Integration of Technology, Science, and Mathematics in the Middle Grades: A Teacher Preparation Program

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

HTML version at citejournal.org

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: AACE.
Retrieved from http://www.editlib.org/p/14451.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 2, Issue 1, 2002
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on CITE Journal

Authors

Alfinio Flores, Jonathan E. Knaupp, James A. Middleton, Frederick A. Staley, Arizona State University, USA

Abstract

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.

Keywords

• Middle School Education
• Students
• Mathematics
• Sciences
• Integration

Also Read

• Using Social Studies Content Themes and Digital Storytelling to Make Video Come Alive
• Podcasting in the Learning Environment: From Podcasts for the Learning Community, Towards the Integration of Podcasts within the Elementary Learning Environment
• Testing a TPACK-Based Technology Integration Assessment Rubric
• Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
• Effects of CMC on Students’ Attitudes to School and Behavior in a Virtual Mentoring Program
• Learning Hands-On Skills on the Online Environment
• Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
• Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
• Using WebQuests as an Introduction to Methods
• Wikis, blogs, and all that stuff: Pre-service teacher experiences with web-based technologies in an interdisciplinary methods course

Tags