Integration of Technology, Science, and Mathematics in the Middle Grades: A Teacher Preparation Program
Alfinio Flores, Jonathan E. Knaupp, James A. Middleton, Frederick A. Staley, Arizona State University, United States
CITE Journal Volume 2, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
How middle grade teachers in science and mathematics are prepared should be consistent with the vision of what and how students should learn mathematics and science, in particular the integration of these two fields. In this article a teacher preparation program for middle school mathematics and science teachers that emphasizes the integration of math and science with each other and with technology is outlined. First a theoretical framework for the integration of technology is described. Then some examples of uses of technology, such as the use of the Internet, and of interactive and dynamical software that lends itself to establish connections between mathematics and science are given. The national standards for mathematics (National Council of Teacher of Mathematics, 2000, 1991) and for science (National Research Council, 1996; American Association for the Advancement of Science, 1993) emphasized that educators should prepare students to be literate in mathematics and science, as well as in technology. Yet there is evidence that most middle school classrooms do not use technology appropriately in the teaching and learning process (Jensen & Williams, 1992). One of the goals of the teacher preparation program described in this article is intended to rectify this situation.
Flores, A., Knaupp, J.E., Middleton, J.A. & Staley, F.A. (2002). Integration of Technology, Science, and Mathematics in the Middle Grades: A Teacher Preparation Program. Contemporary Issues in Technology and Teacher Education, 2(1), 31-39. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2002 Society for Information Technology & Teacher Education
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Cited ByView References & Citations Map
Terri L. Kurz, California State University, Bakersfield, United States; James A. Middleton & H. Bahadir Yanik, Arizona State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 2 (2005) pp. 123–137
Joan Hughes, University of Minnesota, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362
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