Danielle Powelczyk

Powelczyk 1

M/S/T Movement

Danielle Powelczyk

November 8, 2003 Powelczyk 2

M/S/T Movement

Introduction

Today the classroom is made up of students with disabilities, limited

English, gifted students, and educationally disadvantaged students. The Board of Regents recognizes the diversity of students in New York State. With these types of classrooms in mind the Board of Regents has made a commitment to integrate all of the students into the total school program. With this in mind, New York State has been engaged in a serious effort to raise standards for students. In 1994 New York State launched the Mathematics/Science/

Technology Initiative (M/S/T). This M/S/T movement has been a vital part in raising standards for students of New York State.

M/S/T supports research and development activities that focus on identifying, examining, and influencing the role of technology and other significant factors to increasing the ability of all individuals to understand and apply mathematics and science to solve complex problems.

Background

In the 1990’s many states began to adopt education standards in their states as a result of poor performance by students on national and international tests.

During this time, New York State was developing frameworks around the subject areas taught in the schools. The alignment of Technology Education with Mathematics and Science created a bond that was both complementary and supportive for these usually separate disciplines.

With the adoption of the learning standards for Math, Science, and

Technology Education it became obvious that curriculum coordination and staff development would play a key role in a successful transition to a standards Powelczyk 3 based education system. Teachers were being asked to change how they taught.

In this new standards based system, teachers are facilitators as students search for answers to conceptual questions. This new concept is called, systematic thinking.

Learning Standards

The learning standards approved by the Board of Regents reflect the intensive, collaborative work by the State Education Department and many national groups.

Learning standards have two primary dimensions: content standards and performance standards. Content standards describe what students should know, understand, and be able to do. Performance standards define levels of student achievement pertaining to content. The teaching and learning that takes place in between is the heart of the matter.

M/S/T curriculum has the following seven standards:

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Powelczyk 4

Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

As schools move toward standards based instruction, efforts were directed toward providing courses that support student achievement of the technology standard and performance indicators under the key ideas of the standard. By delineating the standard at three levels (elementary, intermediate, and commencement), benchmarks and assessments can be established in which to measure student knowledge and understanding of technology.

At the elementary level of the standards, students are expected to demonstrate their performance of the standards through indicators that use age appropriate activities that allow students to develop opinions and an awareness of technology in their lives. At the intermediate level of standards, the middle school program begins to define aspects of technology where students need to make decisions about technology that affect their lives and learn to solve problems related to technology. At the commencement level of standards the task becomes more complicated and critical.

Intermediate Level

The Regents has recognized the importance of technological literacy and reaffirmed the middle school mandate that every student should have one unit of technology education by the end of the eighth grade. This general experience provides students with the foundation for further studies in technology. Powelczyk 5

In 1986 Introduction to Technology Grades 7 and 8 was introduced. This course aims to guide students through a progression of modules that will help them define technology in their lives, develop problem solving abilities and make connections with other subjects. Schools that use Introduction to

Technology need to keep current by updating their activities to mirror current technological advancements and be able to make connections to the standards and the performance being expected of students at the intermediate level.

Commencement Level

There is currently no graduate requirement at the high school level for

Technology Education. School districts are compelled to provide opportunities for students who wish to pursue Technology Education. Under the revised graduation requirements, districts are given flexibility to design technology education programs that meet the needs of the students and the community. Due to the diverse nature of technology, schools can choose to develop courses within a specific area of concentration. Some programs that are being used center around Pre-engineering, Communications, and

Electronics.

Principles of Engineering and World of Technology were courses developed around the same time that the frameworks and standards were being formulated. With heavy emphasis on math and science concepts these two courses build on the student’s knowledge in these subjects using a case study approach.

St. John Fisher College

St. John Fisher College offers a Master of Science in

Mathematics/Science/Technology Education Program (GMST). This program Powelczyk 6 ensures excellence in graduate education and research in the teaching and learning of mathematics, science and technology in grades K-12.

The aim of the GMST Program is to immerse teachers in a learning environment that is constructive in nature and designed to provide direct experiences with knowledge and skill development in mathematics, science, and technology through inquiry-based learning. The program stresses the

“connectedness” that exists between the grade levels and among the disciplines, and the application of concepts to new situations. The K-12 teachers work together in courses that deepen their content knowledge and skills. The teachers also strengthen their expertise in constructing appropriate and effective inquiry-based experiences, assessing student learning, working in interdisciplinary teams and applying knowledge in new settings.

The GMST Program is committed to providing an experience in which K-12 teachers from their first day at St. John Fisher College to graduation day interact with Fisher faculty in an environment where they ask, not just answer, questions and pose, not just solve problems.

Conclusion

Today’s real world problems are complex and their comprehension and solutions require knowledge and integration of several subject areas. In order for students to become responsible citizens who are able to make informed decisions, they must see the relevance of what they are learning and the possibilities for transferring what they are learning to a variety of real-life solutions.

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References

Directory of NYS Professional Development Networks and Organizations.

Retrieved November 6, 2003, from http://www.emsc.nysed.gov/development/

GMST Program, Math/Science/Technology Computer Science and Mathematics,

Retrieved November 7, 2003, from http://www.home.sjfc.edu/mstcsm/gmst

ITEA, International Technology Education Association. (1996). Technology

For All Americans: A Rational and Structure for the Study of

Technology. Reston, VA.

Learning Standards for Mathematics, Science and Technology. Retrieved

November 6, 2003, from http://www.emsc.nysed.gov/ciai/mst

M/S/T Overview, Mathematics/Science/Technology Initiative. Retrieved

November 4, 2003, from http://www.tiger.coe.missouri.edu

NYS Education Department, Mathematics, Science and Technology Resource Guide.

Retrieved November 4, 2003, from http://www.emsc.nysed.gov/guides/mst

Technology Education: Syllabus for Teaching Technology Education. Retrieved

November 7, 2003, from http://www.emsc.nysed.gov/ciai/mst