The Evolving Classroom: A Study of Traditional and Technology-Based Instruction in a STEM Classroom

One need only read the most recent newspaper, periodical or research journal to realize that there is unprecedented change occurring in education. According to Kimmelman (2006), since the seminal report A Nation at Risk was published in 1985, the call for education reform has increased dramatically over the last 25 years. During the last ten years, the No Child Left Behind Act of 2001 (NCLB) has ensured that educators at every level focus on accountability, use scientifically-based research, be data driven, and use standardized tests in an effort to improve student learning. Love it or hate it, NCLB has been the catalyst for huge changes in the world of education from kindergarten through 12th grade (K–12). Based on new reform models, some researchers have found that too many students enrolled in K–12 classrooms do not achieve at levels necessary to be globally competitive (National Center for Education Statistics, 2009). Clearly, new policies, expectations, and accountability measures have changed the way teachers teach and students learn.