Students struggle to learn science, technology, engineering and mathematics concepts. The arts have been proposed as a means to engage students in STEM education, resulting in the idea of STEAM. This study investigates how two students in a six-week summer program solved technological and design production problems to create public service announcements for the immersive fulldome on the topic of water conservation. Qualitative data were collected, including interviews, observations, artifacts of student work and reflections. Qualitative analysis focused on integration of STEM content and practices with the arts. The study contributes to what is known about how people learn when they design for immersive media, and identify potential barriers and affordances for learning STEM through the arts.
The Horizon Report for Cooperative Extension calls for Extension professionals to incorporate emergent technologies into programming; however, adoption and use of such technologies can be hampered due to critical diversity issues in the science, technology, engineering, and math industries. For Extension professionals to capitalize on the Horizon Report recommendations, we must embrace the report's call to action while also having an action plan for diversity and inclusivity. The challenge for Extension professionals goes beyond capitalizing on new technology trends; it has a broad scope and necessitates our considering critical issues surrounding those trends.
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