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The purpose of this study was to investigate the factors that influenced five middle school science teachers as they implemented and integrated instructional technology in their curricula, along with determining the effects that implementation and integration of instructional technology had on their pedagogy and curricula. The study involved empirical research with both qualitative and quantitative data. Data analysis included a cross-case analysis of multiple case studies. Data were gathered August 1999 through December 1999. This time period was selected because it provided the opportunity to test the ST[cubed]AIRS (Staff development, Time, Trainers, Transition, Access, Involvement, Recognition, Support) Model in a school setting from the beginning process of implementation and integration of a new technology. Findings are presented in the framework of the following research questions: (1) What were the teachers' concerns regarding the implementation and integration of technology? (2) What changes in teaching strategies and techniques did the teachers make when implementing and integrating technology? and (3) What were the strengths and weaknesses of the ST[cubed]AIRS Model? (Contains 20 references.) (MES)

The purpose of this study was to determine the effects of an implementation plan that would support middle school science teachers as they integrated a specific technological tool, Calculator-Based Laboratory (CBL) probeware. The final goal of the implementation process was pedagogical and curricula transformation by the participants. The implementation plan used for the study was the ST3 AIRS Model, which consists of eight steps developed to overcome contextual barriers to technology integration. Five teachers, who taught in grades six through eight, participated in this empirical multiple-case study using a qualitative and quantitative approach. Simultaneous data collection and analysis were accomplished through data reduction and interpretation. Construct validity was accomplished by triangulation of multiple sources of data. External validity of the data analysis and findings was accomplished by correlation of findings with middle school science teachers who participated in a separate program involving this technology. The inductive findings of the study indicated that 80% of the participants conceptually had short-term pedagogical and curricula transformation, as they successfully integrated CBL in their curriculum. With the support of the ST3 AIRS Model framework, the teachers overcame contextual barriers that included learning to use the technology, adequate staff development, and pedagogical support. (Contains 74 references.) (PVD)

This position paper presents the STAIRS model for overcoming barriers to teachers as they implement and integrate instructional technology in science classrooms. There are many barriers for teachers in the integration of this technology which include time to learn how to use the technology, adequate hands-on staff development opportunities, support for release time and funding for professional development, adequate teacher empowerment for technology planning, and adequate recognition for teachers who engage in the extra effort to integrate instructional technology. The STAIRS model presents a plan of action to overcome these barriers. The model adopts an integrated approach to the successful sustained implementation of technology as teachers' strategies shift to an increased emphasis on student-centered learning in a multi-sensory environment. The STAIRS model paves the way for this increased emphasis by developing a technologically-rich environment for students as they learn in an authentic, real-world context. (Contains 25 references.) (WRM)