 rapidly becoming an integral part of the global economy in which future generations will have to compete. We are obliged as teachers and developers to increase the scientific and technical literacy of the young to prepare them for the future.
The Pennsylvania State University and NASA Dryden Flight Research Center are working together to analyze, develop, implement, and evaluate instructional materials that enable teachers to use the World Wide Web (WWW) effectively for teaching science, mathematics, and technology. As part of the NASA Dryden Learning Technologies Project, the first phase in accomplishing this goal was to complete a needs assessment to determine how the WWW could be integrated into the classroom. A team of researchers conducted an analysis and needs assessment to identify K-12 teacher needs with regard to using the WWW for instruction and to identify the obstacles those teachers face in utilizing NASA's Learning Technologies products in the classroom.
The needs assessment was conducted in three phases. In the first phase, the school context was analyzed. The second phase consisted of a review of the science, math, and technology content. Phase three consisted of reviewing the processes of teaching and learning, which in combination with the results of the first two phases resulted in the development of strategies that exemplify the most meaningful ways the WWW can be used in the classroom. Eight factors along with their defining dimensions were analyzed by searching on- and offline references and resources, conducting on- and offline interviews with school personnel, attending conferences, and reviewing national statistics on technology use in schools.
The investigation about school context focused on areas that are critical to integrating and using computer technology to deliver instruction in an educational setting. These included administrative infrastructure, technology infrastructure, and teacher factors.
In the second phase of the assessment, school-appropriate science, math, and technology content areas were explored. The structure of the National Education Standards and school curriculum was studied along with how existing NASA Web-based material might fit within this structure. The areas of study included school curriculum and existing NASA material.
In the third phase of the needs assessment, the teaching and learning processes were investigated. The investigators reviewed the ways that instruction could be presented most effectively for the teacher and the student. The review included best practices using the WWW in the classroom, teacher tutorials, and learning theories and teaching practices.
The purpose of the in-depth investigation of these eight areas was to identify which dimensions defined the area and further specify the critical factors for each of the dimensions. These dimensions and critical factors provided a structure for reporting the results found for each area.
Administrative infrastructure refers to the policies and personnel that facilitate the use of computer technology in the classroom. Policies are those mandated at the Federal, State, District, or Local levels. Personnel include principals, vice principals, school board members, teachers, secretaries, parents, and outside sponsors. Three important dimensions specific to the successful use of the WWW in the classroom emerged: supportive administrators, supportive computer technology and services, and support for teachers.
Supportive administrators. The level of support provided by the administrator in an overall management capacity and in day-to-day activities with teachers and support staff can set the pace for the use of computer technology in the classroom. The schools that were most successful at using computer technology and the WWW in the classroom had administrators who were
Supportive computer technology and services. A key function of the administrative infrastructure is to provide the computer technology necessary for the teacher and to plan for providing access to that technology. Technical support, including e