Some Science, Technology, Engineering and Mathematics (STEM) occupations are seeing above average growth compared to other occupations over the last 13 years, and are showing no signs of slowing down. The U.S. Bureau of Labor Statistics projects that computer occupations will grow by 12.5% between 2014 and 2024. In real-world numbers, that translates to about half a million new jobs. While not as steep a climb, engineering occupations come in second place. Over the same period, the number of engineering jobs is expected to increase by 65,000. (1) As for STEM overall, employment projections show that occupations in the STEM field are on course to grow 8.0 percent by 2029, compared with 3.7 percent for all occupations. (2)
This stark contrast illustrates the need for K-12 educational systems across the nation to begin introducing today’s students to STEM education as early as possible. The demand for STEM professionals will keep climbing in the coming years, so it’s best to start cultivating student interest at a young age. Fortunately, school systems are creating lesson plans that include computer skills and partnering with company programs designed to identify students with aptitude in STEM subjects. While COVID-19 created chaos for school systems in the last two years, relaxed restrictions permit students back to the classroom, allowing many of these programs and other efforts to resume.
Fortunately, schools and educators can apply what they learned through adapting to pandemic needs and apply these lessons going forward. The transition from analog-first to digital-first learning was accelerated out of necessity, but transitioning should continue to expand resources for students, internet-enabled computers and other learning devices, and computer science curricula. For instance, students were forced to go home and go online to attend their virtual classes. Now that teachers and students have embraced the technology, STEM education can take advantage of hybrid models, using a blend of virtual content and in-person sessions that can be the new model to create engaging content for students to learn at their own pace.
Other technologies that students have already embraced include social media applications; long before the pandemic provided them the kind of environment needed for STEM education programs. Discussion boards, posting project updates, instant messaging that students (even when not in the classroom) can collaborate on and contribute to within group settings, prevent isolation and give educators the means to keep the curricula on track.
The ideal goals for K-12 is to bring in better-trained STEM teachers, broaden the amount of STEM subjects offered, and make coding a requirement for every high school student to graduate. And then we should add in the infrastructure which would not just be computers for every student, but also hotspots and other means to connect to the classroom from home. Once these milestones are achieved, the avenues for teaching computer science, engineering, and other STEM subjects are wide open. We’re far beyond the days of just pencil paper. Technology has become ubiquitous, and that should be reflected not just in certain school districts, but everywhere, regardless of grade level.
Sources:
1. U.S. Bureau Labor Statistics. “Spotlight on Statistics.” Accessed 08 March 2022, bls.gov, bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/home.htm.
2. Zilberman, Alan and Ice, Lindsey. “Why computer occupations are behind strong STEM employment growth in the 2019–29 decade.” 19 January 2021, bls.gov, bls.gov/opub/btn/volume-10/why-computer-occupations-are-behind-strong-stem-employment-growth.htm#:~:text=The%20U.S.%20Bureau%20of%20Labor,3.7%20percent%20for%20all%20occupations.