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

2. Focus on local school objectives. Programs or materials were not specified in terms of content or methodology. The teams were required only to use instructional technology and integrate content. The teams were encouraged to develop approaches meeting the specific needs of their students and the objectives of their local schools. This strategy recognized that sustained change efforts must be supported at the local level.

3. Active learning environments involving technology. Classrooms in cooperating schools provided active learning environments, including capabilities in hypermedia, computer software, interactive videodisk, CD-ROM, print media, telecommunications, manipulatives, and graphing calculators, which are endorsed by the state of Texas for middle school mathematics. Teachers were encouraged to facilitate discovery learning and problem solving with students as they worked with small groups and individuals. HyperStudio(TM) 3.0 (1995) was selected as the multimedia authoring system for the instructional units. Teachers developed introductory experiences in HyperStudio for their students in a variety of formats including (a) tutorials, (b) partially completed units amenable to student collaboration for further development, (c) simulations, (d) games, and (e) interactive computer-assisted instruction.

4. Locally developed integrated curriculum. Participating teams were asked to develop and field test integrated units in their classrooms. The titles of 16 of these units were as follows:

1. Rainforest Environment.

2. Underwater Habitat.

3. Space Station.

4. Mission to Mars.

5. Classroom Zoo.

6. Genetics.

7. Volcanoes.

8. Home Energy Management.

9. Environmental Studies.

10. Marine Environment.

11. Reduce, Revise and Recycle.

12. Life of a Cornfield - Reaping What We Sow.

13. Scale Modeling.

14. Groovin' in the Sixties.

15. Fore - Designing a Golf Course.

16. Dynamic Earth.

Appendix A provides a brief overview of 10 of the units deemed most easily transferred to other classroom settings and for which appropriate documentation was available. A variety of mathematical skills (calculating, graphing, measuring, estimating, and interpreting) are identified. The use/integration of technology included the use of specific software, manipulation of data in various formats, multimedia development, and use of the Internet.

5. Workshop and institute design. The workshops were comprised of three staff development days spread out over the school year. They were aimed at developing and reporting progress toward project goals. The day-long workshops consisted of instruction, sharing, and planning. Most were held on the university campus, although one was held at a retreat center, and one was held at one school site where implementation was exemplary. Teams were provided full support for travel, food, and substitute teacher expense. Programmatic elements of those sessions featured awareness (aimed at providing an overview) and training (featuring skill development mastery) sessions on new software, state standards, and team reports and displays of progress. A careful effort was made to plan each session according to the needs reflected in feedback from the teacher teams. Wherever possible, team members were asked to lead the awareness or training sessions. A 2- to 3- week summer institute was included each summer. The institutes were aimed at deepening conceptual understanding and technical skills. Staff and co-PIs maintained an aggressive school site visitation program aimed at local problem solving.