Background
In June of 2009, the U.S. Census Bureau released the results of a 2007 study indicating that household Internet use tripled between 1997 and 2007, 62% up from 18%. The National Center for Education Statistics reports that as of 2005, 94% of U.S. schools have Internet access with an average of one computer for every 3.8 students. In 1999, while a middle school science teacher, I applied for and received a 21st Century grant. The grant provided my students and me with six iMacs, a scanner, and a printer. My classroom, defined as the science room because it contained a sink, was wired to access the Internet. In a school of 900 students, we became one of three classrooms with an Internet connection. Clearly, opportunities for capitalizing on the Internet as an integral tool in STEM education will continue to grow and expand.
Part I: The Fundamentals
Excellent products and programs for K-12 educators exist. Many states require an adoption process winnowing the competition down to a recommended few. Yet, few web-based products available meet all the needs or incorporate the necessary characteristics to excel in such highly a competitive environment. Many of the products I reviewed for clients lacked some fundamental quality or perquisite that, if included, would result in a stellar product. Fundamental mistakes I encountered included inaccurate science, inappropriate concepts or content for a stated age or grade range, lack of assessment opportunities, and no teacher support materials.
Accurate Science
In order for instructional products to succeed, all STEM concepts and content must be correct. Teachers reviewing your product, whether for district or classroom use, will summarily discount it if the science, mathematics, or engineering is wrong. One inaccuracy implies a poor foundation upon which the whole product is based and undermines credibility of the entire curriculum. As a subject matter expert for one client, I returned scripts and storyboards to developers pointing out flaws in the concepts or context requiring correction. For example, I returned a script with a comment that explained that most of our mineral resources were not the result of the cooling of magma as implied by the writer. Including a subject matter expert from the start as well as hiring developers with content specific experience will improve the quality of your product from the start.
Products not aligned to state or national standards inevitably fail the review process. Even if you do not intend the product for state adoption, products aligned with standards will receive the first review. The standards provide developmentally appropriate guidelines for teaching and learning STEM concepts and should guide product development. My work with offshore developers underscores problems that occur when developers or subject matter experts lack K-12 experience. Little knowledge of U.S. STEM standards and different life experiences makes it difficult for developers to address concepts and content in a context appropriate for U.S. students. Simple issues I have encountered include addressing topics in inappropriate (too advanced or too basic) contexts or writing in a dialect of English not commonly used in the U.S. Therefore, create a production team with strong knowledge and experience of STEM education concepts, content, and contexts.
Tools for Teachers & Administrators
Today, all instructional materials should include tools for assessment and materials to support teacher implementation. Most of the web-delivered products I analyzed lacked any form of assessment. Teachers and administrators are required to gather and analyze data about student performance. Therefore, if your product provides a solution to this need, you will be way ahead of the competition. Web-based products that build in assessment tools, capture student data, and provide the data to teachers and administrators in a useful format will stand head and shoulders above the rest. Like all curricula, the purchase of the product is the first step. The second step is to provide teachers with the support necessary to implement it. In every classroom or school storage room lie great ideas and products gathering dust because no one showed the teacher how to use it to the best advantage. Therefore, build professional development for teachers and administrators into your product package. Identify ways to decrease the learning curve for teachers to implement the product. Anything less and your doomed to the gather dust.
Part 2: From Good to Great...creating the next generation of web-based education materials...coming soon.
Well stated and organized information Doug. As a fourth grade educator in Colorado Springs, CO I too have seen products that are appealing and engaging for students and teachers alike, yet they often offer little or no assessment. You are absolutely correct...teachers need to be able to assess student progress. These assessments should be available as both formative and summative. They should be used to drive instruction as well as measure student growth in content area knowledge.
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