ITEST Newsletter: Issue 1, Fall 2005

Publications

This newsletter is designed to share the exciting work of teachers and students participating in ITEST (Information Technology Experiences for Students and Teachers) projects across the United States. Participating educators and young people work hand in hand with scientists and engineers on extended research projects that carry them beyond the classroom, using technology to explore topics ranging from biotechnology to environmental resource management. In this issue, we spotlight the work of five ITEST projects, highlight upcoming presentations and publications, and link to valuable resources

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Program Evaluation of ITEST: Innovative Technology Experiences for Students and Teachers

Publications

ITEST projects provide meaningful learning opportunities for youth and their teachers, with a focus on increasing the understanding about possible STEM careers. A subset of the projects that have shown success are being funded to scale up. Others are working to improve the knowledge base on effective STEM experiences by conducting research or convening researchers and practitioners. This document demonstrates the scheme behind the evaluation of the ITEST program as a whole.SRI International presentation, 2012.

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Reversing the Swing from Science: Implications from a Century of Research

Publications

For at least the past 100 years science educators have been concerned about how best to encourage children’s natural interests in science; but the problem of waning interest through the middle school and high school years persists. Research on how best to maintain interest in what is now more broadly conceived of as science, technology, engineering, and mathematics (STEM) is more important than ever. These studies can be categorized as deductive research that begin with theories of action and lead to interventions to be tested; or inductive studies that begin with existing programs, and lead

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Building Engagement With Technology-Enhanced Local Learning

Publications

Drawing on a multi-year research and development program, the authors report on the promise of integrating locally-focused student investigations with ubiquitous access to advanced technologies. By doing this, students are better able to see the relevance of STEM skills and knowledge as they work to improve their local communities. Specific program examples cited show the paradigm as it has been implemented with upper elementary and middle school students. Contrasting examples show challenges in implementation. A four-part framework of essential program elements is offered to guide further

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Motivating Youth Through Authentic, Meaningful and Purposeful Activities: An Examination Through the Lens of Transformative Activist Stance

Publications

An ongoing and at times seemingly intractable issue in science education and STEM fields is the underperformance and underrepresentation of marginalized youth. This is often attributed to disconnect between school in general, school science specifically and the cultures that youth enact and experience in their daily lives. Although research demonstrates that youth become engaged in STEM when it is relevant to their well-being and that of their community, the question of what motivates underrepresented youth to pursue STEM interests is still not fully understood. This white paper argues for

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Seven Lessons Learned in Eight Years Hosting the ITEST Learning Resource Center at EDC

Publications

On July 11, 2011 Joyce Malyn-Smith and Siobhan Bredin presented “Seven Lessons Learned in Eight Years of Hosting the ITEST Learning Resource Center at EDC,” as part of a panel session for a cross-division audience of National Science Foundation program officers who are interested in including resource centers in their upcoming program solicitations.Presented by Joyce Malyn-Smith and Siobhan Bredin at the National Science Foundation, Washington, DC, July 2011.

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Building a Framework for Researching Teacher Change in ITEST Projects

Publications

This review looks to literature on teacher change in science and technology education. We address the following question: How do science and technology teacher professional development programs define and describe changes in teaching beliefs and practices that lead to the effective implementation of sophisticated science and technology into formal classroom teaching?

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