Integrating science, mathematics, and technology in middle school technology-rich environments: A study of implementation and change

School Science and Mathematics, Jan 2000 by James, Robert K, Lamb, Charles E, Bailey, Melynda A, Householder, Daniel L

The GTECH project, funded through a grant from the GTE Foundation, prepared school teams of science, mathematics and technology teachers and an administrator to set goals for their local schools regarding implementation of electronic technology and integration of content across curricular areas. A variety of teacher-centered staff development strategies were used to enable participants to achieve local school objectives, model and encourage active learning environments involving technology, develop integrated curriculum and provide training to their peers. GTECH staff provided workshops and summer institutes based on teacher feedback and classroom observations. Data.from the Stages of Concerns Questionnaire assisted the staff in designing effective staff development activities. Over the 2-year period, teacher teams developed and implemented integrated instructional materials and developed skills in using HyperStudio, PowerPoint, telecommunications applications, and instructional resources from the Internet. They also linked instruction to new state and national standards in science, mathematics, and technology. GTECH teachers reported that their students have expanded their knowledge and skill in problem solving, teamwork, technical expertise, and creativity

Much emphasis has been placed on two improvement strategies in middle schools - increased use of instructional technology and content integrated across the curriculum. Perhaps this is a response to new national and state science, mathematics, and technology standards (International Society for Technology in Education, 1999; National Council of Teachers of Mathematics [NCTM], 1989; National Research Council [NRC], 1996). In response to these new standards, schools have reallocated their resources. In 1995 an estimated 5.8 million computers were earmarked for use in instruction (US Congress, 1995). In fiscal 1998, all but eight states reported designating more funds for educational technology, for a combined total expenditure of $1.7 billion (Zehr, 1998).

Craig (1998) reported that schools average one computer for every six students nationwide and that 78% of those computers are wired to the Internet. Yet, many middle level science, mathematics, and technology teachers reported making scant use of technology in classroom learning activities beyond word processing, grade books, and games (Hammer, 1998; Reis, 1998). This is true in spite of recent research showing that purposeful use of computers in classroom instruction can indeed enhance student outcomes (Archer, 1998, Milheim, 1995).

Helping students make connections across the curriculum has also been recognized as an important learning outcome, especially in middle schools (NRC, 1996). Integration of content is believed to be essential for enabling students to develop situated knowledge and a broader understanding of concepts. In this article, integration is used to refer to, for example, activities used by teachers and students that show interaction among mathematics, science, and technology.

Well planned and executed lessons involving teachers from all three areas can accomplish this in such a way that students will see many connections and obtain deeper understanding of concepts and skills. It also helps students retain and transfer knowledge. However, studies of middle level student achievement show that students often fail to make these connections, and teachers often fail to design classroom activities to facilitate such learning (Archer, 1998; Serninerio, 1998).

Purpose

Project GTECH (funded by the GTE Foundation, a philanthropic organization of the GTE Corporation) is based on the premise that an integrated approach to instruction can improve understanding in the content areas, increase problem solving capabilities, enhance creative thinking skills, and improve attitudes toward science, mathematics, and technology. The research described in this paper was conducted to assess progress of Project GTECH toward its objectives to accomplish the following:

1. Develop or adapt multimedia instructional units that integrate concepts of science, mathematics, and technology.

2. Involve teachers and students in the development and modification of instructional materials, tutorials, activities, and approaches.

3. Field test and revise the materials and activities. To accomplish these goals, coprinciple investigators (co-PIs) instituted a GTECH planning team that included themselves, a project coordinator, and a staff assistant. Nine school-based teams of mathematics, science, and technology teachers and one administrator were recruited. The planning team set out a carefully designed and comprehensive set of staff development strategies focusing on development and implementation.

GTECH Strategies

1. Teams of teachers and administrators. A team of three teachers - one each in mathematics, science, and technology - and a school administrator were recruited from nine schools in districts in east-central and south Texas to participate in a multiyear effort. Teams .were selected as the unit of change, because it was believed that teachers recruited in teams tend to support each other as they implement changes. Teacher teams would also do a better job of reaching out to nonteam peers.