EdTech IT Influencers Share How They Bring STEM-Thinking Into the Classroom
K–12 educators hold the future in their hands. However, those who nurture science, technology, engineering and math learning — which the National Science Board identifies as “critical for U.S. national security, innovation, and prosperity” — play an especially challenging role. The NSB’s 2023 “Explorations in STEM PreK–12 Education Final Report” concluded that “dramatically and quickly improving the STEM education trajectories at [the PreK–12] level will have the largest long-term impact on the health and security of our nation.”
Some of the people making STEM accessible to K–12 students are our very own 2024 EdTech IT Influencers. They shared with us some of the projects they are working on and how these impact students.
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Benjamin Lloyd is a technology and career and technical education teacher at the Beaverton School District in Oregon.
“In our eighth grade design class, my students have recently been working to improve their inquiry and engineering skills. We started by learning the basics of Onshape, an online CAD software that’s easy for students to access on their devices. Working with scale and measuring using digital calipers, they began to take their understanding of 3D design to a more practical level. Once they had the basics down, I threw out the challenge: reverse-engineer a miniversion of a popular children’s toy called a spin blaster.
As we moved through the design cycle, students iterated their designs with a specific focus during testing. They collected data on weight, spin longevity, and how well their spinner performed in a head-to-head battle against others. Through this process of designing, testing and then returning to improve their spinners, they learned how engineers work to continually improve a design.”
Alison Schlotfeldt supports classroom teachers as a curriculum integration specialist at School City of Mishawaka in Indiana.
“Through Project Lead The Way, all of our fifth and sixth graders participate in robotics modules in their weekly STEM class. Using VEX IQ equipment, students in fifth grade learn robotics basics: building, modification, inputs and outputs. In sixth grade, the focus is on block-based programming, where students program a robot to autonomously complete a task.
Outside of the classroom, students in the district have the opportunity to apply their knowledge through competitive robotics.
Seven years ago, two SCM schools started robotics teams thanks to a grant from the nonprofit TechPoint Foundation for Youth. Only 12 students competed in that first year. Over the years, more schools joined the competitive robotics fun. Now there are 25 teams in the district, with 150 students competing in the VEX IQ Robotics Competition.”
Tonya Coats is a digital learning and computer science project specialist for California’s San Bernardino County Superintendent of Schools.
“I support and facilitate ‘Empowering the Future Workforce with Physical Computing’ workshops, in which K–12 educators across the county explore hands-on learning that bridges technology and creativity in the classroom.
In my workshops, teachers gain essential skills and receive classroom sets of physical computing tools, including micro:bits, Hummingbird bit robotics kits and Smart Science kits. These resources empower students to engage in data collection, climate action and interactive robotics projects, which build critical thinking and creativity as they tackle real-world challenges.”
Dyane Smokorowski, known as “Mrs. Smoke” to her students, is a digital literacy coordinator for Wichita Public Schools in Kansas, where she runs the annual Gingerbread STEM Project.
“One of our projects combines STEM learning with real-world connections by inviting PreK–12 students to explore their communities and represent local landmarks, businesses and essential services as gingerbread-inspired models. The process ties directly to core content in social studies, engineering and design, encouraging students to investigate how different places and services impact daily life. By building these structures, students gain insights into how communities function, fostering critical thinking, problem-solving and spatial reasoning.
Beyond the local focus, the project harnesses the power of global collaboration. Students from around the world participate, using digital tools to share their models and learn about each other’s cultures, environments and communities. Through virtual meetings, shared digital workspaces, and collaborative tools, students connect across borders, developing empathy and cultural awareness.”
