ERIC Number: ED480980
Record Type: RIE
Publication Date: 2003-Apr-22
Reference Count: N/A
S.U.N.Y. Students Successfully Integrate Mathematics and Technology in the Intermediate Elementary Science Inquiry Classroom.
O'Connor-Petruso, Sharon Anne
Since the inception of "GOALS 2000: Educate America Act" (1994), the nation at large has been implementing standards for systematic reform. Teachers and teacher candidates must become "techno-savvy" overnight in order to comply with these reform initiatives as their level of expertise in educational technology will ostensibly affect their lesson planning and their students' involvement with the global highway. It is believed that the level of technology skills is embryonic and not in sync with ISTE standards. There is no "bell shaped curve" on the continuum of "techno-savvy" teachers--the majority of teachers and teacher candidates nationwide are in the rudimentary stages. Using current educational standards and theoretical frameworks, a pragmatic model called "Constructual Multi-Modalities Model for MST Inquiry Units" has been developed. The goals for teachers/teacher candidates include: (1) to acquire the skills and knowledge required of a competent and pragmatic pedagogue in the information age in the teaching of elementary school mathematics, science, and technology; (2) to experience through hands-on activities how the disciplines of mathematics and science are integrated and can be enhanced through the highly motivational medium of technology; and (3) to construct their own math-science-technology (MST) Science Inquiry Units in order to turnkey the skills and strategies they master to their prospective students. (Author/MVL)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Some print may be difficult to photograph. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 22, 2003).