That outcome did not happen by chance. It is the result of Inventionland Education’s applied STEAM curriculum, intentionally built around creativity, ownership, and real-world problem-solving.

In 2024, students Mia Mertz and Madison Mulato developed the No Cry Hair Tie, a product designed to eliminate a common frustration for users. Their idea moved beyond the classroom and into the marketplace through a licensing agreement. Today, their product is available online through major retail channels, demonstrating that middle school students can create commercially viable solutions when given the right support.

The post Teacher Appreciation Day: How Two Grove City Middle School Teachers Helped Three Student Groups Land Real Licensing Agreements appeared first on Inventionland Education.

Inventionland Education was honored to serve as a sponsor of the 53rd Annual National Alliance of Black School Educators (NABSE) Conference in Chicago, an event that brought together visionary educators, district leaders, and advocates from across the country to advance equity, innovation, and excellence in education.

As part of the conference’s pre-conference motor coach tour, NABSE attendees had the opportunity to visit one of the region’s most inspiring examples of immersive learning design: the new Innovation Center at Lincoln Elementary District 156 in Calumet City, Illinois. The Innovation Center was featured as a model for how thoughtfully designed, immersive environments can profoundly impact deep STEAM learning for students in grades K–8.

The tour resulted in a powerful two-minute video capturing educators from across the nation as they explored the Innovation Center firsthand, engaging with the space, asking questions, and envisioning how similar environments could transform learning in their own districts. The visit was led by Dr. Anita Rice, Superintendent of Lincoln Elementary District 156, whose leadership and vision were instrumental in bringing the Innovation Center to life.

Under Dr. Rice’s guidance, the district reimagined and repurposed old and outdated district office space, transforming it into a vibrant Innovation Center that now serves as a hub for creativity, collaboration, and applied problem-solving. The space reflects Inventionland Education’s belief that environment matters, and that when students are immersed in inspiring, real-world learning settings, curiosity deepens and engagement soars.

The response from NABSE educators reinforced a core principle of Inventionland Education’s work nationwide: immersive environments are not just visually compelling. They are catalysts for meaningful, future-ready learning. We are proud to partner with forward-thinking districts like Lincoln Elementary District 156 and to support NABSE’s mission of empowering educators and students through innovation.

The post Want to See an Innovation Lab in Action? Watch the Video from Lincoln Elementary School District 156 in Calumet City, IL appeared first on Inventionland Education.

Inventionland Education was honored to be featured in the premiere episode of TWT Report on the Discovery Channel, a new series from the award-winning producers of Tomorrow’s World Today. The program highlights organizations that are shaping the future through innovation, and Inventionland Education’s inclusion places a national spotlight on how immersive learning environments are transforming K–12 education.

For educators and school administrators considering renovations, new school construction, or the development of STEM and innovation centers, this segment offers timely inspiration. The episode showcases how

 Inventionland Education works alongside districts to reimagine outdated classrooms, libraries, and underutilized spaces into dynamic Innovation Labs® that support hands-on learning, creativity, and real-world problem solving. Rather than focusing solely on equipment, the segment emphasizes intentional design and spaces that align curriculum, pedagogy, and physical environment to drive deeper student engagement.

As districts plan capital improvements, bond initiatives, or phased renovations, the Inventionland Education feature demonstrates what is possible when learning environments are designed around how students actually learn best. The segment highlights flexible spaces that support STEM, STEAM, career exploration, and interdisciplinary instruction, while also serving as hubs for collaboration, professional learning, and community pride.

Being featured on the Discovery Channel underscores the growing national recognition of immersive, experiential education as a critical component of future-ready schools. For administrators navigating questions around return on investment, student engagement, and long-term relevance, the episode provides real-world context for how innovative design can elevate both teaching and learning outcomes.

We invite educators, superintendents, principals, and facilities leaders to stream the TWT Report premiere on the Discovery Channel. If you would like to jump directly to the segment featuring Inventionland Education, it begins at 12:30. It’s a compelling look at how thoughtful learning-space design can play a central role in shaping the next generation of innovators.

The post Inventionland Education Featured on the Premiere of TWT Report on the Discovery Channel appeared first on Inventionland Education.

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Inventionland® Education (ILI): How long have you taught the Inventionland® Education Curriculum?

Barb Thornton (BT): We started using the Inventionland® Education Curriculum in our after-school program at the beginning of our Fall Session last September.

ILI: You are teaching this for an after-school program. How have students reacted to the curriculum?

BT: Members were excited about coming up with a product when we started the program.  We lost some momentum between the end of our Fall Session and the beginning of our Spring Session.  Our program does not have a mandatory attendance requirement so there are times when members miss due to other activities, appointments, or family obligations.

ILI: Why do you think after-school programs are so important to students and their families?

BT: After-school programs provide a safe environment for students to continue the learning process once the regular school day ends. In our program, we provide students with the opportunity to complete their homework each day prior to starting our STEAM activities for the afternoon. We also provide opportunities for them to interact with others they do not see throughout the day or who are in a different school grade. Positive relationships with peers and our staff members occur because of the environment/activities we are able to provide in our program.

ILI: What’s been the most challenging part of teaching the curriculum?

BT: The most challenging part of teaching in an after-school setting is that my part-time staff members end up supervising most of the time the members are working on their projects.  Another challenging aspect is that we do not see the same kids every day so the groups are all at different points in the process.

ILI: How do you handle teaching the curriculum when students are absent? How do you make sure no students fall behind?

BT: Each group is encouraged to stay on track based on the step they are ready to complete.  There is no way we can keep all of the groups on the same pace based on the fact we have members who are also involved in other after-school activities and do not attend our program every day we are in session.

ILI: Why do you think STEAM education is important for students?

BT: STEAM education is important because it gives members exposure to a wide variety of skills related to each specific topic.  Some members may not like one aspect of STEAM, but working through a program which focuses on all aspects gives them a chance to learn new skills.

ILI: What does 21st-Century Education mean to you?

BT: 21st-century education is about providing our members with the skills they need to survive in the workforce and in life after they have graduated from high school.

ILI: What inspired you to become an educator?

BT: I wanted to be a coach.  Prior to being hired as Project Director with Evergreen After School Club, I had the opportunity to serve as a substitute teacher for several local school districts and I coached high school volleyball for most of those years.

ILI: Any hobbies you’d like to share?

BT: I spend most of my free time serving on several volunteer teams at my church and I enjoy spending time outside.

ILI: Most memorable experience teaching the curriculum so far?

BT: I would say the most memorable part was the beginning of the program when the members were discussing ideas for different products.  Some of the groups had several good ideas and watching them decide which would be the best option to focus on was an interesting process.

The post Teacher Feature: Barbara Thornton, Evergreen After School Club appeared first on Inventionland Education.

Hotel EMC2, Chicago IL

Okay, maybe the name is a giveaway that this isn’t your usual hotel, and rightfully so. This Mariott-owned boutique hotel in downtown Chicago was designed to be a fusion of both art and science. The best part of your stay? That has to be a visit by 3-foot tall Relay robots, Cleo and Leo.  They are often seen roaming the hotel, delivering guests everything from towels to toothbrushes. An added bonus? When you book directly through their website, the hotel makes a donation to Project SYNCERE, whose mission is to provide STEAM education to disadvantaged students in the Chicago area.

Soccer Hall of Fame, Dallas, Texas

Having just opened in late 2018, the Soccer Hall of Fame takes pride in being an innovative and technology-forward sports experience. The Hall of Fame learns about each visitor and creates exhibit information specifically catered to your interests. It also uses facial recognition technology, gives you a chance to build your own national team, create your own scarf, design your own MLS kit, and there’s even a VR experience that lets you test your skills against the greats.  The National Soccer Hall of Fame uses soccer to explain and promote STEAM ideas.

Tulsa, Oklahoma

Yeah, we know what you’re thinking…Tulsa? Really? But yes…Tulsa. Really. In Tulsa, you can find the physics phenomenon known as The Center of the Universe. In downtown Tulsa, a small concrete circle in the middle of a larger circle of bricks is a little-known acoustic wonder. When you stand in the middle of the circle and make any noise, it’s echoed back much much louder. If you’re standing outside the circle, the sound you hear is extremely distorted. How did this happen? The spot was once the home to a bridge that burned down in a fire in the 1980s. When the area was rebuilt, the circular design along the expansion joint unintentionally created the echo effect. If you stand in the center of the circle, no matter which way you face, your voice hits concrete walls around you and echoes back.

Giants Causeway, Ireland

The result of an ancient (50-60 million years old) volcanic fissure eruption, the Giant’s Causeway is an area of 40,000 interlocking basalt columns in the Northern Coast of Ireland. When a volcano erupts, as the lava cools, joints (or fractures) form, which eventually leads to the formation of columns that can have anywhere from three to twelve sides. The speed at which the lava cools determines the size of the columns. Although basalt columns are somewhat common, it’s the size of those in the Giants Causeway that make it a remarkable act of nature and science. Of course, there’s also a great myth behind how they came to be that takes the science out of the equation and explains how it got its name:

CERN, Geneva, Switzerland

Okay, maybe it’s name is a bit of a giveaway (It translates to The European Organization for Nuclear Research) that STEAM is somehow involved, but because it was specifically created for European Countries, most Americans have never heard of it. This is a physicist’s dream vacation spot because it’s home to the Large Hadron Collider, which is not only the world’s most powerful particle collider but also the largest machine in the world. Tours are conducted by CERN employees and give background on how the Large Hadron Collider was built, how they inject particles into the collider tunnel, and how the data is then analyzed. (Oh and if you also want to cross visiting France off your bucket list, its border is actually just a few hundred yards away.) At The Large Hadron Collider, hydrogen protons are accelerated to 99.9% of the speed of light and rammed into one another in an attempt to re-create conditions similar to those that existed just after the “Big Bang” that formed the universe almost 14 billion years ago.

The post STEAM in Unusual Places appeared first on Inventionland Education.

Teaching a brand new curriculum can be challenging. No one at your school can give you any tips and sometimes you may feel like you’re navigating through it alone. But it’s also exciting…no one can give you any (unsolicited) advice and you get to navigate through it alone, figuring out what works and how to tweak it to best meet your students’ needs. The course truly becomes your own and you learn alongside the students.

But what if you were a co-teacher of a brand new curriculum? How would that affect the way the course is presented? Teachers Karen Garland and Ben English are doing just that: they are co-teaching the Inventionland® Education Curriculum and we are excited to feature them as our first ever Co-Teacher Feature.

Inventionland® Education (ILI): This is your first year with the ILI Curriculum. How’s it going to far?

Karen Garland (KG): It’s going great! Not only am I excited about it, but the district and the students are equally enthusiastic. As with any new curriculum, adjustments will be made to improve each time we go through the process.

Ben English (BE):  Extremely well. We just started with our second semester students.  We learned a lot from the first semester, good and bad and have made some adjustments to that.  We are excited about the possibilities for this semester.

ILI: How did the students react to the introduction of the curriculum? What do they like best? What’s been most challenging?

KG: Students were a little anxious when they learned they were moving from our traditional entrepreneurship class into a new program, but as soon as they learned about it, that stress disappeared. Students have two favorite parts: being free to think, explore, create and make their own decisions, and secondly, having hands-on building experience. The most challenging part for the students, especially since this is our first time going through the program, was time. They wanted more of it.

BE:  The students were extremely excited about the curriculum. We had the opportunity to work through one group of students last semester and it got the reaction we thought it would.

ILI: What has parent support been like?

KG: Parents in this district are extremely supportive. Our school board members can’t wait to judge again, and our community representative from General Electric has already placed us on his calendar to come back and wants to judge again, too. The local college has offered to collaborate with students regarding the marketing and business aspect. General Electric has offered to send their engineers to assist students where needed as well.

BE: Parental support has been good. The parents have been on board the whole way.  They have been making donations, wanting to participate, wanting to be on the panel of judges during the presentations.  We’ve had to turn some parents away because of the overwhelming response.

ILI: You just had your first school-level competition. How’d it go?

KG: The competition went better than I ever expected. Every student–and I mean every single one–showed up and stepped up. I was super proud of all of them.

BE: As good or better than expected. The students showed up. It has been a little bit of a struggle getting the students to understand the time commitment, due dates and what it takes to finish this project in time.  I was concerned the whole time about them not finishing but they pulled it off and I am so excited about what they came up with. Our judges were blown away as well.

Jesse from Inventionland, our school board president, and a lead engineer from our local GE plant were our judges for the competition. Our school board president is a college professor and wants to work alongside us and the representative from GE is going to allow his engineers and designers to come down and work alongside our students a few times during the process. Also, the winning group’s invention is spectacular and we are so excited to see them present at the regional competition. We couldn’t be happier with how it went the first time.

ILI: How do you handle teaching the curriculum when your school schedule changes?

KG: When planning our daily lessons, we do not plan for a full 90 days. We plan for about 85 days predicting events such as school delays, assemblies, PSSA’s, etc.  Plus, we see our students in the morning so early dismissals, including athletic ones, do not affect us either.

BE: I learned a long time ago you have to be flexible and be able to modify and adjust. on the spot.  All teachers do it and need to be able to do because things change.

ILI: What has it been like teaching as a team versus teaching a class on your own?

KG: This is my first experience with team teaching. Both of us want what is best for students. We just needed to decide which path or idea might work best. It is truly and give and take. We had to remember to honestly communicate and keep in mind that because this is our first time with the curriculum, changes will be needed. As we tell students, “fail forward.”

BE: I love it. There have been challenges along the way. Just like the students, working with another person can be difficult especially when you both have a vision for what it may look like but your visions don’t match.  You work through those challenges and it helps make us better for it. I have been a one-person department for my whole career so it’s nice to have another person to bounce ideas off of.

ILI: Why do you think STEAM education is important for students?

KG: STEAM education is important for students because it helps them connect subjects traditionally taught via textbooks to real-world application.  There are different ways to learn. Project-based learning works very well with middle-schoolers. It allows them to utilize and see their science and math skills. They feel it and work with these essential lessons to produce a tangible product.

BE: Having a STEAM education allows for the practical application of knowledge. It gives the students the opportunity to collaborate and work together and solve real-world problems. I have been working with a STEM curriculum since I started teaching in 2007. It helps develop a student in a holistic way, allowing for critical thinking, problem-solving, collaborating, and creativity.

ILI: What does 21st Century Education mean to you?

KG: When students walk into their very first day of school, ever, they have already become familiar if not comfortable with technology.  It is our responsibility as educators to meet students where they are and continue their growth within the technology arena. Twenty-first Century education employs technology but also includes emphasizing soft skills such as creativity, communication, teamwork, and solving problems. Inventionland® Education IS 21st Century education.

BE: Twenty-first Century education is a different approach to teaching. Students are different than we were when we were in school. We as teachers have to stay with the times and with the technology and keep the students engaged. The content and goals may not be different than it was but our approach in teaching needs to be different in order to engage the students.

ILI: What inspired you to become a teacher?

KG:  I am naturally curious and thrive to learn. I realized that when teaching others (anything about anything), and they “got it,” I felt a feeling of immense accomplishment.  When a person truly gains knowledge, it changes them. Being part of that type of metamorphosis is a feat that I absolutely cherish.

BE: My high school drafting teacher was the person who inspired me to become a teacher. I was not a student who enjoyed regular education classes. I wasn’t a bad student, I just didn’t enjoy a typical classroom setting. I needed something different to keep me engaged. I enjoyed the hands-on learning that I got in the Industrial Arts Department. I was able to work with my hands and problem solve. I thought that I would love to be able to do this for a career and maybe help other kids who were like me enjoy what they do every day.

ILI: Have you had to learn how to use any of the technology alongside the students? Was it challenging to learn new technology?

KG: No, I have not had to learn about technology alongside my students. My first job was with the corporate headquarters of an international computer consulting firm. I have been in the technical arena for many years and have continued to remain current. My teaching certification is in business, computers and information technology. I know technology, use it, predict fallbacks and create back-ups if needed. Technology is part of my world just as it is part of my students’.

BE: We are starting to use Google classroom for our classes which took a little bit of time to learn how to implement but it hasn’t been too difficult.

ILI: Any hobbies you’d like to share? Do you run any clubs/activities?

KG: My “hobby” is spending as much time as possible with my two wonderful children.  I also enjoy spending time with friends and traveling. In school, I started and advised a student-run store, chaperoned dances, organized a school-wide Ice Bucket Challenge, and sponsored Culture Club, Educational Computer Games Club, and Stock Market Club.

BE: Along with Inventionland® Education, I teach 6th and 7th-grade Technology and engineering classes. I coach cross country and indoor and outdoor track and field. I also run the morning news broadcast every morning at the middle school along with being the Yearbook adviser. I am an avid hunter and runner. I love spending time outdoors.

ILI: Most memorable experience teaching the curriculum so far?

KG: My most memorable Inventionland® Education experience so far was when a team of struggling students, ones who threatened to skip school to get out of presenting to the judges, not only all showed up for school that day, but they presented and did an incredible job. Seeing how proud my students were of themselves after they presented that day was an unforgettable moment.

BE: The judges’ reactions during the presentations was my most memorable experience so far. We had no idea what to expect when we started this curriculum. We didn’t have a chance to see it in action in any other schools so we were a little nervous about the expectations. When our administration told us of how great things went, it was a sigh of relief that we met and exceeded those expectations that we were unsure of.

The post Teacher Feature: Karen Garland and Ben English, Grove City Area School District appeared first on Inventionland Education.

DO add STEAM to any class

You may not see the correlation immediately, but it’s there. If your goal as a teacher is to help students apply what they’re learning to the world around them, then a STEAM-integrated lesson plan is a natural fit. If, for example, you’re an English teacher working on the sometimes-dreaded Shakespeare unit, let your students engineer a scaled version of the Globe Theatre or research how modern technology may have saved the doomed lovers’ lives if this happened today.

DON’T only consider high-tech advancements as a STEAM integration

Contrary to popular belief, STEAM isn’t just about advanced technology. It’s about integrating the arts and sciences into a lesson in a way that encourages creative and critical thinking. There are many ways you can do that that don’t involve rocket science (although if you’re comfortable teaching rocket science, go for it!). Whether building a propeller-powered car or making their own Mondrian or engineering innovative packaging, you don’t need the most advanced technology to teach STEAM-based classes.

DON’T use every letter of the STEAM acronym every time you integrate

Go ahead and breathe a sigh of relief…a STEAM lesson plan doesn’t have to be a “STEAM” lesson plan. It can be a “SAM” lesson or a “ME” lesson or even an “A” lesson. It’s okay (and even encouraged) to only focus on a few parts of the acronym at a time. Your goal, after all, is to have an overall classroom environment that regularly uses these areas over the course of the school year…not a 45-minute class period that crams it all in every once in a while.

DO look for STEAM supplies in unusual places

Making your classroom a STEAM classroom with top-of-the-line equipment might not be possible on a teacher’s salary. You can, however, ask for donations using sites like Craigslist or NextDoor (just always pick up in a public, well-lit location). Contact local universities or hospitals to see if they would donate anything. Send a letter home to parents…they may work in for a STEAM company that donates supplies to schools. The options are endless. Check out the graphic below for more ideas.

DO attend continuing ed workshops

Keep your eyes peeled for innovative workshops you can attend. You need them to keep your license up-to-date, and they’re a great way to let you learn first-hand about STEAM innovations you can bring to your classroom.  Inventionland® Education offers Day of Innovation workshops where teachers can learn hands-on how to add STEAM lessons to their units. Keep an eye on our website for an up-to-date calendar.

DO ask for help

Team teaching is a great way to integrate STEAM into your classroom. If you teach a specific subject, talk to other teachers to see what units they are introducing in the semester and see if you can work together to create a project. Find the overlap or create one yourself.  A math lesson that transfers into a history lesson (or science lesson or art lesson…) creates memorable learning moments and gives students a chance to see how content really does apply to their everyday lives.

If you are an elementary teacher, talk to other teachers in your grade level about collaborating on a grade-wide project. You can have a penny boat challenge that doubles as a fundraiser for your school. You can make models of famous landmarks and host an “Around the World” night. Bringing students together for a large product creates a sense of community, encourages teamwork, and gives students a chance to show off their work on a larger scale.

And remember…you don’t teach because you know everything there is to know about your content area (although that may be true). You teach because you are passionate about your job. Even if you don’t know how the latest and greatest technology works, you want to help students. Don’t be afraid to learn new technology right alongside them and don’t be afraid to let them know you don’t know everything. It’s your passion for teaching and learning that will help you successfully teach any part of your STEAM curriculum.

The post Six Tips to Overcoming STEAM Fear appeared first on Inventionland Education.

Inventionland® Education (ILI): This is your first year using the ILI curriculum. Tell us about your experiences so far.

Adrienne Hoffman (AH): I absolutely love it!  To have students develop an idea about a product and take their idea through Inventionland’s nine-step process is something that has never been done before at the elementary level.  This curriculum requires students to problem solve, think creatively, collaborate with their peers, and then communicate effectively with others which at times is difficult, but it’s very rewarding as a teacher when I see a group’s plan comes together.

The challenges that accompany the nine steps are what drives my students each day.  It requires them to work together and work through failure as not one class has met a challenge on their first try!  I love how it pushes the students to think outside of the box, collaborate, and revise in order to complete the challenge and/or step.

ILI: How has parental involvement been with the curriculum? Are parents able to help their kids at home? How much do they know about the curriculum?

AH: We had a STEAM Night during Parent/Teacher Conferences where the parents were able to come into the lab with their child and complete an engineering challenge.  We wanted to give the parents a chance to step into the lab and ask questions about what the Inventionland®curriculum actually was. Many parents were able to come and see that night.

I sent home a letter with students at the beginning of the year explaining the new lab and what exactly would be taught while in the lab.  In addition, I listed some items that, if parents were willing, could be donated to the lab for use throughout the year. The number of supplies I received, and am still receiving, has been tremendous.  Inventionland®definitely would not work as well without the parents and their willingness to donate necessary items.

I have had many students come in and say that they have brainstormed with their parents over the weekend about their product.  I have heard from parents that all their child wants to do is invent items while at home. I have even had pictures of students emailed to me working on creating different things at home.  I encourage them to bring their inventions into school so they can present them to their Inventionland®class!

ILI: What is the biggest challenge to teaching STEAM to elementary students?

AH: The biggest challenge is having them collaborate with others in their group.  The primary grades are very young and are still learning what it means to work together whereas the intermediate grades want to do everything independently and not rely on someone else.   They have difficulty wanting to accept everyone’s opinions and input so getting them to collaborate effectively has been the biggest challenge.

ILI: What inspired you to become a teacher?

AH: My mother is a teacher so I grew up in her classroom and seeing her teach her students.  I knew that I enjoyed being around children and would always help in my mother’s classroom after my school day had ended.  My mother made such a positive impact on her students’ lives through her way of teaching that I knew I wanted to be just like her, only making my own positive impact on students that I would see and teach.  After I came to realize that, the rest of history!

ILI: How long are your class periods? How has that played a part in lesson planning for this curriculum?

AH: Inventionland®is part of our Encore this year where the students will come for a 45-minute block of time.  Lesson planning and scheduling is a work in progress. My older students are able to work at a faster pace but take more time with the discussion aspect whereas my younger students need introductions into the Chromebooks we use as well as learning how to research.  I like how this curriculum is very flexible so I am able to push back lessons until each class is ready to move on. Sometimes this takes two class periods and others, like Step 2, took four class periods to complete.

ILI: How familiar were you with the technology used in the ILI curriculum? What advice would you give teachers who are teaching a new curriculum or may have the opportunity to use new technologies in their classroom?

AH:  With my Gifted Facilitator role, I was able to incorporate various forms of technology into my lessons with those students.  So far, every piece of technology that has been used in the Inventionland®curriculum I have been very familiar with.

My advice to teachers and students (and the advice that I have told myself this year) is that implementing a new curriculum or technology is not an easy feat and you will probably have times where you fail. Just as we remind our students that failure is growth, we need to remind ourselves that this is a growing stage. Knowing that failure is okay and what you do to work through your failures, that process, is the key to success.  Also, do not be afraid or too proud to ask for help!

ILI: Most memorable experience about the ILI curriculum so far?

AH: At the very beginning of the curriculum, students were required to build the tallest structure out of sticky notes.  One of my third graders was working on the challenge when I heard him say to his group, “This is making my brain hurt!”  I laughed but that statement is evidence that they may just be building a tower with sticky notes, but their mind is in overdrive trying to problem solve how to complete the task.  Since then, I have heard others remark about their brain working extra and it is a nice reminder that this curriculum is, in fact, enhancing their ability to think critically and creatively to become excellent problem solvers.

ILI: Do you run any activities/clubs at your school?

AH: Currently I do not.  We have started a News Production Club this year and I am working to get that up and running.

ILI: Tell us a little about yourself. Where did you go to school? Any hobbies/fascinating facts you want to share?

AH:  I attended Penn State University where I received my bachelor’s in Elementary Education.  I then went to Marygrove College where I received my Master’s in Reading and Literacy Instruction.  From there, I became the Elementary Gifted Facilitator and this year, I was asked to take on the Inventionland®course.

Whenever I am not at school, I spend all my time with my family.  I have three small children so they keep me busy! They are STEAM driven, so I am able to try out a lot of creations that I would like to bring to the classroom.  They drive me to keep asking the question “Why.”  I enjoy baking and love that my children want to help me in the kitchen. I also enjoy reading and spending time outside.

ILI: What does 21st Century teaching mean to you?

AH: The goal of the 21st Century classroom is to prepare students to become productive members of the workplace. The 21st Century classroom is student-centered, not teacher-centered. Teachers no longer function as lecturers but as facilitators of learning. The students are learning by doing, and the teacher acts as a coach, helping students as they work on projects. Students learn to use the inquiry method, and to collaborate with others–a microcosm of the real world they will experience once they leave the classroom.

Teachers are entrusted with mastering the 21st Century skills as well as with modeling these skills in the classroom. The characteristics of the 21st Century classroom will be very different from those of in the classrooms of the past because the focus is on producing students who are highly productive, effective communicators, inventive thinkers, and masters of technology.

 

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It’s a startling statistic…of the over eight million STEAM jobs out there (and that number is increasing every day), only 15% are filled by women. The world has been trying to entice more and more girls to pursue STEAM careers at an early age with toy companies like GoldieBlox, with after-school clubs and summer workshops that encourage girls to pursue the field, and even with full scholarships to universities specifically for women pursuing STEAM degrees. But what if one of the ways to seamlessly get more girls interested in STEAM careers is to have them do something you normally tell them to stay away from?

Don’t worry, we’re not talking about anything illegal…We’re talking about video games.

According to an article published in the scholarly journal Computers in Human Behaviour, girls aged 13-14 who were considered “heavy gamers” (defined as someone who played video games for at least nine hours per week), were three times more likely to pursue a STEM degree than girls who were non-gamers.

The study also found that 100 percent of girls contacted in the study who were already pursuing STEAM degrees identified themselves as gamers. That’s every girl. Every single girl they contacted for this study who was pursuing a STEAM degree considered herself a heavy gamer.

Men who were pursuing STEAM degrees, on the other hand, did not have the same high percentage of gamers. This is most likely because boys feel less pressure to conform to video gamer stereotypes if they are pursuing a STEAM degree.

According to the author of the study, Dr. Anesa Hosein, Lecturer in Higher Education and Program Director of PhD in Higher Education at Surry (and self-proclaimed former heavy gamer), “Our research shows that those who study STEAM subjects at degree level are more likely to be gamers, so we need to encourage girl gamers of today to become the engineering and physics students and pioneers of tomorrow.”

It also means the video game industry should pay more attention to women who game. Right now, video game designers assume only 5 percent of gamers are women, but, according to a 2016 report, that number is actually closer to 45 percent, with a preference to role-playing, survival, and interactive drama games. 

So does this mean we need to encourage all girls to pick up a video game controller if we want to help fill the gap of women in STEAM-related careers? Not necessarily.  The study also mentions that it’s important for teenage girls to find STEAM role models while they’re in school. Right now, girls are 58 times more likely to NOT get a degree than they are to get a STEAM degree, specifically in the area of physical sciences.

As a teacher, if you see a student who is interested in STEAM subjects, do what you can to help her realize how many jobs are out there and how she is more than capable to pursue her passion. Help her find an after-school club to pursue her interests or women in her field that she can shadow. Dr. Hosein also suggests adding multiplayer gaming activities to your lesson plans. Giving girls a chance to play games in school may introduce them to a career they would have otherwise never considered.

“It, therefore, makes sense, in the short term, that educators seeking to encourage more take up of STEM subjects should target girl gamers, as they already may have a natural interest in the subject,” Dr. Hosein said. “We need to get better at identifying cues early to recognize which girls may be more interested in taking up STEM degrees.”

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