
More evidence <ul><li>STEM jobs = 13% of employment in MA </li></ul><ul><li>1/3 of gross state product </li></ul><ul><li>Generate jobs in other fields </li></ul>

61.
Still more evidence <ul><li>Of 30 fields expected to grow, 20 are STEM and 5 more related </li></ul><ul><li>Most need AA; 1/2 need BA </li></ul><ul><li>If not here, then where in the world </li></ul><ul><li>Stats: Dept of Workforce Dev, Carrie Connaway, MA DOE </li></ul>

62.
Measurable Goals <ul><li>To raise the level of STEM achievement of all students </li></ul><ul><li>To increase significantly the number of students interested in & motivated to study STEM </li></ul>

63.
And <ul><li>To increase the number of qualified STEM teachers </li></ul><ul><li>To improve & provide equitable STEM instruction, curriculum </li></ul>

64.
Where are we? Where do we want to be? How do we get there? STEM Education

65.
Where are we?---Bill Gates <ul><li>“ America’s high schools are obsolete. </li></ul><ul><li>By obsolete, I don’t just mean that our high schools are broken, flawed, and under-funded– though a case could be made for every one of those points. </li></ul><ul><li>By obsolete, I mean that our high schools – even when they’re working exactly as designed – cannot teach our kids what they need to know today.” </li></ul><ul><li>So if the High Schools are obsolete…how about the Universities? </li></ul>

66.
Where are we?--- Universities KathySierra http://headrush.typepad.com/creating_passionate_users/

67.
If you studied math, science, or engineering at a four-year college in the US, much of what you learned is useless, forgotten, or obsolete. Analysis to Action:Undergraduate Education in STEM; http://www.nap.edu/catalog/9128.html <ul><li>Disconnect between: </li></ul><ul><ul><li>how we teach math and science </li></ul></ul><ul><ul><li>how mathematicians and scientists actually work </li></ul></ul><ul><li>Often teach encyclopedias of facts without engagement in the process </li></ul><ul><li>Assessment often does not evaluate understanding </li></ul>Where are we?--- Universities

68.
Where do we want to be?--- The new three R’s: <ul><li>Rigor – making sure all students are given a challenging curriculum that prepares them for college or work </li></ul><ul><li>Relevance – making sure kids have courses and projects that clearly relate to their lives and their goals </li></ul><ul><li>Relationships – making sure kids have a number of adults who know them, look out for them, and push them to achieve… Parent, S chool, University, and Business Involvement </li></ul>

69.
How do we get there? “STEM” Education <ul><li>Vision </li></ul><ul><li>There needs to be an enhanced curriculum in science, technology, engineering, and math, with a strong emphasis on discovery. This will stimulate the interest of young people in science and provide a pipeline of young Americans who are capable, critical decision makers prepared to seize the opportunities in the expanding fields of science. </li></ul>To be most effective, this enhanced curriculum must include an appropriate support structure.

70.
Change Management <ul><li>Anticipate and Embrace Change </li></ul>“ If you don’t like change . . . You’re going to like obsolescence even less.” -- Gen. Shinseki (Head of veterans affairs)

71.
Managing Complex Change Vision CHANGE Skills + Incentive + Resources + Action Plan +

72.
Managing Complex Change Vision Skills + Incentive + Resources + Action Plan + Confusion

73.
Managing Complex Change Vision Skills + Incentive + Resources + Action Plan + Anxiety

74.
Managing Complex Change Vision Skills + Incentive + Resources + Action Plan + RESISTANCE

75.
Managing Complex Change Vision Skills + Incentive + Resources + Action Plan + FRUSTRATION

76.
Managing Complex Change Vision Skills + Incentive + Resources + Action Plan + TREADMILL

77.
Change Management <ul><li>Think Outside the Box </li></ul><ul><ul><li>Be Creative </li></ul></ul><ul><ul><li>Go Beyond the Obvious </li></ul></ul>Convergance

79.
STEM Professionals in 2020 <ul><li>Analytical skills </li></ul><ul><li>Practical ingenuity </li></ul><ul><li>Design creativity </li></ul><ul><li>Communication skills </li></ul><ul><li>Business and management skills </li></ul>

80.
STEM Professionals in 2020 <ul><li>Leadership skills </li></ul><ul><li>High ethical standards </li></ul><ul><li>Strong sense of professionalism </li></ul><ul><li>Lifelong learning skills </li></ul><ul><li>Agility & flexibility </li></ul>

81.
How do we achieve this? <ul><ul><li>Creativity + STEM </li></ul></ul><ul><ul><li>21st century literacy </li></ul></ul><ul><ul><li>Constructivism – learn by building. World building </li></ul></ul><ul><ul><li>Hawaii is realistically helping to lead the way. Globally. </li></ul></ul><ul><ul><li>Hunch: Obama and all other politicians will get it! </li></ul></ul><ul><ul><ul><li>…… and will support efforts to spread what is done successfully. </li></ul></ul></ul><ul><ul><li>Paradigm shift on how we learn and play. </li></ul></ul>

83.
Science Today, with students creating their own learning

84.
<ul><ul><ul><li>Students design, program, and animate their own games. </li></ul></ul></ul><ul><ul><ul><li>This is STEM meets creativity. It develops: </li></ul></ul></ul><ul><ul><ul><li>- Mathematical/logical thinking in programming. </li></ul></ul></ul><ul><ul><ul><li>- Art skills to create the graphic and audio assets. </li></ul></ul></ul><ul><ul><ul><li>- Creative thinking to produce a compelling game. </li></ul></ul></ul>

85.
Scratch and Curricula

86.
Game Academies <ul><ul><li>In the future, much learning (and entertainment) will be in 3D worlds. </li></ul></ul><ul><ul><li>Collaborating with the MIT Media Lab to combine the world’s best authoring tools with the world’s best 3D. </li></ul></ul><ul><ul><li>Avatar Reality –(founded by Henk Rogers, Tetris) company in Honolulu – has leading solution currently being tested at HTA. </li></ul></ul>

87.
Game Academy 3D <ul><ul><li>Students will be able to practice their Mandarin in magical ways, immersed in online Yuan Ming Yuan, ancient gardens full of mystical creatures and historical figures. </li></ul></ul><ul><ul><li>One-to-one practice and dialogue with live students from Beijing, role-playing with you in the gardens. </li></ul></ul><ul><ul><li>Children invent these worlds. </li></ul></ul>

88.
Practice your Mandarin in Yuan Ming Yuan

89.
Talk and Role Play with Students in Beijing

90.
Create Virtual Ecosystems

91.
<ul><ul><li>Design the algorithms that grow the flora and fauna. </li></ul></ul>

92.
Create Worlds Create Worlds

93.
Design Future Vehicles

94.
Design Future Cities

95.
Future Sustainability

96.
New Sports

97.
New Robots

98.
Research in new ways

99.
Through Simulation, Conduct Experiments Too Dangerous or Too Expensive in the Real World

100.
STEM Professionals in 2020 <ul><li>Ingenuity of ………………. </li></ul><ul><li>Problem Solving of ……… </li></ul><ul><li>Scientific Insight of ……… </li></ul><ul><li>Creativity of ………………. </li></ul><ul><li>Determination of ………… </li></ul><ul><li>Leadership of ……………. </li></ul><ul><li>Conscience of …………… </li></ul><ul><li>Vision of ………………….. </li></ul><ul><li>Curiosity of ……………….. </li></ul><ul><li>Lillian Gilbreth </li></ul><ul><li>Gordon Moore </li></ul><ul><li>Albert Einstein </li></ul><ul><li>Pablo Picasso </li></ul><ul><li>Wright Brothers </li></ul><ul><li>Bill Gates </li></ul><ul><li>Eleanor Roosevelt </li></ul><ul><li>Martin Luther King, Jr. </li></ul><ul><li>A Small Child </li></ul>

101.
“ Garfield” by Jim Davis The Future of STEM … Use STEM to build communities that solve human problems

102.
Developing a Shared Agenda finding common ground… INDUSTRY Retention; early student interest; relevance Shorten ramp-up time on large, complex projects Early exposure to complex concepts Early hands-on taught throughout the curriculum ACADEMIA FOR DIFFERENT REASONS FOR DIFFERENT REASONS SIMILAR OBJECTIVES SIMILAR OBJECTIVES FAVORS VALUES IN ORDER TO TO IMPROVE

103.
We can talk and dream about the glorious schools of the future ---

104.
OR WE CAN CREATE THEM!

105.
Each moment we live never was before and will never be again.

106.
And yet what we teach children in school that 2 + 2 = 4 and Paris is the capital of France. What we should be teaching them is what they are.

107.
You are a marvel. You are unique. We should be saying: “Do you know what you are?

108.
You may become a Shakespeare, a Michelangelo, a Beethoven. In all the world there is no other child exactly like you. Photo by Evert Odekerken

109.
You have the capacity for anything. Yes, you are a marvel.” ~ Pablo Casals

110.
Let’s start a new conversation about our children, one that puts them at the center and supports them to live in this new and ever changing world. Each and everyone of them deserve more from us…….. So how do we do that???

111.
STEM

115.
Willard Wirtz <ul><li>There aren’t two worlds -- education and work, there is one world -- life. </li></ul>

116.
<ul><li>“ It is not the strongest species that survives, nor the most intelligent, but the ones most responsive to change.” ~Charles Darwin </li></ul>

117.
Thank you on behalf of our children! <ul><li>Interested in 21 st Century Tools </li></ul><ul><li>Blog’s Wiki’s and Podcast’s Oh My! </li></ul><ul><li>Available at Booth 1140- </li></ul><ul><li>book signing at 2:00 and 5:00PM </li></ul><ul><li>[email_address] </li></ul><ul><ul><li>Facebook </li></ul></ul><ul><ul><li>Twitter </li></ul></ul><ul><ul><li>Blog: </li></ul></ul><ul><ul><ul><li>http://www.SchoolofthefutureHawaii.blogspot.com </li></ul></ul></ul>