Abstract 1

Middle School Science and Mathematics Teachers and Their Students: Adapting to Technologies that Work

Abstract Summary

The article, “Middle School Science and Mathematics Teachers and Their Students: Adapting to Technologies that Work” discusses the use of computers and related technologies in middle school science and math classrooms. One of the topics discussed is how teachers can increase student achievement through the use of certain technologies. These technologies include CD-ROMs, computer aided instruction, hypermedia-assisted instruction, microcomputer-based labs, and calculator-based labs. Other topics discussed that positively affect student achievement are teacher collaboration, and professional development.

The article also discusses a few negative topics. One of which is that teachers who are capable computer users may have other anxieties such as classroom management while using new technologies. Another negative topic pointed out in the article is that even though teachers receive trainings many of them are isolated though out the day and as a result do not converse with other teachers.

Abstract Reflection

The article, “Middle School Science and Mathematics Teachers and Their Students: Adapting to Technologies that Work” discusses things I found relative to my own teaching career. Because of these links I chose it for this abstract. One link I had was that the paper discussed technology topics dealing with the age group of students I currently teach. Another is that it discusses both teachers and students on the topic of technology.

I once believed simply having technology such as the ones discussed throughout this article: CD-ROMs, computer aided instruction, hypermedia-assisted instruction, microcomputer-based labs, and calculator-based labs, was a very effective way to enhance student achievement. I have learned this is not entirely true and simply having these or other technologies present is not enough. The teacher needs to combine technology with current best practices to get the greatest student achievement. The article states, “These technologies can be combined with principles of best practice to support a learning environment that integrates active learner involvement, critical thinking, and inquiry” (Grable & Curtos, 2001). All three of these are things teachers strive to attain in their classrooms. The learning environment created by combining technology with best practices will help students create interest and a deeper understanding of the materials being taught.

One of the technologies discussed was microcomputer-based laboratories (MLB). This is, in effect, a microcomputer with probes that can be used to collect data. This data is then instantly represented in a graph. A comparison of students was done between those who used the traditional paper and pencil graphing method and those who used the MLB technology. The article states that, “Students have a significant increase in retention of graph understanding when they see the graph instantaneously while the data is being collected” (Grable & Curtos, 2001). This is an example of technology that can be easily introduced into a classroom and has a positive effect on student learning.

Many teachers lack knowledge in the area of technology. This lack of knowledge has a negative effect on student learning. “Computer technology has not had the impact expected in the schools because of inadequate preparation of teachers” (Grable & Curtos 2001). To combat this many schools and school districts have implemented professional development. This allows teachers to become educated about technology. The article says that simply having teachers attend professional development is not enough,”… teachers need to participate in the professional development and achieve meaningful learning” (Grable & Curtos, 2001). I found this statement interesting as I thought back to many of the professional developments I have attended. Most of the time I was expected to listen but rarely was I asked to participate. This is only something we do with the students, right? It seems as though many teachers are like the students they teach and need to actually use the material in order for them to learn and remember how to apply it. The article also points out that technical and administrative support, subject preparation, and student management need to be addressed before teachers will use more of the technology that is available to them. I agree that if these topics are dealt with more teachers will feel comfortable enough to incorporate added technology into their instruction.

Teacher collaboration, I believe, can be a great device to help teachers become better educators. Some schools even “team” their teachers to promote collaboration. However, many teachers are isolated and, “up to 45% of teachers have no contact with each other during the school day” (Grable & Curtos 2001). This prevents teachers from sharing and expanding ideas. If teachers are able to collaborate then they can learn from one another. This will help foster a better learning environment where teachers and students can more efficiently and effectively use technology.

Throughout reading this article I found that there are many obstacles that prevent the use of technology. Some of these are teacher fears such as classroom management and their personal lack of technology knowledge. However, it seems that these fears can and should be overcome. These uncertainties can be put to rest with training, practice, collaboration, and support from administrators. When these fears are gone technology can be used as an effective tool for the enhancement of student education.