+ Page 67 + --------------------------------------------------------------------------- ####### ######## ######## ########### ### ### ## ### ## # ### # Interpersonal Computing and ### ### ## ### ## ### Technology: ### ### ## ### ### An Electronic Journal for ### ######## ### ### the 21st Century ### ### ### ### ### ### ### ## ### ISSN: 1064-4326 ### ### ### ## ### January, 1995 ####### ### ######## ### Volume 3, Number 1, pp. 67-81 --------------------------------------------------------------------------- Published by the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington, DC 20057 Additional support provided by the Center for Academic Computing, The Pennsylvania State University, University Park, PA 16802 This article is archived as RICE IPCTV3N1 on LISTSERV@GUVM (LISTSERV@GUVM.GEORGETOWN.EDU) --------------------------------------------------------------------------- ISSUES SURROUNDING THE INTEGRATION OF TECHNOLOGY INTO THE K-12 CLASSROOM: NOTES FROM THE FIELD Marion Rice Director of Teacher Education The Oregon Museum of Science and Industry This article addresses the questions: what support do teachers need when learning to use information technology in the classroom? What is the role of gender equity in the integratiobn of technology and what is the best way to provide teachers with supportive in- service training? For the purposes of this article the terms "information technology" and "technology" means the use of computers, CD-ROM, laser disc, digital video, satellite communications, telecommunications, etc. in the classroom, as well as access to databases, such as the Internet. In addition, one cannot study the central question of this article without encountering the issue of gender equity. For the purposes of this article, "gender equity" is defined as a classroom atmosphere in which a student's expectations, interactions, or measured achievements (e.g., grades) are based upon her or his own potential rather than predicated by his or her sex. (See Kahle, Parker, Rennie, & Riley, 1993.) BACKGROUND The use of technology must be integrated into classroom practice to effectively prepare students for the global economy of the 21st + Page 68 + Century. Research suggests that there is a dramatic need for inservice and preservice professional development opportunities for K-12 teachers, the majority of whom are women, in science, math, and technology,. Moreover, achieving this goal requires recognizing that a gender effect exists and adopting strategies to attain gender equity in the classroom. The Information Revolution of the last 15 years has transformed society, business and culture, placing preeminence on the ability to access and use information, and will continue to do so at an accelerating pace. Yet, much of our society remains technologically illiterate. (See Hurd, 1988; Reif & Morse, 1992) The American education system has not kept up with the changes brought about by the pace of technological advancements (See Reif & Morse, 1992; Schneiderman, 1993). The pace of change has made it impossible for teachers to keep up on their own. (See Grandgenett and Mortenson, 1993; Retterer & Raker, 1990; Irwin, 1990; Jongejan, 1990; Smith & Smith, 1993.) This points to the need for strong inservice support for teachers. Traditional approaches to integrating new curricula into the classroom will not be successful when applied to technology. "Merely supplying teachers with technology often does little good unless the teachers are also carefully trained to use the technology through an appropriate inservice program. However, teacher inservices need to be well planned and delivered to be successful" (Grandgenett and Mortenson, 1993, p. 56). Grandgenett & Mortenson (1993, p. 56) emphasize that a few workshops here and there are not enough to successfully integrate technology into instruction. Rather, inservice programs need to be systematically planned and structured to be effective. Teachers face the same need to constantly learn, adapt and change that the information technology revolution demands of most sectors of modern society and economy. But teachers and other segments of the community lack a shared vision of the role that technology can play in education. Schneiderman (1993) describes a study in which educators and their students interacted with parts of their community to develop such a vision. Inservice support of teachers in the area of information technology must address gender equity. Both the literature and the fieldwork conducted for this paper reveal deeply-rooted obstacles to involving girls with computer technology, the need to raise teachers' consciousness of this issue, and appropriate strategies for the removal of these barriers. The fact that a majority of K-12 teachers are women further complicates the issue of gender equity in that these educators may be subject to the same subconscious social attitudes as their girl students. The subtle and pervasive nature of the problem makes it best approached through inservice programs. + Page 69 + It is important that new approaches in science and technology education begin in pre-adolescent grades (See Reif & Morse, 1992). This is particularly critical in addressing the issue of gender equity. According to Armitage (1993, p. 20), "In the elementary grades there is not much evidence of a gender gap in math, science, and technology. By the time girls reach the middle school level, however, they start to avoid the computer. The gap widens as students enter high school and increases further into college and graduate school." Gender inequity in technology education has been widely studied and commented on. (See Campbell, 1991; Campbell and Connolly, 1987; and DeVillar and Christian, 1991.) Armitage (1993, p. 19) states, "We are, however, missing a valuable segment of our population in [computer-related occupations]: females. Data are plentiful about the under representation of women in mathematics, science, and technology. The numbers, while improved in recent years, continue to indicate a drop-off for women as they advance on their education-to-career path." The factors underlying gender inequity in math, science, and technology are complex and involve the interplay of parent, educator and societal influences. "By the time students reach senior high, much of the socialization process has been accomplished. However, some ethnic groups have been found to alter the socialization process and encourage females to enter the technical areas. As an example, Peng (1985) found that Asian American females enter the engineering profession at the same rate as Caucasian males." (Campbell, 1991, p. 252.) While society and parental influences play major roles in gender inequalities favoring boys, studies show that teachers and schools also reinforce gender inequity in computer use (See Sutton, 1991). ". . . the results suggest that there is a gender effect that is associated with expectations of teachers toward girls and boys in science, the types of interactions that occur between teachers and students and among students in science classrooms, and the kinds of evaluations that assess what kind and how much science has been learned by girls and boys. The gender effect is manifested when expectations, interactions, or measured achievements (e.g., grades) are related to a student's sex rather than based upon her or his own potential. Because of that relationship, the gender effect influences girls' attitudes toward science, their self-confidence in performing scientific tasks, their achievement levels in science, and their motivation to continue to study science." (Kahle, Parker, Rennie, & Riley, 1993,p.. 380). Gender bias in schools is rarely overt. Consequently, ". . . educators do not readily believe sex equity proponents who say that sex bias occurs all the time. It is masked by its subtlety" (Armitage, 1993, p. 21). "The main reason for the gender gap in math, + Page 70 + science and technology education is also the most subtle. It is the message females receive that computers are for boys." (Armitage, 1993, p. 20.) According to Armitage (1993), other factors include: Society's view of computers as "machines", coupled with socialization that makes many girls uncomfortable with machines The identification of computers with math, coupled with math avoidance attitudes by many girls Stereotypes of computer users with which girls do not identify Media and advertising portrayal of females in subordinate roles as tocomputer use Educators participate, usually unconsciously, in the perpetuation of gender bias in math, science and technology teaching. "The behaviors most commonly observed by researchers include calling on boys more than girls, accepting boys' called out answers more than girls', asking boys more interpretive questions and girls more factual ones, giving girls neutral responses ('Okay') and boys more complex responses, both positive and negative, positioning their bodies toward boys more than girls, circulating more to boys' desks than girls' desks and, telling boys how to solve problems but solving the problems for girls." (Armitage, 1993, p. 21). "Without specific equity training, some teachers believe that neither high achievement, nor the study of science, is consistent with the feminine role. . . Clearly, the masculine image of science is contributed to by teachers and by the acceptance of that construction by students." (See Kahle, Parker, Rennie & Riley. 1993, p. 397). Inservice and preservice programs can successfully enable teachers to recognize gender bias and take steps to alleviate it. (See Kahle, Parker, Rennie & Riley, 1993) "It seems that any intervention aimed at changing teachers' classroom behaviors must find ways that are sufficiently non-threatening to encourage teachers to reflect on their own attitudes, beliefs, and practice." (Kahle, Parker, Rennie & Riley, 1993, p. 393.) One study has found that ". . . sessions presented by practicing educators are the most interesting and helpful to the participants." (Grandgenett & Mortenson, 1993, p. 57). According to Armitage's (1993) study, principles that have proved effective in addressing gender bias in technology education are: Focus specifically on girls (e.g., create a girls' day for computer use) Target girls in groups (e.g., create single-sex computer groups or clubs) + Page 71 + Design activities around girls' existing interests (e.g., designgreeting cards, calculate nutrients in their diets, etc.) Stress the usefulness of computers Eliminate gender biased computer practices (e.g., use female computer coordinators) Avoid software with sex stereotyping (on the screen as well as in the packaging) or unnecessary violence Summary It is important to prepare students for the information-rich world in which they are going to live by means of real life applications of technology as part of their learning experience. Ongoing inservice opportunities for teachers are crucial to supporting the integration of information technology into the curriculum. An important element of teacher inservice is to address gender equity issues, because of the need to raise teachers' consciousness about the subtle nature of the gender effect. FIELDWORK Focus groups, interviews and on-line conferences with teachers have played a major role in the development of the grant proposal "Improving Math and Science Education Through Integrating Information Technology". The following is a synopsis of the work done to involve teachers in charting the direction of the proposed project. Focus Group In November 1993, a team of 22 teachers, administrators, science educators and college faculty met to discuss the role of technology in the classroom and issues concerning education in Oregon. These discussions suggested that we are not providing students with the tools and experiences needed to enter the 21st Century as productive citizens. We emerged with a common vision which views schools as learning environments in which all students and teachers actively engage in learning as problem solving. In addition, the use of information technology was viewed as a critical resource for creating this learning environment. The planning team identified the following problems: Isolation: Teachers feel isolated from one another, parents, and the community. Lack of Technical Expertise: Teachers find it difficult to keepcurrent with rapidly changing technology. + Page 72 + Limited Resources: School districts have a shortage of resources with which to support teachers in their classrooms. Restructuring: Teachers are expected to facilitate diverse learnersand incorporate innovative assessment techniques as part of Oregon's school reform efforts. Perception of School: Teachers and administrators feel there is a lackof a shared vision of the role of school in the preparation of today's youth. Equity Issues: Many women teachers lack confidence in teaching math, science and technology. Strategies are needed to address gender inequities in the classroom. Differing socioeconomic status among communities is tied to varying levels of technology in schools across the state of Oregon. Interviews In-depth interviews were conducted with four teachers from River Grove Elementary School in Lake Oswego, Oregon. Lake Oswego is an affluent community with a great deal of local support for the schools. Although many school districts in Oregon have had a difficult time with finances as a result of Ballot Measure 5, Lake Oswego has managed to stave off major cuts affecting classroom practice through wise planning and cost-saving measures which were enacted well before the passage of Measure 5. As a result, the four teachers interviewed are unusual in that they have had an influx of new computer technology in their classrooms beginning this school year. This makes them ideal subjects for interviews about their experiences trying to integrate technology into the classroom. A total of 20 computers, acquired through a combination of technology grants and building funds, are distributed among six classrooms at River Grove. The teachers interviewed are at different points in their knowledge and skill in using technology. I interviewed two men and two women. Rick, is a fourth grade teacher with many years of experience in the classroom. He has a basic understanding of computers gained through a Macintosh class he took two years ago. Larry also is a fourth grade teacher but new to the teaching profession. He has been active in using computers with his students and has been the faculty representative at district computer meetings. Ruth is a teacher who has been teaching sixth grade for many years and, up until this school year, had not had any experience + Page 73 + using computers in the classroom. Joan is an experienced teacher who has worked in a number of different school districts. She returned to a sixth grade classroom this year after budget cuts forced her to leave her position as media specialist at Lake Oswego Junior High. The questions I chose to ask these teachers were constructed from the issues identified by the focus groups as well as from a review of the literature, as discussed above. Questions 1. How were you feeling in anticipation of the technology being installed in your classroom, and what were your hopes, concerns and expectations? 2. Did you have a staff development plan set up which would support you in learning more about technology? 3. What would you like to see in place to support you in learning about new technologies as they become available? 4. What have you observed, if anything, about the ways girls are using the computers versus boys? The following are representative responses to these questions: Question: How were you feeling in anticipation of the technology being installed in your classroom, and what were your hopes, concerns and expectations? The teachers' responses underscored issues raised by the focus groups and the research. In anticipation of the arrival of the computers, the teachers experienced excitement, intimidation, and a hope that the best interests of the students would be served by having more exposure to the technology. Rick said, "Our hopes were that they [the computers] were going to be utilized and they weren't just going to come in and sit... the kids were going to really use them.......and that it wouldn't be an extra added thing..."Rick seemed to realize that the technology would impact his teaching because it would need to be integrated into the curriculum and used by the students to be successful. Ruth felt some anxiety and expressed the following concern: "I was intimidated but happy that the kids would have an opportunity, but I didn't know enough about it to really teach them....". The research done by Kahle et al., (1993) suggests that women come from educational backgrounds that have not promoted or supported their interest in math, science and technology. This is reflected in Ruth's feelings of inadequacy about using the technology. Ruth added, "It was absolutely important to me to gain the knowledge and skills to be a resource to my kids." This statement speaks to her need to gain technical expertise in order to support the educational needs of the students in her room. + Page 74 + In contrast to Ruth, Joan's experience with computers made her eager to receive the computers in her classroom. "[I was] excited. I thought it was great. Coming from the junior high where kids were expected to have this information and expected to do a lot of work on them and the district's requirement that the kids have this knowledge, I thought it was great that they supported that decision with computers in the classroom. So, I was delighted to have them. [I felt ]... pretty comfortable [with my own skills ]. But then, as a librarian, I'd been in charge of [ computer ] labs. Not to say that my knowledge can't grow, because it does need to. Most of my knowledge I picked up from other people in the districts I was working in, observing them doing something I couldn't do, having them come in to help me, watching them doing it, then doing it myself [and] conferences, several media specialty conferences. I made sure I took [a session] that was geared to technology, to increase my knowledge. But it's been my own [initiative], pushing myself to increase my knowledge. Most of the knowledge that I gained about computer technology I gained when I was a media specialist." Joan felt that she had adequate training and support to enable her to facilitate students' interests in and use of technology in the classroom. She attributed this to being a media specialist and having more inservice and district support associated with her role as a librarian. This is consistent with research which suggests that inservice opportunities for teachers must be available on an ongoing basis and must be systematically planned and structured. (See Grandgenett & Mortenson, 1993) The Lake Oswego School District supports a technology coordinator to provide support and guidance to teachers and students. However, it does not have a systematically planned and structured inservice program as Grandgenett & Mortenson (1993) suggest is crucial to enable teachers to support their students' use of technology in the classroom. Larry said, "We had two days where we sat down with our computer. Laurie, our District Coordinator, ran us through a brief introduction to Claris Works and some Kid Pix things.... There hasn't really been a lot. It's mostly just been the teachers working together...." Rick said, "Laurie [has] come down and done a little bit with groups of kids on slide shows, there've been a few other programs and I think some of the teachers have just kind of sat in with the kids and have learned that way." In the absence of inservice opportunities, ad-hoc opportunities for learning are the primary way teachers learn about new software and hardware. This method of learning does not address their need to concentrate on a variety of issues involved with the integration of + Page 75 + technology into the classroom as well as gradually changing from technology learners to technology users.Question: Did you have a staff development plan set up which would support you in learning more about technology? As a condition of the technology grant providing some of the computers, the teachers were required to participate in one-hour monthly meetings with other grant recipients to discuss successes and barriers to the integration of technology in the curriculum. Rick said, " The grant we received, one of the requirements is we attend a monthly meeting on Thursday afternoon for one hour... and those have been pretty helpful...an hour where people throughout the district are being able to share their successes... so that kind of thing is pretty helpful." As a result of her recent move, Joan had some interesting insights: "[Now that I am a classroom teacher instead of a media specialist] ...I feel I have much less time and support, I hate to say time to get the knowledge, because I don't think that's accurate, but when we had district media specialist meetings on a monthly basis, this was usually part of the meeting, talking about technology, what we'd learned, where somebody got some information, heard about something great, what they did to increase their knowledge. I don't have that communication with those peers any longer. And I think that possibly other people that I'm working with now, because they have been classroom teachers all along, have not had the boost in their technology information like I've had." The classroom teacher usually has not had the same opportunities as media specialists. With the integration of technology into the classroom, vast amounts of information are available through a variety of sources, and students don't need to leave their classroom to access it. The role of the teacher is changing to incorporate more of the skills traditionally associated with media specialists, and teachers need to be supported to adjust to these changes. Question: What would you like to see in place to support you in learning about new technologies as they become available? My research and the interaction I've had with teachers indicates they are excited about the potential of technology for broadening students' learning experiences. Advances in telecommunications make the concept of virtual schools or schools without walls close at hand. Students may be sitting in front of a computer in Lake Oswego and receive data and images from NASA of the latest launch of the space shuttle from Cape Kennedy. Or students may peek into the world of the Peking Opera in China by taking a trip through the Internet. Teachers are enthusiastic about the implications this has for instruction and have some very definite opinions about the type of support they need to facilitate their students' understanding and use of technology. All of the teachers identified having sufficient time and ongoing inservice opportunities as crucial to support their learning. Larry said, "...I think it's important that we give ourselves a chance to + Page 76 + get in and learn, because we're not going to become better unless we get a lot of practice with it..."Rick said, "I think you can take a computer class, like I took a basic computer class two years ago, that gave me a good introduction... but there seems to be so many components that are coming on line that, for me, I think we'd be better off to have some kind of mini in-service classes..." Ruth agreed with Larry and Rick, saying, "I think it's the same thing it always is, there's never enough time to learn about it. I would love to have a day once a month where I could be on that computer, looking at new programs and experimenting.... I hardly have time. The only reason I make time now for a lot of this stuff is because I have to [take a] class.... otherwise I don't think I would take the time". Note that Ruth links the taking of a formal class with her ability to make the time to work on technology skills and knowledge. Grandgenett and Mortenson's (1993) findings mesh with Ruth's insight that merely supplying teachers with the technology will do little good without an appropriate inservice program because it is difficult for overburdened teachers to make time for what they are already doing, let alone incorporate something new. Teachers often feel isolated from one another. Joan spoke of her desire to have more opportunities to network with other teachers. She said, "Finding out too, what other people in the district are doing with say, the sixth graders... not just holding up a piece of paper and saying 'Wow, look what my kids did but this is what they did, this is how we did it... this is the time I needed to teach it to them, here's how the pieces fit.'" As well as having time and inservice opportunities, the teachers identified the need to have a resource person to hunt down new and interesting applications and provide technology support. Ruth said, "It is crucial to have someone around who can advise you and, like I say, we rely on each other....but we also have people like Laurie who comes in and does workshops with us....so having an expert around who is readily accessible is [crucial].. I don't ever want to waste time with something that isn't something I can use in the classroom, so if you're going to give something to somebody, don't teach them anything that doesn't relate exactly... it's a waste of time." Teachers also identified the need to be supported with more hardware. Larry said, "...my frustration always is, I want to expose as many kids to the different technologies as possible, that just takes time because we don't have a computer lab where every one or at least half your class can go up on time and do the activity. So it's kind of a hit and miss, with the kids teaching each other."Rick agreed by saying, "...and I was thinking it would be really nice if somehow the business community, if they could get kind of a sense of our frustration because we don't have enough computers, if businesses would donate usable computers that we could make use of in the classroom... that would be real nice." + Page 77 + Teachers pointed to parent involvement as important to supporting the use of technology in the classroom. Rick said, "One of the things I think has helped... I was really tentative about how we were going to use these, especially since the kids haven't gone through the keyboarding training so we basically this year have had a really good setup by use of parents and our computer/library time, and we were able to get most of our kids through keyboarding by winter break... " Joan felt that parents were an important piece to aid her. She said, "A parent volunteer who, if they're willing to make that commitment [is important]. If the district [could] train them so that I can [use] them. When do I have time to train them?....After hours, which I'm willing to do to make sure when they are teaching kids or helping the kids they have the same basic knowledge." Question: What have you observed, if anything, about the ways girls are using the computers versus boys? The interviewed teachers' observations and experiences reinforce the findings in the research literature that, by middle school age, boys tend to be initially more interested in using computers than do girls. However, with increased exposure to computers and reinforcement, girls gain confidence and overcome their reluctance and/or hesitancy. Moreover, our teachers found that girls often use computers for different purposes or reasons than do boys. This suggests that strategies for computer education specifically incorporating girls' interests and learning styles will help promote gender equity. Larry said, "I see, when kids get there, after they get their materials put away, get their stuff set up, being able to, they have a little bit of free time and I would say primarily the boys will tend to go and work on the computers. And it's... they want to draw in Kid Pix, they want to make different pictures. When the girls get on, some do Kid Pix, some others do more writing, word processing." Ruth observed, "With the two [computers] that I have in my classroom, the boys are much more anxious to sign up, to make sure, for free time, other than me saying we have to do this for computer, they're much more aggressive about using it and making sure they have an opportunity to use it than the girls are. I don't know if sometimes maybe the boys intimidate them [girls] by saying 'You don't know enough,' or 'Get off.' Or, maybe it's just lack of confidence on their [the girls'] part." Joan said, "The boys are the first to sign up for the computers every day... as time goes on the girls are getting more and more involved in it...they don't know as much about it. It's not something they choose to play around with at home like a lot of the boys do. There are still a lot of girls who only use it if they have to. Except that they are using it more. Well, almost everybody wants to use it for special projects...but most of the boys just go play with it. The girls are practical on the computer, the boys are [adventurous], it's a toy." + Page 78 + Rick stated, "In my class, the tasks have been more teacher-directed. They've had specific things to do and that's one of the reasons I've been keeping records to make sure all of the kids have an equal chance at the computers because in the past when I've had just a classroom computer with math or ... game programs... then it seemed like there were less girls who would come interact with the computers, but I think what we're seeing is just more kids who have been introduced to computers at earlier ages so that their comfort level is a lot better than kids a couple years ago". In response to follow-up questioning, the teachers agreed that there is a real need to include gender equity strategies in the content of inservice technology programs. Interestingly enough, none of the teachers raised gender concerns on his or her own, but all readily observed that gender issues exist in the classroom and need to be addressed. This may reflect the subtlety of gender inequity, which is rarely overt or deliberate. Ruth said, "Yeah, I think it's important to encourage the girls as much as possible to use it. I think the thing that's made a difference is the girls have started to see what they can do with the computers, and they don't ever want to go back to the other stuff. Girls tend to be more meticulous and they enjoy doing lettering and stuff all on their own, while boys for them writing is difficult, versus computers. It's just harder for them so they want to use the computer because it's easier..." On-line conferences with teachers The following are comments made by high school and college educators involved in a math visualization conference on the Internet through Montana State University. This conference provides a forum for these teachers to learn and discuss topics or issues involved in advanced applications of computing. As the conference began, a question was posed to the participants, "Will the information highway create more problems for educators than it solves?" This group represents teachers who have become computer literate and have successfully incorporated the use of information technology into their classrooms. Based on their experiences and knowledge of what works for them, participants in the conference offered these insights remarkably similar to the responses given by the four teachers from River Grove Elementary in Lake Oswego. Dave said, "If we continue to teach computers to teachers the way I have seen the past couple of years, then we may be in for trouble. The typical teacher neither has the time nor the inclination to learn something new unless it is (1) easy and (2) a direct benefit to their classroom. Most teachers I know are caught up in so many changes within education that even though they would like to learn more about technology and its applications, in general they don't have the time." + Page 79 + Carl said, "I am concerned about some of the teachers who are fearful of technology. If we could only convince them that the computer won't eat them alive, and that it's a short-time frustration and time commitment for a long-term payoff. We have our work cut out for us."Karen commented, "I believe there will be many obstacles that we will have to overcome in the process of integrating [information technology] into our curriculum. Some of those obstacles will include: (1) convincing administrators and school boards that it is a benefit, (2) training staff so they feel comfortable, (3) funding !!!!, (4) rewriting curriculum that incorporates the Internet or collaborative projects over the Super Highway, and (5) release time for teachers to develop curriculum and train." An interesting view was expressed by Dave: "Of course, teachers don't think they have enough time to learn about technology. They don't understand that there is always time to learn and do what we want to do. But I don't think time or even money is the rock-bottom issue here. I believe people will change if they believe that they are in crisis, and most teachers don't believe the system is in crisis. That notion is supported by the administration and school boards which are also pretty resistant to change. What to do? Don't try to get teachers to use the technology. Get the students to use it and then stand back . . . Here's a thought to ponder: how did we learn about technology?" CONCLUSION There are a number of points raised by the research and underscored by the fieldwork which shed light on what teachers need to support them in learning about technology. The interviewed teachers expressed a strong desire for inservice programs and resource personnel to support their use of technology in the classroom and sufficient time to take classes and to learn on their own. They also placed value on the opportunity to interact with each other, having more computers, and engaging parent volunteers to work in the classroom. All four teachers agreed that it is important to include gender equity strategies in the content of inservice training. Despite the fact we are in an era of declining resources, we must find strategies to fund the integration of information technology into the learning process. This will enable teachers and students to receive the support necessary to adjust and prosper in a changing educational climate + Page 80 + REFERENCES Armitage, D. (1993). Where are the girls? Increasing female participation in computer, math, and science education. In D. Carey, R. Carey, D.A. Willis & J. Willis (Eds.). Technology and teacher education annual. (pp. 14-18). Charlottesville, VA: Association for Advancement of Computing in Education. Campbell, J.R. (1988). Computers. In M. Froschl & B. Sprung (eds.). Resources for educational equity: a guide for pre-kindergarten-12 (pp. 23-28). New York: Garland Publishing, Inc. Campbell, J.R. (1991). The roots of gender inequity in technical areas. Journal of Research in Science Teaching, 28(3), 251-264. Campbell, J.R. & Connolly, C. (1987). Deciphering the effects of socialization. Journal of Educational Equity and Leadership, 7(3), 208-222. DeVillar, R. & Christian, F. (1991). Computers and Cultural Diversity: Restructuring for School Success. Albany, NY, State University of New York (SUNY) Press. Grandgenett, N. & Mortenson, R. (1993). A collaborative inservice model for training teachers in advanced technologies. In D. Carey, R. Carey, D.A. Willis & J. Willis (Eds.). Technology and teacher education annual. (pp. 55-59). Charlottesville, VA: Association for Advancement of Computing in Education. Hurd, P.D. (1988) New directions in science education. Sourcebook for science supervisors. (pp. 3-7). Washington D.C., Science Supervisors. Kahle, J.B., Parker, L.H., Rennie, L.J. & Riley, D. (1993). Gender differences in science education: building a model. Educational Psychologist 28(4), 379-404. Reif, R.J. & Morse, G.M. (1992). Restructuring the science classroom. T.H.E. Journal April, 1992, 69-72. Roberts, N. & Ferris, A. (1993). Integrating technology into a teacher certification Master's Degree program. In D. Carey, R. Carey, D.A. Willis & J. Willis (Eds.). Technology and teacher education annual. (pp. 88-91). Charlottesville, VA: Association for Advancement of Computing in Education. Schneiderman, B.E. (1993). A learning organization on Long Island: technology in teacher education as it relates to a fourth grade project and Peter Senge's work on learning organizations. In D. Carey, R. Carey, D.A. Willis & J. Willis (Eds.). Technology and teacher education annual. (pp. 83-87). Charlottesville, VA: Association for Advancement of Computing in Education. + Page 81 + Smith, T.R. & Smith, K.A. (1993). A field based inservice training system for educational technology staff development. In D. Carey, R. Carey, D.A. Willis & J. Willis (Eds.). Technology and teacher education annual. (pp. 65-68). Charlottesville, VA: Association for Advancement of Computing in Education. Sutton, R.E. (1991). Equity and computers in the schools: a decade of research. Review of Educational Research 61(4), 475-503. ---------------------------------------------------------------------- BIOGRAPHICAL SKETCH Marion Rice Director, Teacher Education, OMSI Marion Rice is the Director of Teacher Education at OMSI. Over the past three years she has served as Associate,Co-Director and Director of the Oregon Consortium for Quality Science and Math Education. In addition, she is Director of the Science Learning Network project for OMSI. The Science Learning Network is a collaborative of six science museums across the country involved in exploring the role of telecommunications in science and inquiry. She has presented workshops and courses to teachers on inquiry and exploration in science and technology throughout Oregon, Washington and Hawaii to help teachers address strategies which involve all students in learning and enjoying science. Marion has worked at the classroom, district and state level to develop science curriculum and implement current reforms in science teaching. Marion Rice ---------------------------------------------------------------------- 5. Copyright Statement --------------------------------------------------------------------------- Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Copyright 1995 Georgetown University. Copyright of individual articles in this publication is retained by the individual authors. Copyright of the compilation as a whole is held by Georgetown University. It is asked that any republication of this article state that the article was first published in IPCT-J. Contributions to IPCT-J can be submitted by electronic mail in APA style to: Gerald Phillips, Editor IPCT-J GMP3@PSUVM.PSU.EDU