This year’s winner of the $1 million Global Teacher Prize has just been announced. Here we celebrate the achievements of the other nine educators who made the final 10 – selected from more than 30 000 nominations and applications from 173 countries.

Why is it important to teach algorithmic thinking skills? Is algorithmic thinking the same as coding? Educators Greg Breese and David Shigrov answer these questions and more in today’s Q&A.

In 2017, Parklands Christian College in Brisbane launched a new elective for Year 10s called STEM Studies. In this first instalment of a three-part series, Kristie Schulz – Lead Teacher of Mathematics and Science – explains how the journey began.

In the final instalment of our three-part series on curriculum implementation, Victorian educator Fiona Matthews reflects on the lessons learned throughout the process and offers advice.

In the second of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum in her school. In today’s article, she delves deeper into the implementation phase of the process.

Yesterday we brought you news of the 2017 WISE Award winners. Here we take a look at the remaining nine finalists, including a collaborative learning model aimed at increasing teacher motivation and professionalism in India and Uganda.

In the first of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum, including how staff underwent the planning process and some of the initial challenges they identified.

A two-year research project aimed at improving student participation in STEM-related disciplines, and encouraging them to consider further study and careers in STEM, involved schools partnering with industry professionals.

Quality implementation of educational approaches can have a significant impact on student outcomes. That’s why the quality of the implementation is as important as the program itself.

The STEAMpunk Girls project involves researchers from UTS working with high school students and teachers to co-design a project-based learning program.