How Interactive Lessons Can Spark Interest In STEAM

Education in Science, Technology, Engineering, Arts and Mathematics (STEAM) is crucial to our society today. The UK’s tech sector employs 1.86 million people and contributes at least £150 billion to the economy every year. The people who fuel its innovation are typically those who have been inspired at school to pursue further education and careers by STEAM learning.

This form of learning can, however, prove a challenge for UK schools. Limited resources and time constraints within the curriculum can hinder the integration of STEAM.

This has a knock-on effect on young students and the economy. The system disproportionately fails women, with only 8% of first-year undergraduate women who studied maths or physics at A-level opting for engineering and technology degrees. In contrast, 23% of first-year undergraduate men with similar A-level backgrounds choose these fields, according to a report from EngineeringUK.

This isn’t new. Over a decade ago, in 2012, the Royal Society published a ground-breaking report concluding that the teaching of computing in British schools was ‘highly unsatisfactory’.

Since then, the education system has managed to improve on one count: the recognition of the importance of computing and STEAM learning to society and an increase in students taking the subject. The benefits of STEAM learning in 2024 are vast, and schools needn’t tackle challenges alone. There’s a genuine opportunity to smoothly incorporate STEAM into the curriculum by turning to existing, accessible technologies.

Speaking with teachers and educational leaders across the UK, I’ve heard first-hand how important personalised and interactive lessons are in helping inspire students to learn more about STEAM subjects. This is just the beginning of this journey, but there’s a lot to learn from early implementation. 

How the education system can deliver greater impact in STEAM subjects

There’s no doubt educational technology has undergone a remarkable transformation. Not only has it made personalised educational pathways possible, but it has also enhanced the accessibility and engagement potential of STEAM subjects.

This has been particularly noticeable in higher education, where platforms like LinkedIn Learning and Coursera provide excellent interactive digital courses. Oak National Academy also stands out as an effective online classroom for students aged 4 to 16. By looking to these platforms for inspiration, primary and secondary education could be transformed.

Right now, teachers can also turn to advanced technologies like AI and virtual educational experiences. A recent report from the Department for Education found that 42% of teachers had used generative AI tools like Microsoft Copilot and Google Gemini in their role. 

While some teachers have reservations about AI in the classroom, it has the potential to engage students in a whole new way, especially in STEAM subjects, creating interactive learning experiences for students who might normally be disinterested in STEAM subjects.

 For instance, when asked to watch educational videos, students can be tempted to skip content, which may lead to gaps in understanding as they miss crucial information and may hinder their ability to grasp subsequent concepts. Skipping content also means that there can be a lack of reflection on what has been learned. To ensure videos are interactive and give students valuable reflection time, questions, quizzes and pauses can be embedded using tools like Nearpod, Edpuzzle and Google Classroom, which can actively engage students and support the process of metacognition.

Microsoft’s Reading Coach, which is free for anyone to use or can be integrated into Teams, enables students to create stories with characters and settings of their choice, adjusted to their reading level. Students read the stories into their cameras, and any mispronounced words are highlighted in the text. They then receive personalised practice with these words, which are also incorporated into the next story generated using this AI tool.

These earning experiences are effective not only at home but also in schools, where teachers can identify and address students’ difficulties, enhancing classroom learning.

Virtual experiences can also go a long way in offering a new perspective and bringing lessons to life. For example, RM has just launched a new ‘Starflight Academy’ in partnership with SaxaVord Spaceport (the first fully licensed spaceport in Western Europe) to teach primary school students about the space industry.

The four-week virtual course, led by the world-famous astronaut instructor Mike Mongo, will offer children from any background an interactive and fun opportunity to engage with the subject. This experience is designed to spark their curiosity and even set them on paths for careers in the science and technology sectors.

Interactive educational experiences like this truly leave a lasting impact on students, complementing the engaging lessons they have in the classroom and extending into the virtual world.

The digital divide: a challenge to interactive learning experiences

To implement these kinds of changes, schools must first address several hurdles. One of them is the digital divide. The latest Digital Nation Infographic from the Good Things Foundation revealed that 10.2 million people in the UK lack basic digital skills, which can significantly impact learning and our future workforce. techUK predicts that in twenty years, 90% of jobs will require digital skills.

Currently, many schools and students lack the necessary equipment for new modes of learning. While VR tools may seem like a big investment, basic devices like laptops and relevant software should be standard. The Department for Education (DfE) recently published a set of guidance documents to aid in technology strategy creation and equipment purchase, which should assist with this issue. Organisations like the Digital Poverty Alliance are already doing commendable work by uniting various groups to address digital poverty in the UK.

Schools can also consider implementing a 1:1 device programme as part of their digital strategy. These programmes enable parents to make monthly payments for access to personalised learning devices that their children can use not only in school but also at home.

Why training is key to overcoming challenges to interactive learning experiences  

As part of the DfE’s recent guidance, schools were advised to appoint senior members of staff to create comprehensive technology strategies for the coming years. While this is a great initiative, not every school is fortunate enough to have a tech-savvy SLT who can take on this role and there is still little guidance out there for these positions, outside of trusts or managed service providers. 

To truly maximise the impact of this role and empower teachers in the use of generative AI, adequate training needs to be offered. DfE research has found that 60% of school leaders believe staff lack confidence and skills with technology. Many teachers feel overwhelmed dealing with the developments in AI, for example. Integrating new modes of teaching and learning can seem daunting.

However, teachers can find a variety of online resources to help them understand prompts they should use in an LLM and get the most out of their tools. For instance, Google provides advice on how to write prompts for Gemini. Prompts for teachers should clearly outline what they want, who it is for and why they want it. For example, if a teacher is looking to create a lesson plan for a KS2 history class, it’s important to include all this information in the prompt.

Outside of online resources, an important role will be played by schools investing in training and upskilling programmes for staff. By supporting them in learning these skills, schools will enable their teachers to incorporate these experiences into their classrooms with confidence. This starts with schools ensuring that teachers have awareness of the resources available online and making sure they have access to clear guidelines around how AI should be used.

By engaging students at a young age and maximising technology in the classroom, schools can transform the learning experience. They’ll also be preparing their students in the best way possible for the demands of future careers. Every stakeholder in the sector – teachers, students, parents, schools and policymakers – must collaborate to make this possible.

Mel Parker is an Educational Consultant at RM Technology. RM is a leading supplier of technology and services to the education sector, supporting schools, teachers and pupils across the globe.