Crafting the technological solutions in high school science and mathematic teaching and learning: matthew effects and the digital divide

Abstract

This paper examines the practices and concepts used in teaching high school science and mathematics concepts (grade 9 - 12) which integrate computer and multimedia technologies and hands-on activities into disciplinebased science and mathematics classrooms, using standards from national science organizations, the National Council of teachers of Mathematics and the International Society for Technology in Education. Observational data is reported on four sites, mathematics and science classrooms where various levels of technology integration are present. The contrast in technology use in science and mathematics teaching is illustrated by the differences at the high schools. The digital divide continues to grow in the science and mathematics classrooms at the high school level. This paper is part of the symposium for teachers titled: Technologies for Teaching Science and Mathematics in the K-12 Schools: Reviews, Observations and Directions for Practice in the Southern United States.