| Over the past two decades information technology (IT) has gradually been introduced into the classroom. Initially, there appeared to be a great deal of ambiguity on how it should be used in the school environment or even whether it should be used at all. More recently, educational stakeholders have realized the potential that IT holds as a learning tool, and have determined that students need to become literate in its use. These factors have resulted in the development of a carefully organized framework within which school boards must work to ensure that technology is integrated into the core curricula. Students are expected to learn the concepts of the various core subjects, as well as demonstrating that they possess the skills, competencies, and knowledge of how to use information technology. A significant aspect of the framework for integration of technology consists of provision for the evaluation of learner outcomes and illustrations of learner expectations at all grade levels.;The purpose of this research was to determine to what extent teachers of Science 10 are integrating IT into the curriculum and what role it plays in the teaching of Science 10. Four large urban school districts in the cities of Edmonton and Calgary were requested to participate in the research with a questionnaire being sent to a Science 10 teacher in each high school in the participating school districts.;Results from this research suggest; the majority of Science 10 teachers and students in these school districts presently use IT hardware and software tools during Science 10; that the major roles of IT in the Science 10 classroom are as a tool for searching and retrieving information, as a productivity tool, and as a means of demonstrating scientific concepts and/or simulations; and, that teachers intend to retain their present level of integration of IT (or to increase it). |
