For over a decade, STEM programmes have been widely discussed in schools and by education thought leaders. But recently, a new movement has taken over. The addition of an “A” – the move from STEM to STEAM – and the suggestion that the arts should be incorporated into the cross-curricular learning model, has caused controversy.
Over summer, academic organisations get their new, larger technology refreshes organised so that these projects are ready for the new school year and cause minimal disruption to teachers and students. However, a good technology refresh is planned in advance, as part of a larger IT strategy and with the support of the wider school community; teachers, support staff, students, governors, and parents.
If you were asked 5 years ago if virtual reality (VR) had a place in the classroom, your answer would probably have been along the lines of ‘no way’. But you would have been very wrong! VR technology is currently one of the most in demand pieces of technology in the market.
- Market researchers CCS Insight have predicted that by the end of 2017, more than 12 million virtual reality (VR) headsets will be sold1
- And, by 2020, the total global market for VR technology will be worth $40bn, according to research by SuperData1
- Job search website Indeed.com reports that adverts asking for VR skills have jumped by 800% since 20141
And schools are recognising this; more than 5x the number of schools asked for VR technology in our Tech Factor 2017 competition compared to last year. VR is moving away from being seen purely as an entertainment tool and is moving into being used for education and workplace training as well. But why??