David Lee EdTech

https://www.youtube.com/watch?v=NFgvEVcPmRY Learn more about Design Thinking in education here: lpbeta.org/book  

  https://www.youtube.com/watch?v=yq_wpzOxuXk What does it actually look like to apply STEM practices in an integrated way? The best way to picture this is to see it in action within the workflow of a professional. Let’s look at architects and how they apply specific knowledge, skills, and attitudes to design a structure. Phase 1: Collaboration & Definition The journey begins with collaboration. Architects ask insightful questions to understand the client’s vision and the site’s potential (Asking Questions; TEP-7 Communication). They don’t just look at the land; they analyze how systems—energy, water, structure—interact with the environment (TEP-1 Systems Thinking). Armed with this data, they define the problem and set clear goals. Phase 2: Modeling & Innovation Next, the team uses creativity to imagine innovative solutions (TEP-2 Creativity). They use sophisticated tools like Building Information Modeling (BIM) to create a “digital playground” where they can test layouts...

  https://youtu.be/1n6MjH2db1Q To learn more about design thinking in education, check out my book "Design Thinking in the Classroom."

https://www.youtube.com/watch?v=iEKTkvQycS4 If we dissected the concept of STEM literacy , we would find that it consists of the application of knowledge, skills, and attitudes—collectively known as STEM Practices —within the context of real-world issues. But why use the word “practices”? Is it just academic jargon? According to the National Research Council’s (NRC) Framework for K-12 Science Education , the distinction is intentional and vital. They use the term “practices” instead of “skills” to emphasize that scientific inquiry and engineering design require the “coordination of both knowledge and skill simultaneously” (National, p. 41). It isn’t enough to just know the science, nor is it enough to just have the technical skill. True STEM literacy happens when these are coordinated simultaneously. This results in the specific behaviors that scientists, engineers, and other professionals engage in to “identify questions and problems in life situations.” Therefore, we can define STE...

  https://www.youtube.com/watch?v=nE-0aZL5_0A To learn more about design thinking in education, check out my book "Design Thinking in the Classroom."

 We frequently hear that the STEM field is facing a massive talent gap. The common narrative suggests students simply lack interest. However, the data tells a different story: it is not a lack of interest; it is an access crisis. While we champion "STEM for all," systemic barriers continue to keep capable students on the sidelines. How do we move beyond rhetoric to truly redesign K-12 education? The answer lies in the Equity-Oriented STEM Literacy Framework . This roadmap isn't just about teaching science and math; it is about disrupting the status quo to empower every student to become a "Societal Change Agent." Opportunity & Access The framework (Figure 2) begins with ensuring all students have access to high-quality, integrated STEM learning experiences. These must extend beyond the classroom into informal environments like museums and after-school programs. Crucially, we must acknowledge that systemic barriers, such as inequities in funding and resource...