E2K Robotics works to identify, develop and organise hands-on STEM experiences that educators can integrate into their classrooms and that students can continue exploring beyond them. This page sets out what we do and the journey we are building.
Hands-on STEM experiences. There are countless STEM kits available today, and the challenge isn't simply finding another robot to build.
Experiences educators can integrate into their classrooms, and that students can continue exploring beyond them.
Each experience should prepare the student for the next one.
Working directly with schools and educators through PC University Distributors gave me the opportunity to see STEM education from another perspective, not simply as someone interested in technology, but as someone working with the people responsible for actually teaching it.
Instead of asking, “What STEM kit should we buy?” we want educators and parents to be able to ask: “What should this student learn next?”
| Stage | What the student learns about |
|---|---|
| A younger student might begin with | Gears, motors, circuits or simple mechanical systems. |
| Later, the foundation for | Electronics, sensors, robotics, programming and automation. |
| And eventually | Artificial intelligence and other emerging technologies. |
That is what we are building at E2K Robotics. Technology will continue to change. The specific programming languages, robots and AI systems today's students eventually work with may not even exist yet. Our job isn't simply to teach children how to use today's technology. It's to help them develop the curiosity, engineering mindset, problem-solving ability and confidence to understand and build tomorrow's technology.
I grew up during a period when technology was rapidly changing both the classroom and the world outside it. When I was in high school, STEM programmes were just beginning to emerge as a serious part of education. Engineering, programming and robotics were starting to find their way into schools, and students were being introduced to opportunities that barely existed a generation earlier.
I watched many of my own classmates take that early exposure and turn it into careers as software engineers, mechanical engineers and technology professionals working for major corporations and large-scale government projects.
That experience stayed with me. As artificial intelligence, robotics, automation and engineering have continued to advance, one question has become increasingly important to me: how do we introduce these concepts to children early, and then keep building their skills as they grow?
That is the question we want educators and parents to be able to ask.