David Lee EdTech

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...

Differentiation   In Carol Ann Tomlinson’s book,  “Leadership for Differentiating Schools & Classrooms,”  it describes differentiation as “teacher’s reacting responsively to a learner's needs,” and reacting in an active and positive manner. It is the opposite of the idea that all students learn the same way and should be provided with the same type of instruction. Instead, it focuses on the specific learning needs of each individual. The elements of curriculum that can be differentiated are content, process, and products. You can differentiate also by using student characteristics, such as readiness, interest, and learning profile. Among Tomlinson’s instructional strategies, I would love to use the following: learning centers interest groups group investigation  learning contracts Universal Design for Learning According to the  National Center on Universal Design for Learning,  the purpose of Universal Design for Learning is to provide all...