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The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, "American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at levels far below students in competitor nations on international standardized tests in these subjects." (para.3) This message is echoed in numerous federal reports (e.g., NAP, 2005; 2010; PCAST, 2010:2012) and statements concerning STEM education from the United States' (U.S.) President Barack Obama. The narrative posed by the Business Roundtable of a failing U.S. education system and STEM-worker shortage seems to be confirmed by businesses, nonprofits and the Obama administration, as they show their monetary and organizational support to remedy this purported STEM crisis. In this article, the author first puts the STEM-worker shortage narrative into context by exploring its development. Next, she critically analyzes the answers to the following questions: (1) What if instead of a U.S. STEM-worker shortage, there is a STEM-worker surplus? (2) What are the advantages of stating there is a STEM-worker shortage if there is none? and (3) Who benefits from perpetuating a manufactured STEM-worker shortage?

California public schools serve a highly diverse student population, including: 65% minorities, 24.9% English Language Learners, 10.6% disabled, and 19% in poverty. In the face of this diversity, all teachers are expected to use the Curriculum Frameworks of the California State Board of Education as a "blueprint for implementing the content standards adopted by the California State Board of Education and are developed by the Curriculum Development and Supplemental Materials Commission." The Curriculum Standards for California Public Schools and "No Child Left Behind" (NCLB) appear to have a goal of equal access to education for all students. "Education: The Promise of America" states that the goal of the NCLB legislation is to ensure that "all children are proficient in reading and math by the 2013-2014 school year" and to "to close the achievement gap that exists between students of different socio-economic backgrounds." A 2004 American Association of Family & Consumer Sciences Teacher Opinion Poll illustrates the disparity in teachers' beliefs regarding NCLB. Sixty-two percent of responding teachers say that they do not think NCLB has enhanced or will enhance the education of American children, and 37 percent respond positively regarding NCLB. In regards to district, state, and federal mandates, it appears that teachers may make the final decision as to how they interpret and implement curricular standards, including NCLB, into their practice. The initial objective of this study was to determine what factors govern elementary school teachers' informal collaboration (i.e., voluntary conversations) regarding technology use (computers, software and the Internet). The scope of the study, however, quickly extended beyond technology and informal collaboration, into teachers' practical theories. It became readily apparent that teachers' beliefs concerning implementation of mandated curriculum, and their academic expectations for students, seem to strongly influence with whom, and under what circumstances they may informally collaborate. (Contains 1 figure.)

Elementary school teachers in the present study reported informal collaboration regarding technology use as a more effective method of professional development than organizationally planned or sponsored activities. Despite the fact that teachers see their colleagues as valuable resources for learning how to utilize technology, the disciplined inquiry into informal collaboration is sparse. To answer the research question, "What is the nature of informal collaboration among teachers regarding technology use?," a combination of questionnaire and interview techniques was utilized to generate five assertions concerning the constructs that govern teachers' informal collaboration regarding technology use. These assertions include information pertaining to teachers' perceptions of informal collaboration, factors that influence conversations, and with whom and for what purpose participants informally collaborate.

This article describes a student-centered assessment model used at a large university to encourage preservice teachers' use of technology in the K-12 classroom. This model allows preservice teachers to have discretion over the content, form, and time period in which they complete technology proficiencies. More specifically, this article describes the variety of assessments that were made available for students to choose from such as third-party attestations, field-based assignments, and portfolio. The article concludes by highlighting the main issues that are needed to be considered in order to implement this model of assessment effectively. (Contains 1 table.)

Abstract Elementary school teachers in the present study reported informal collaboration regarding technology use as a more effective method of professional development than organizationally planned or sponsored activities. Despite the […]

The article examines one study which explores the effectiveness of an Integrated Learning System (ILS) as a tool in developing emergent literacy. One particular ILS called Waterford Early Reading Program Level 1 (WERP-1) and is designed to develop the above-mentioned skills through stories, songs and rhymes has been examined and analyzed. Results of the study reveals that the use of WERP-1 can increase pre-kindergarten students' abilities to identify the sounds associated with letters.