David Lee EdTech

https://www.youtube.com/watch?v=aoZxs7BBlm0 This video shows the process I use (and mindset) to design project-based (PBL) learning experiences that are optimal for design thinking integration. Thank you so much for checking out this video. If you are interested in learning more please check the link below to receive free resources that can help you start on your journey of equipping your students with design thinking. Learn more about these experiences here: lpbeta.org/book Timestamp 0:35 Start with the Standards 1:81 Develop a Real World Context/Task 2:35 Develop a Learning Narrative 4:00 Develop a Learning Plan 4:56 Integrate Assessments You can watch these videos to learn more about the city plan project. https://www.youtube.com/playlist?list=PLYyk4fLjIwR956i1EZWlFUIK8pc1G-HOr DT Unit Project Videos Designing Products and Services for Marketplace: https://www.youtube.com/watch?v=ypOJ2yfRi1s Designing Festival Floats: https://www.youtube.com/watch?v=xAlA-x-m0vQ ...

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...

https://www.youtube.com/watch?v=IGi_I16XuoU We talk a lot about the "STEM gap." We look at the data—the underrepresentation of women, racial and ethnic minorities, and students from low-income backgrounds—and we ask, “How do we get more students interested?” But here is the hard truth: It’s usually not an interest problem. It’s an access problem.  And more specifically, it’s a systemic  problem. "Equality" is giving every student an iPad. "Equity" is redesigning the school culture so that every student—regardless of their background—believes they belong in the room where the coding happens. Today, I want to move beyond the buzzwords. I’m breaking down two powerful, research-backed frameworks that give us a literal roadmap to move from "access" to true "empowerment." 1. The "Tree" Model: Fixing the Roots First Created by the Institute of Education Sciences, The Framework for Equitable Opportunities to Learn in STEM uses a bril...

https://www.youtube.com/watch?v=RNbbdLaXVjI Why is diversity, equity, and inclusion (DEI) important in STEM? To answer this, we must first understand what these terms actually mean in practice. Diversity refers to who is represented in a group, encompassing gender, ethnicity, neurodiversity, and thought. Equity differs from equality; while equality assumes treating everyone the same, equity adjusts treatment to account for disparities and unique circumstances to ensure fair outcomes. Inclusion is about the environment—how valued and respected individuals feel within that space. The Data: The Need for DEI While the US STEM workforce is seeing increased representation, significant gaps remain. Underrepresented groups comprise a smaller share of the STEM workforce compared to the overall population, with Hispanics at 15%, Asians at 10%, and Blacks at 9%. The gender gap is also distinct. According to MIT , women make up only 28% of the STEM workforce. This disparity varies globally: Unite...

 https://www.youtube.com/watch?v=A3ityFx7rjk Have you ever walked into a massive education conference, looked at a room full of hundreds of strangers, and felt more isolated than inspired? We spend significant time and resources traveling to these events, yet we often spend the whole day sitting in rooms struggling to make genuine connections. I’ve realized that the most impactful networking doesn’t always happen in a breakout room; sometimes, it happens on the pavement. My Reluctant Journey to the Starting Line If you had told me three years ago that I would be leading a running community for educators, I would have told you that you were crazy. I was probably the last person on earth who thought they would ever enjoy running. I didn’t understand why people chose an activity where their lungs burned and their brain constantly screamed to stop. My entry into the sport was accidental. I volunteered as an assistant coach for middle school cross country at my school. I didn’t have a b...

 https://www.youtube.com/watch?v=kBtTCKUWEPI We often ask, “What is the purpose of STEM education?” Is it solely to create more engineers and scientists? While that is part of it, the true goal is much broader. According to Rodger W. Bybee’s The Case for STEM Education , the purpose is to “apply basic content and practices of STEM disciplines to situations they encounter in life.” This application is what we call STEM Literacy . Bybee defines it as the application of knowledge, attitudes, and skills to question the world, evaluate evidence, and understand how STEM shapes our environment (2013, p. 5). More Than Just Knowledge STEM literacy isn’t just about memorizing facts. As noted in the Handbook of Research on STEM Education , it is a “dynamic process” of applying concepts to solve problems that a single discipline cannot resolve (p. 33). It is about the ability to collaborate, persist, and understand the utility of these skills for personal and global challenges (Jackson, 2021)...

https://www.youtube.com/watch?v=FCk44VW46nk Why do we need STEM education? It’s not just about robots and coding—it’s about preparing students for a future we can’t fully predict yet. Research from the World Economic Forum suggests that 65% of today’s kindergarten students will work in jobs that don’t exist yet. In this video, I dive into the "Skills Revolution" and explore why embedding STEM into our curriculum is the answer to the "Opportunity Myth" in education. We discuss how Project-Based Learning develops "The Innovator's DNA" —skills like questioning, observing, and networking—that are essential for adaptability in a changing global economy. I hope this video helps explain the urgent case for STEM and gives you some language to use when advocating for these programs in your own school. Resources: https://www.bls.gov/emp/tables/stem-employment.htm https://www.bls.gov/emp/tables/stem-employment.htm https://www.bls.gov/mwe/factsheets/mwe-ooh-mos...

 https://www.youtube.com/watch?v=RLpdfIrr-cY Why embed STEM into the education we provide our students? It is a question that goes beyond curriculum design—it cuts to the core of how we prepare children for an unpredictable world. First and foremost, STEM education is crucial for equipping students to navigate the scientific discoveries and technological advancements that shape our lives (Smithsonian Science Education Center, 2023). We are facing a "skills revolution." According to the World Government Summit and McKinsey & Company, schools currently face the imperative of preparing students for an uncertain future that requires new competencies and the ability to adapt to a constantly changing workplace. Beyond Rote Memorization This approach directly challenges the status quo highlighted in The Opportunity Myth  (TNTP, 2023). This report critiques traditional education for failing to prepare students for real-world experiences. STEM education offers the solution by shif...

https://www.youtube.com/watch?v=_ek0n8LOo90 "STEM" is a term we use constantly in education, but if you ask five different stakeholders to define it, you might get five different answers. Originating in 1993 with the National Science Foundation (originally called SMET!), the acronym is well-known, yet "the finer points of this construct often cause confusion" (Breiner, 2012). Some educators argue that teaching a standalone math class counts as STEM. However, research suggests that the true power of STEM lies not in silos, but in integration. After analyzing various perspectives, I’ve identified a common thread consisting of four essential elements: Interdisciplinary Approach: We don't treat Science, Technology, Engineering, and Math as separate subjects. We look for connections to create a holistic understanding. Real-World Problem-Solving: We apply these combined disciplines to challenges students encounter in the real world. Project-Based Learning: ...

  https://www.youtube.com/watch?v=D4ciN-mJSaI A couple of years ago, I had the privilege of working with a fantastic group of 2nd-grade educators. Together, we designed a social studies project where students became museum curators and exhibit designers , using design thinking to create their own museum exhibits. The team included two homeroom teachers (Shelby and Rebecca), our Tech & Innovation Specialist (Chris), our instructional coach (Jodi), our librarian (Lara), and myself. Looking back, I truly treasure that experience. It felt seamless, productive, and genuinely collaborative. I’ve been reflecting on why we were so effective. After breaking it down, I identified five key elements that made our collaboration work. 1. Diverse Skills, Perspectives, and Experiences Our strength lay in our differences. Each member brought a unique lens to the table, allowing us to fill gaps and enhance the learning experience in ways a single teacher couldn’t. Shelby & Rebecca (Homeroo...

https://www.youtube.com/watch?v=_fumAknnkTg Biomimicry, they developed nature-inspired solutions to real human problems. This project, co-designed with my colleague Tracy Blair , was an experiment in meaningful transfer of learning—moving beyond just understanding concepts to applying them in new, complex contexts. NGSS & Core Concepts Our unit was anchored in the Next Generation Science Standards (NGSS) for 4th Grade, specifically focusing on: Structure & Function:  How internal/external structures support survival and growth. Information Processing:  How animals receive and respond to sensory information. Cause & Effect and Systems:  Understanding the relationships within natural systems. We started by asking, "Why do animals and plants need structures?" Through observation and experiments, students learned that every beak, leaf vein, and stem has a specific function for survival. Introducing Biomimicry Once students understoo...

https://www.youtube.com/watch?v=wzCyIEvfsBE "I don't have time to teach my students how to use the techology." This is a challenge I face constantly. I work with about 600 students across 28 classes. Because we don't have a designated "tech lesson," it is up to the teachers and me to find pockets of time to integrate digital skills. Recently, our 4th graders were wrapping up a Social Studies unit on Responsibility . They explored the driving question: How do our choices as consumers affect the world? To move beyond just learning the content, we wanted them to take Student Action —to create a campaign to influence others using digital media. The Problem: The Sustainable Model Initially, our EdTech team thought about pushing into every classroom to teach specific tools (websites, posters, videos). We quickly realized this wasn't sustainable. With so many students and conflicting schedules, we couldn't be everywhere at once. The S...

Imagine looking at a local river and seeing the water turn a thick, neon green. That is the image we presented to our 5th graders to kick off their latest science unit. We challenged them to become environmental engineers . In this post, I want to share a STEM project I designed with my colleagues, Jessica Jordon and Courtney Gienapp, where students didn’t just study algal blooms — they designed real solutions to stop them. To kick things off, we started with a “provocation.” We showed students images of algal blooms in Singapore and around the world. Although we couldn’t go on a field trip this year due to restrictions, the visual impact of the discolored water was enough to generate curiosity. The Inquiry Cycle This provocation led to three main categories of student questions: The Cause: What is algal bloom and what causes it? Plant Growth: What makes the algae grow so fast? Consequences: How does this contamination affect the ecosystem? Students researched how nutrient-rich ...

  https://www.youtube.com/watch?v=BHy4SqmxgsM I want to share my "Digital Citizenship Integration Model." My goal with this framework is to help you integrate digital citizenship concepts easily and meaningfully into your students’ learning experiences. Ultimately, it’s about developing a culture of compassion, responsibility, and well-being within our digital lives. What is Digital Citizenship? According to Common Sense Education, digital citizenship is "the responsible use of technology to learn, create, and participate." While technology offers our students incredible opportunities to connect and discover, it also brings challenges—from cyberbullying and privacy violations to digital distraction. To truly help our students, we need to move beyond isolated lessons and build a Digital Citizenship Culture . This consists of shared attitudes, beliefs, and practices for responsible technology use championed by every stakeholder in the school. Here is how my two-part ...