Project Tomorrow has released the results of a study conducted in July 2008 to assess students’ views of STEM education and use of technology in K-12 schools. Project Tomorrow surveyed more than 319,223 in all 50 United States, the District of Columbia, American Department of Defense Schools, Canada, Mexico, and Australia.
In the report, Inspiring the Next Generation of Innovators: Students, Parents, and Educators Speak Up about Science Education (pdf), students’ report that their ability to use technology in schools helps balance who is involved in our conversations about academic improvement.
Project Tomorrow also concluded that learning is something students do (encouraged and assisted by adults), rather than something adults do—or “deliver”—to students. Their motivation ought to be our central focus.
Project Tomorrow also concluded that learning is something students do (President Obama has proposed an $18 billion increase in spending for all federal education programs with a focus on enhancing science education as a key component of his education reform package.
During the campaign, he outlined several initiatives geared towards improving science and technology literacy for both students' and teachers. Among his proposals:
- Increasing the number of graduates and undergraduates pursuing degrees in STEM fields.
- Establishing a Teaching Service Scholarship program for recruiting math, science and technology degree graduates.
- Expanding access to computers and broadband connections in public schools.
- Investing in science education R&D to determine what types of curriculum and instruction work best practices.
Here are some of the highlights from the Project Tomorrow Report:
- Fifty-seven percent of K-12 school administrators gave a passing grade to their school for preparing students for jobs of the future, but only 47 percent of teachers and 43 percent of parents agreed.
- Among middle and high school students who assessed themselves as advanced tech-users, only 23 percent indicated that their schools were preparing them well.
- While inquiry-based curricula are seen as one means for students to achieve scientific literacy, in 2007 only 25 percent of science teachers used such curricula in their classrooms.
- Today’s students will be expected to collectively tackle 21st century problems, yet only 16 percent of teachers reported they are assigning projects that help students develop problem-solving skills.
- Students report that their especially fun or interesting learning experiences using science and math have been hands-on and group-oriented.
- When asked about the essential features of their imagined ultimate science classroom, the leading answer for students in grades K-2 and in grades 9-12 was “teachers excited about science”. Students in grades 3-5 were more interested in “fun experiments” (69 percent).
- Other highly essential features for students in grades 3-12 were “real tools” (standard lab and technology-based tools) and being able to do “real research,” including online research on computers.
- Teachers reported that the 21st century tools having the greatest potential to increase student achievement in science specifically are: (1) animations to help students visualize difficult concepts; (2) interactive simulations to practice scientific expertise; (3) standard lab tools and apparatus (such as microscopes and Bunsen burners).
- If they were to consider integrating the tools into their science instruction, the factors most influencing them would be available funding and the cost of the tools. After funding, best practices most influence school leaders to improve science education.
- Most students who participated in the Project Tomorrow Speak Up 2007 survey are open to pursuing a job or career in a STEM field. Thirty-two percent of middle school students and 38 percent of high school students reported they are somewhat or very interested in STEM jobs or careers.
- Twenty-one percent more students in grades 6-12 indicated “maybe” they are interested in a STEM career. College scholarships, conversational interactions with professionals, visits to STEM companies, using tools professionals use, and hand-on learning opportunities have potential to further students’ interest.
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