Assessment is all down to this simple number. Objectivity guaranteed. But if there is a correlation between socioeconomic status… if girls are driven out of particular subjects by the perception that they are not suited to them… if rural kids don’t have access to the same range of subjects… if some schools don’t have great teachers or support structures… then what we have is the pretence of objectivity and fairness, rather than actual objectivity and fairness.
Real world problems don't have perfect, textbook answers. Real world solutions have downsides as well as upsides. And complex, multifaceted problems such as those we are trying to tackle with AI and Data Science are going to need complex, multifaceted, and carefully tested solutions.
When kids see STEM skills as tools they can use to change the world, we're both empowering them to create positive change in their communities, and putting them in the drivers seat of the future. This is how we shift the numbers. This is how we get real diversity into STEM. And, incidentally, how we create critical, creative thinkers who can solve real problems.
The final episode of Raising Heretics: The Podcast! Education has really failed to evolve. Sure, we’ve tweaked around the edges, but fundamentally my kids are still experiencing classrooms the way I did, the way my parents did, the way their parents did, and on down the ages. We need to make change. So how do we make this happen? Support Teachers, Lobby Governments, Buy and share Raising Heretics: Teaching Kids to Change the World, and donate to ADSEI at givenow.com.au/adsei
People often assume that Data Science in Schools has to be secondary school only, because how could primary kids do Data Science? The truth is that Data Literacy and Analysis skills can be built into the curriculum from as young as 5 years old. Here's how.