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EdTech Show Daily 1 1 Wednesday, June 28, 2017 TROXELL DEFINES CONFUSING WORLD OF STEM, STEAM & MAKERSPACE Though there are a plethora of pedago- gies and schools for parents and students to choose from, the scene is dominated by a few popular educational styles, including some acronyms you may have heard but not be entirely familiar with. Troxell, the nation's leading end-to-end solution provider for technology and col- laborative solutions in K-12 and higher ed, has provided a breakdown of the dif- ferences and similarities between STEM, STEAM and Makerspace learning envi- ronments and discusses the role of tech- nology in each. STEM Science, Technology, Engineering and Math, or STEM schools, integrate the four subjects into a cohesive learning model based on real-world applications. In STEM schools, the focus is on learn- ing as a collaborative, project-based and hands-on process. Problem solving and critical thinking are at the core of STEM schools. Students are encouraged to develop and test their own theories, rather than memorize information hand- ed down by their teachers. Whether graphing a trajectory or exploring robotics software, technology is essential to much STEM curriculum. Students learn to use and master tech- nologies that will benefit them later on in STEM careers, which is highly benefi- cial, as jobs in STEM fields have grown three times as fast as those in non-STEM fields since 2005. STEAM In 2012, the 43rd season of Sesame Street was brought to viewers by the let- ters S-T-E-A-M, heralding a nationwide interest in STEAM as an evolution of STEM. Proponents of STEAM (Science, Technology, Engineering, the Arts and Mathematics) schools suggest that STEM misses several crucial com- ponents that equip students for our rap- idly changing world. STEAM schools place art and design at the center of the STEM approach and focus on the inge- nuity they say is missing from STEM programs. STEAM schools also incorporate the use of technology in a similar manner to STEM schools, though perhaps with more of a focus on design software and related technologies. Interactive tablets may make more of an appearance in STEAM schools as students incorporate sketching and design with engineering. Makerspace The Maker movement focuses on trans- forming students' learning experience in schools and places an emphasis on cre- ation and creativity through doing. By tinkering, experimenting, playing and collaborating, students design products and processes of their own. Makerspaces may be physical or vir- tual or both. With the undeniable role technology will play in tomorrow's world, the ideal space would incor- porate a wide range of tools, activities and materials. Digital fabri- cation and robotics may happily coexist alongside cardboard construction and woodworking. As you can imagine, a makerspace classroom may look like many places we have seen – a woodshop, a computer lab, a science lab or an art room – and yet nothing like anything we've seen as creators work to incorpo- rate these elements into one space for kids. One thing is evident about the future of these edu- cational approaches: the clear-cut lines between pro- grams that once existed are now blurred in many schools as subject integration erases barriers and brings experiential learning – not the content – to the fore- front. To learn more, call 855.TROXELL or go to www.etroxell.com. SUPPORTING CLASSROOM MANAGEMENT WITH TECHNOLOGY Education, in its rawest form, includes key components, that when supporting each other, create success. Teacher com- mitment, strong organization and the ability to foster individualized learning are all elements essential to providing students an environment to learn and grow. Adding technology to the equation, if done correctly, elevates this experience by providing more opportunities for both teachers and students. With the addition of technology to the learning environment comes the importance of classroom management considerations. While designed to pro- vide more resources to the teacher and support their shift in practice, the initial implementation of technology tools may seem complex. Classroom device man- agement (CDM) may help. That's why considering its intended purpose is of great importance. If chosen correctly, CDM tools can promote improvements to teaching practice for those committed to lifelong learning. Teachers can use the tools to facilitate the flow of activities, foster collaborative groups, create dynamic communications and facilitate student-centered learning. Creating individualized learning opportunities for students often means focusing on the students' interests. With CDM, teachers have the ability to provide stu- dents with the cus- tomized resources that best meet their needs, all while setting the appropriate amount of access to other functionalities within their technology. By invoking a minimal level of restrictions, students can still participate in learning activities and con- tinue to be successful in the classroom. A main benefit of many CDM tools is the ability for teachers to scan their stu- dents' screens. Rather than being used as an on-task monitor, this allows educators to maintain real-time updates on all stu- dents, seeing who understands the cur- rent topic and who is falling behind. And when it's time to switch gears, the teacher can quickly transition all of the devices to another tool – a way to initiate student responses and r e d i r e c t i o n s . Additionally, using a pause option within a CDM can limit inter- ruptions. Reducing the time-consuming techniques of clapping, flicking lights or using proximity can reduce chaos and provide students more time to learn. Rather than looking at CDM as something the invokes the notion of con- trol, it's important to realize that it pro- vides teachers with simple and minimal- ly invasive management capabilities. Supporting teacher use of technology with CDM tools creates the conditions for success and move the focus to learn- ing for all students. For more information, go to www.jamf.com or stop by booth #3326. GENIUS PLAZA OFFERS CO-CREATION TOOLS Allowing students to re-teach as an intrinsic part of the learning process is why Genius Plaza provides 10 co-cre- ation tools on its award-winning plat- form. Today, Genius Plaza allows stu- dents to become protagonists of their learning journey using its re-teaching tools, including videos, eBooks, exercis- es, vocabulary sets and worksheets. "Our team of certified teachers never ceases to be amazed by the incredible co- creations uploaded by educators and stu- dents in the U.S. and Latin America," said Michelle Emirzian, Chief Academic Officer, Genius Plaza. "Yet what inspires us the most is seeing the collaboration and sharing of user-generated content by students and teachers in the countries we serve, truly creating a global teaching community." Co-creation has delivered same-day results for teachers, making Genius Plaza an invalu- able partner for teachers, par- ents and administrators. A recent project with the Dominican Republic allowed professors to create country- specific content, opening the door to its rich history and cul- ture to students in other countries. "Opening the platform to sharing culture and history from other parts of the world inspires our team to do even more," added Emirzian. Genius Plaza pro- vides users with access to hundreds of learning resources, including a growing learning bank of user-created content in an ever-expanding global learning commu- nity. To learn more about Genius Plaza, visit booth #2152 where the company is giving away virtual reality headsets, Kindles and more. Learn more at www .geniusplaza.com.