Case Study: Walk the Talk - Adding A to STEM

We looked for the best way to do this so it will be natural and not compulsory. Moreover, the activities had to be based on the learning model** that was developed and implemented in ‘Idea Center’.

If we recall the process of integrating computers in the education system, we can distinguish between three steps that differ in the topics we teach with computers:

In the first stage, the focus was on Maths and Science. Students learned to program their constructed models to perform tasks that were based on geometrical figures. The emphasis was on learning to program using the principles of computer science.

The second stage focus on was Engineering. The tasks required a solution that raised the need to design the structure of their model and its mechanism to perform the required task. It was then necessary to integrate studies of physics, mechanics (motion) and the field of mechanical engineering such as transmissions, torques, etc.

The appearance of humanoid robots in recent years, and their reasonable price, has enabled the integration of robots into school's computer labs.

This raised the 3rd stage, ‘AI’ and ‘Machine Learning’, treating the robots as a human. Focusing on the robots' behaviour, their reactions, and interaction with humans, and even interaction with other robots.

This approach elevates the artistic aspects and addresses issues such as music, directing, set design, movement, and choreography.

As an example of applying art in STEM, we will describe below, a task defined for students to perform in teams while addressing and integrating aspects from the field of art.

We believe that this kind of approach makes it possible to prepare students to be ‘Netizens’ - users of tomorrow's social networks, thus reducing the gap between the latest technologies in reality, and those implemented in the education system.