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The Innovative Technology Experiences for Students and Teachers (ITEST) Program: Teachers developing the next generation of STEM talent

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Parker, C., Malyn-Smith, J., Reynolds-Alpert, S. & Bredin, S. (2010). The Innovative Technology Experiences for Students and Teachers (ITEST) Program: Teachers developing the next generation of STEM talent. Journal of Technology and Teacher Education, 18(2), 187-201. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/33209.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 2, April 2010
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Caroline Parker, Education Development Center, Incl, United States; Joyce Malyn-Smith, Suzanne Reynolds-Alpert, Siobhan Bredin, Education Development Center, Inc., United States

Abstract

This introduction to the JTATE special issue on the National Science Foundation Innovative Technology Experiences for Students and Teachers (ITEST) sets the context for the six articles that follow. The ITEST program is designed to discover and disseminate best practices for developing the next generation of STEM talent. Now in its seventh year, ITEST “responds to current concerns and projections about the growing demand for professionals and information technology workers in the U.S. and seeks solutions to help ensure the breadth and depth of the STEM workforce” (National Science Foundation, 2009) by engaging students, teachers, and other educators in compelling, authentic, technology-based STEM activities and learning environments. This introduction summarizes how the six articles describe specific ITEST teacher development projects, provide portraits of these projects, and address important themes that cross ITEST professional development and STEM professional development more generally: building links between informal and formal education; using technology in innovative ways; integrating STEM content into professional development; reaching and engaging underrepresented populations; developing innovative professional development; and tightening the research/practice cycle.

Keywords

• Change
• Schools
• Community
• Teachers
• Sciences
• Professional Development
• Information Communication Technologies

References

1. Business roundtable. (2005). Tapping America’s potential: The education for innovation initiative: business roundtable.
2. Council on Competitiveness. (2008). Thrive: The skills imperative. Washington, dC: Council on Competitiveness.
3. Domestic Policy Council office of Science and technology Policy. (2006). American Competitiveness Initiative. Washington, dC: domestic Policy Council office of Science and technology Policy.
4. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge university Press.
5. Levy, F., & Murnane, R. J. (2005). The new division of labor: How computers are creating the next job market. Princeton, nJ: Princeton university Press. Linn, M. (2003). Technology and science education: starting points, research programs, and trends. International Journal of Science Education, 25(6), 727-759.
6. National Science Foundation. (2004). Information technology experiences for Students and teachers (iteSt) Program Solicitation 04-611. Retrieved from
7. National Science Foundation. (2008). Fostering learning in the networked world: the cyberlearning opportunity and challenge. Retrieved from
8. National Science Foundation. (2009). Innovative technology experiences for Students and teachers (iteSt) Program Solicitation 09-506. Retrieved from http://www.nsf.gov/pubs/2009/nsf09506/nsf09506.htm
9. Partnership for 21st Century Skills. (2008). Policy recommendations on preparing Americans for the global skills race: Partnership for 21st Century Skills. Shaffer, D. (2004). Pedagogical praxis: the professions as models for post-industrial education. Teachers College Record, 106(7), 1401-1421.
10. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge university Press.
11. Wenger, E., Mcdermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: harvard business School Press.

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