Dr. Mary Kelly:

Very often, it is the more experienced teachers in schools who embrace a lot of initiatives, such as those based on Lego or Minecraft, because they have their classroom management sorted. They have confidence in their own teaching and so are often looking for something extra. With regard to the more junior teachers, the student teachers, we have explicit modules on the programme. The two-year professional masters in education programme includes a digital technology module that all students study. All students will also do science as a subject. With regard to the new revalidated programmes under the Céim standards, certain core elements must be encompassed by all modules. STEM and digital technology constitute one such element. It must be ensured that the area is continuously referenced, that the students are continuously taught and that they are helped to look at the opportunities to teach all of these areas across all subjects. This was mentioned earlier. If we just parcel it off into one segment of the day, it will not get the time or resources needed. It is about teaching young teachers to plan thematically and look at opportunities at all times. The biggest thing is the applied mathematical experience, that is, showing young people and young children where it applies in their lives, making it real for them and making sure that there are hands-on experiences and that pedagogies are inclusive. It is a continuous journey. From coming onto the programme at the beginning, they are hearing it continuously for the next two years . When they are out on their placement, they are assessed in it by us, as educators ourselves. It is a big piece of work but it is fundamental and we are very committed to ensuring that students graduate as good STEM teachers as well as good teachers of music, PE or any other subject.