Following is a brief excerpt from “Integrating Math and Science with Technology for an Enhanced Learning Space”. A downloadable version of the original paper, as well as a version with feedback from Dr. Khan, are provided at the bottom of this page.
Introduction
In today’s educational climate of 21st century learning, the integration of technology in mathematics and sciences is essential in equipping students for interacting effectively in the world around them. The premise that technology is not a separate subject area to be taught, but rather an integral part of a student’s mathematical and science learning experience, is found throughout the video cases and interviews explored in Lesson 2 of the ETEC 533: Technology in the Math and Science Classroom course. Teacher T in Catherine Sverko’s interview states that “technology is not an inconvenience, or optional… [It]is part of our everyday learning” (Sverko, 2017). This holistic approach is evidenced also in the Video Cases, particularly in instances of successful and effective technology integration as viewed in Case 1 and Case 3.
One of the themes threaded throughout the discussion among the ETEC533 students focuses on the teacher’s responsibility to embrace the inclusion of technology and figure out how to implement it appropriately. In Daniel Bosse’s interview, Teacher A is reported as stating that “most of the effective technology learning happening in his context was a result of informal learning from colleagues” (Bosse, 2017). In Video Case 6, the general science teacher states that “to be on the cutting edge, you need to learn on your own.” As a result of this call to self-education, the collected resources in the following annotated bibliography are intended to provide insight and guidelines to the teacher who is interested in designing and implementing seamless and holistic technology integration into math and science learning.
The integration of technology is critical in the teaching and learning of mathematics and sciences as these subject areas “interact with one another in ways where each informs and challenges the other” (Sharkawy, Barlex, Welch, McDuff, & Craig, p. 13, 2009). As noted in Niess’s (2005) article, from the National Science Education Standards (1996) and the National Mathematics Education Standards (2000), the following statements can be found respectively supporting an integrated technology learning space for mathematics and sciences: ‘‘The relationship between science and technology is so close that any presentation of science without developing an understanding of technology would portray an inaccurate picture of science’’ (NRC, p. 190) and ‘‘[t]echnology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning’’ (NCTM, p. 11).