The main objective for the teachers was to know the educational management of Secondary Education centers that promote STEAM vocations among their students, in addition to carrying out training courses in relation to STEAM. We considered it very interesting to be able, in the first place, to observe the educational system of different English-speaking countries that promote, among their students, a taste for science, technology, arts and mathematics subjects, to later work with our students on processes and activities of interest observed in Job Shadowing. Knowledge has been obtained about different tools that promote learning through new technologies among students. In this way, students get more involved in their learning with more curiosity and it is a practical learning and the "master class" is left aside. Likewise, the courses have discussed innovative learning methods and technological trends, highlighting: eLearning, artificial intelligence, video assisted learning, blockchain technology, big data, learning analytics, gamification, virtual reality, social media in learning, ...
The IES Francisco de Quevedo was built in 1967 as a Secondary School in the district of San Blas (Madrid), a disadvantaged neighborhood on the periphery. The center teaches bilingual ESO, bilingual Baccalaureate (Advanced English, and two subjects in English), Basic Vocational Training, intermediate and advanced level training cycles in both commerce and computer science. The student body is very heterogeneous, having a medium-low socio-economic level. Its T The center's strength lies in its students, who this year number 1,100. The student body is very heterogeneous with 70% immigrant students, basically from South America, Eastern European countries and Morocco. It also has a 5% Roma population. In this context, we try to get our students to become interested in scientific disciplines. For this, it is proposed to train teachers in STEM subjects and observe educational centers where subjects of the scientific and technological branch are taught, so that, later, the knowledge acquired has a positive impact on our students. Little by little it is intended that students become familiar with these disciplines and this leads to a more dynamic and enriching learning.