TEACH STUDENTS TO INVENT AND INNOVATE THROUGH S&T PROGRAMS

STATINGthat “it is the so-called science, technology, engineering, and math courses that are enjoying an upsurge in enrolment,” Randy David’s column “Choosing a career in today’s world,” (Public Lives, 5/7/23) reminded me of one of my regrets as a student.

I did not give the science and technology (S&T) subject the importance it deserved starting from when I got more drawn to English in fifth or sixth grade in the early ’90s. While zealously learning grammatical rules, honing my writing skills, and practicing the correct pronunciation of words ala Disney and Sesame Street characters, I was lackadaisical in my attitude toward science. This persisted up to college, even as I, an education student who majored in English, began to realize how limiting it was to have been so fixated on just one subject.

This belated realization still hits me now and then amidst the rapid (and continuous) development of technology all around. Being a non-techie, I get confused (and lost) at times with how to operate a lot of the apps, programs, and whatever special features of my smartphone and laptop, which makes me feel unworthy of owning them. To some degree, I attribute this to my aversion to S&T. But I hope I’m no lost cause, and can still cope and catch up by embracing technology more, with the resolve to learn and deal with it proactively, patiently, and with extra focus.

Last May 27 at the SM mall in Tanza, Cavite, I felt inspired seeing the preschool to senior high students of the Tanza Child Development Center exhibit their robotics presentations for their annual Robofest event. Selected students from each grade level presented their robots on stage and explained, among other things, how they created them and what they used and did to make them follow certain commands. I caught the terms “coding” and “programming,” which are basically the process of feeding a robot or machine some instructions that it must perform. I was impressed with how the students demonstrated and explained their presentations with much confidence, clarity, and poise.

There were robots on wheels that moved in different directions and could draw lines and circles; some had a claw that could pick things up and place them elsewhere; one could mop, wipe, and clean the floor; another one could dry certain objects like plates, bowls, cups, glasses, etc. There were also electric fans with sound sensors that turned them on at the sound of someone’s hands clapping. One unique robot could make churros, which I got to taste. Then there was the well-applauded presentation of an Angklung programmed to play the “Voltes V” theme song.

With robotics seamlessly incorporated into their science, computer, technology, and livelihood education classes, these students have a solid foundation in this field that will serve them well should they pursue S&T in college or as a career.

I have some trepidation at knowing that robots and machines are beginning to perform more jobs that humans used to do. But the realist in me is cognizant that in technology, there is no turning back or slowing down, so we must adapt accordingly.

My bias for English and the humanities notwithstanding, I’d say that it’s a good idea for (more) schools to also incorporate robotics into their S&T program. After all, we all want to develop our students into well-rounded humans who can not only speak, read, and write well but who can also potentially venture into the exciting world of creating technological inventions and innovations.