One of the major problems facing public administrators (and incidentally one of Cientifica’s main business areas) is what to do when faced with meeting the challenges of nanotech.
Typical of this type of problem is the reaction of Ken McDermith, department administrator for technology and business at Shenendehowa Central School District, who said:
“I have to forecast what the future is for my district [and] to prepare what we should be teaching our kids,” he said. “I don’t really have a a good feel for what this nanotechnology field is. It’s kind of vague. It’s like a moving target. I don’t know where I should be aligning programs right now.”
After a talk extoling the virtues of nanotech, MCDermith commented:
“I’m still mystified as to what I can do in the classroom.”
To be honest there is not a lot that educators can do in the classroom to prepare an army of nanotechnologiests, other than making sure students have a firm grounding in maths and science. Without that basic understanding, it is hard to get to grips with the concepts surrounding nanotechnologies.
Educators should make use of the excitement surrounding nanotechnologies to stimulate interest in science, and that would benefit the entire economy, not just the nanotech part.