In particular they are demanding that schools produce students who can solve contextual problems and think critically. In response to recognized deficiencies in student preparation, the mathematics and science communities have drafted education standards that present new visions for the classroom. Both mathematics and science Standards advocate instructional methods that encourage students to be active participants in the learning process and that provide students with opportunities to learn mathematics and science by doing them, using the tools and methodology employed by professional mathematicians and scientists. With the use of technology, students can emulate the work of these professionals. At present, active technology-based visions for mathematics and science classrooms are far from reality in Connecticut and in many other parts of the nation.
Several obstacles stand in the way of implementing the new standards in mathematics and science.
First, in order to implement the standards properly, teacher must learn to become effective facilitators of active student learning. Furthermore, this skills-oriented style of teaching is not sufficient to prepare Connecticut students for the new types of assessment being implemented by the state or to meet the demands of Connecticut's modern work force. Similar stories can be told in other states across the nation. A second obstacle to implementation of the NCTM and Science Standards is teachers' lack of familiarity with new technologies and with effective technology-based teaching approaches. Many teachers have only recently become aware of the exciting possibilities that technology offers but have not had sufficient professional development opportunities or the availability of equipment to implement new technology-reliant approaches.