Over the past few decades, the STEM classroom experience has become more interactive and more effective. Large lecture classes increasingly employ "clicker" technology, giving both students and instructors valuable feedback. Many smaller classes and recitations have replaced blackboard presentation with instructor-facilitated group-based problem-solving. Granted, distance learning offers students flexibility and gives universities an extra stream of revenue, but an engaging classroom environment remains the cornerstone of STEM education.

In this digital age, learning resources are more available than ever. Thanks to programs like OpenCourseWare (pioneered by MIT), many universities make lectures and course materials available online for free and without enrollment. Structure in a body of knowledge like wikipedia is incredibly valuable — it facilitates creation, maintenance, navigation, and learning. (My humble wiki is here, if interested). There are downsides to digital content. YouTube instructional videos vary widely in quality. And e-textbooks, while searchable, lack a certain gravitas. ☺

Over the next few decades, technology and connectivity will continue to spread. I, for one, remain optimistic about this transition. Open movements (CourseWare, software, data, etc.) can play a major role: they leverage the ease of digital transmission and the eagerness of individuals to contribute to projects they care about. Single-board computers like the Raspberry Pi show that a lot can be done with basic hardware. Certainly, we must continue to teach the nature and potential of digital technology — what things are hard? easy? permanent? How to verify content or establish trust? It's going to be an exciting ride…