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  • Illinois Survey of Critical Technologies
    and future employees must be prepared to work with cutting edge concepts that will drive innovation and economy vitality This 2005 survey showed that students opportunities to learn about 26 emerging technologies are relatively limited High stakes testing and current practices two powerful forces drive curriculum Illinois needs a process to define new basics that will include emerging science and mathematics concepts This report also reveals the barriers that are

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/index.shtml (2016-02-15)
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  • Illinois Survey of Critical Technologies
    up of the survey Gwen Pollock Illinois State Board of Education gpollock isbe net For more about identification of the critical technologies Kristin Ciesemier Illinois Mathematics and Science Academy kciesem imsa edu For questions about the report Marilyn McConachie NIU

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/contact.shtml (2016-02-15)
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  • Illinois Survey of Critical Technologies
    Summary Preface Summary of Findings Research Methodology What Teachers Told Us Survey Items Concept Definitions Links Resources Links to teaching materials and information about the 26 critical technologies Organizations Illinois State Board of Education Illinois Mathematics and Science Academy Northern

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/links.shtml (2016-02-15)
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  • Illinois Survey of Critical Technologies
    Summary Preface Summary of Findings Research Methodology What Teachers Told Us Survey Items Concept Definitions News Media Coverage ISBE Press release April 5 2006 NIU survey for ISBE finds need to identify new basics in Illinois math science education April

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/news.shtml (2016-02-15)
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  • Illinois Survey of Critical Technologies
    52 of teachers were aware of at least half of the advanced concepts Some Illinois students are already learning about these concepts 38 of teachers have incorporated at least one of the 26 concepts into their teaching The concepts most likely to be taught in Illinois classrooms are Alternative Fuels Algorithms Biotechnology and Recombinant DNA The survey spotlights a need to identify the new basics in science and mathematics for

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/exec.shtml (2016-02-15)
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  • Illinois Survey of Critical Technologies
    some baseline questions when considering changes in curriculum especially in highly dynamic subject areas such as mathematics and science What technologies are critical to success in the economy of the future What do our teachers know about emerging technologies What instruction in these concepts is occurring now What barriers affect our ability to infuse learning of new technologies into instruction These questions have figured in a series of discussions around the state about the need for an Illinois coalition that would address issues related to science technology engineering and mathematics STEM education National reports about the declining quality and quantity of STEM professionals in the U S contributed a sense of urgency When a Kentucky report on what that state s teachers knew about new technologies appeared in 2004 Illinois leaders saw it as a model for inquiry on the baseline questions at the P 12 level In December 2004 the Illinois State Board of Education arranged to lease the Kentucky survey for distribution in Illinois The Illinois Mathematics and Science Academy IMSA took responsibility for revising Kentucky s list of critical technologies in consultation with Illinois businesses and researchers In 2005 Northern Illinois University surveyed Illinois middle school and

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/preface.shtml (2016-02-15)
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  • Illinois Survey of Critical Technologies
    large and small schools and all socio economic levels Snapshot of teachers who responded View demographics subjects taught experience Statewide sample Themes 1 Classroom implementation is limited Few Illinois students in grades 6 12 have opportunities to learn about more than one of 26 science and mathematical concepts that businesses and researchers say are emerging as drivers of the new economy What teachers told us about classroom implementation 2 It is time to define the New Basics in science and mathematics The survey spotlights a need to identify the new basics in science and mathematics and to decide what should be taught and when Traction concepts show how teachers are answering these questions What teachers told us about the New Basics 3 Barriers limit classroom implementation and teacher training Teachers who want to learn about emerging topics are constrained by time lack of financial resources and teaching materials state and local policies and shortage of opportunities to acquire knowledge and teaching skills What teachers told us about barriers What teachers told us about learning new content and teaching skills Summary Tables The Summary Tables of Total Results reports teachers responses in five areas related to 26 critical technologies Awareness Familiarity

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/summary.shtml (2016-02-15)
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  • Illinois Survey of Critical Technologies
    Summary of Findings Research Methodology What Teachers Told Us Survey Items Concept Definitions What Teachers Told Us About classroom implementation About the New Basics About barriers About learning new content

    Original URL path: http://www.ilcriticaltechnologies.niu.edu/ilcriticaltech/toldus.shtml (2016-02-15)
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