Illinois Survey of Critical Technologies

Preface

Nanotechnology, gene therapy, green technology, artificial intelligence – concepts such as these are becoming important to our economy and daily lives at an increasingly rapid pace. With rapid technological changes come important questions about how to best provide opportunities for students and workers to learn about them, and how best to identify “the new basics” that are transforming science, technology, engineering, and mathematics. Illinois’ commitment to innovation requires that we find ways for ensuring success of students and workers in the technology-driven global marketplace. This premise implies the need for frequent updates in school and job-training curricula.
Every level of the education continuum shares 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 high school teachers of science and mathematics to determine what they knew and were teaching about 26 concepts deemed critical to Illinois’ future economic success.

The results of the Illinois survey should initiate state-wide conversations about how, when, or whether new technologies should be introduced into P-12 and higher education classrooms. With the quality of Illinois’ current and future talent pool at stake, the conversation must include representatives of business, government, and education. Connections between education and economic development are everybody’s business.

We are grateful to the 1241 Illinois teachers who participated in this survey. Additional thanks go to the Kentucky Science and Engineering Foundation for sharing their survey and report template.

Illinois State Board of Education • Northern Illinois University

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Summary Report Executive Summary Preface Summary of Findings Research Methodology What Teachers Told Us Survey Items Concept Definitions	Preface Nanotechnology, gene therapy, green technology, artificial intelligence – concepts such as these are becoming important to our economy and daily lives at an increasingly rapid pace. With rapid technological changes come important questions about how to best provide opportunities for students and workers to learn about them, and how best to identify “the new basics” that are transforming science, technology, engineering, and mathematics. Illinois’ commitment to innovation requires that we find ways for ensuring success of students and workers in the technology-driven global marketplace. This premise implies the need for frequent updates in school and job-training curricula. Every level of the education continuum shares 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 high school teachers of science and mathematics to determine what they knew and were teaching about 26 concepts deemed critical to Illinois’ future economic success. The results of the Illinois survey should initiate state-wide conversations about how, when, or whether new technologies should be introduced into P-12 and higher education classrooms. With the quality of Illinois’ current and future talent pool at stake, the conversation must include representatives of business, government, and education. Connections between education and economic development are everybody’s business. We are grateful to the 1241 Illinois teachers who participated in this survey. Additional thanks go to the Kentucky Science and Engineering Foundation for sharing their survey and report template. Illinois State Board of Education • Northern Illinois University

Summary Report

Preface