The learning of science and technology in the digital era

In a world constantly changing, in which science and technology take a distinguished place, this related knowledge called STEM (English acronym for science, technology, engineering and mathematics) require special attention. Due to that extreme dynamism, the constant progress and its inclusion in the academic curriculum represent a big challenge to all study programmes in all kind of educational institutions. Therefore, from the pre-school education until high education stages we face the arduous task to build an essential structure which guarantees obtaining the basic knowledge that all citizens should have and also the most advanced knowledge in order to achieve a good R&D level.Science and technology contents should not disassociate from other knowledge fields, eliminating the traditional distinction between Science and Humanities knowledge. This polarization is the one we mainly find in the firsts stages of the education system, where it is imperative to take an action. Accordingly, PBL (problem-based learning) and other actives and transversals methodologies related with teaching and learning, are gathering pace towards other methodologies where the role and prominence of the student is more passive. Leveraging from the closest and familiar environment, with a higher amount of manipulative activities, and in summary a science and technology more practical and quotidian, increase the motivation and interest from the youngest people, because it responds in a better, clear and efficient way to their curiosities and necessities.

The learning of science and technology can have an end in itself or it simply can be the transmission path to achieve another kind of knowledge or to obtain particular trainings. We can teach technology or teach with technology. In other words, using this tool as a key to make easier to acquire any kind of competence.