Schools are investing in robots, virtual reality headsets, 3D printers, coding platforms, interactive displays, and other tools designed to prepare students for the future.
But purchasing the equipment is only the beginning.
We recently asked educators to share their experiences with STEM technology in schools. Their responses revealed a consistent message: schools cannot invest in technology without also investing in the teachers expected to use it.
Even excellent equipment can sit unused—or be used far below its potential—when educators are not included in the purchasing process, given time to learn, or supported during implementation.
Here is what STEM teachers told us they need.
Ask Teachers Before You Buy
Teachers want a voice in choosing the technology they will be expected to use.
A product may look impressive during a demonstration, but classroom educators are often best positioned to identify practical concerns:
- Does it support the school’s curriculum?
- Is it appropriate for the students who will use it?
- How much instructional time will setup require?
- Will it work with the school’s existing devices and internet connection?
- Can teachers realistically use it with a full classroom?
- What ongoing costs, subscriptions, or replacement parts will be required?
Including teachers early can help schools make better purchasing decisions and increase the likelihood that new technology will become part of instruction.
Give Teachers Hands-On Training
Teachers need more than a presentation about what a product can do. They need opportunities to use the actual equipment.
If a school purchases robots, educators should program the robots. If it purchases virtual reality headsets, teachers should experience the applications and practice managing a classroom lesson. If students will use a new design platform, teachers should complete a project with it first.
Effective STEM professional development allows educators to learn by doing—the same way we expect students to learn.
Hands-on training also gives teachers a safe place to make mistakes, ask practical questions, and troubleshoot common problems before students enter the room.
Provide Time to Practice
Teachers should not have to learn unfamiliar technology while simultaneously teaching it to students.
That approach places unnecessary pressure on educators and can make a promising tool feel like another burden.
Before implementation, teachers need time to:
- Explore the platform or equipment
- Complete a sample lesson
- Practice classroom setup and cleanup
- Anticipate student questions
- Test the technology on the school’s network
- Adapt the activity for different learners
- Develop a backup plan for technical problems
Confidence grows through practice. When teachers feel prepared, they are more likely to experiment, solve problems, and create meaningful learning experiences for their students.
Make Professional Development Practical
Educators told us they want classroom-ready training—not a sales presentation or a list of product features.
Useful STEM professional development should answer questions such as:
- What can I teach with this?
- What will students learn?
- How does this connect to academic standards?
- How long will the lesson take?
- What materials will I need?
- How should I organize students?
- How will I know whether they understood the concept?
- What should I do when something does not work?
Training should help teachers move from learning how a tool functions to understanding how it supports instruction.
The technology is not the lesson. It is one resource teachers can use to help students investigate, design, measure, collaborate, communicate, and solve problems.
Continue Supporting Teachers After Training
One workshop is rarely enough.
New questions often emerge when teachers begin using technology with real students. That is when ongoing support becomes especially valuable.
Schools can support successful implementation through:
- Follow-up training sessions
- Coaching or office hours
- Model lessons
- Troubleshooting guides
- Ready-to-use lesson plans
- Teacher learning communities
- Opportunities to share challenges and successes
Professional development should be treated as a process, not a single event.
The Equipment Matters—But Prepared Teachers Create the Impact
STEM technology can help students move from consuming information to designing, testing, building, and creating.
But a robot, headset, computer, or 3D printer cannot transform learning on its own.
Prepared, supported, and confident educators are what turn technology into meaningful learning.
Before approving the next STEM purchase, school leaders should ask one more question:
What are we investing in to ensure our teachers can use this well?
At BrainSTEM University, we help educators build the confidence and practical skills needed to bring emerging technology into real classrooms. Our professional learning experiences emphasize hands-on practice, classroom applications, and continued support.
Teachers: What would genuinely useful STEM professional development look like to you?
