Students have access to the Internet at their fngertps via e-tablets and smart phones. However, the STEM felds are struggling to remain relevant in students’ lives outside the classroom. In an efort to improve high school science curricula and to keep students engaged in the classroom, we developed a technology-rich bioengineering summer program for high school students in grades 9-12. The program utlized touch screen technology in conjuncton with hands-on experiments and traditonal lecturing to create an entertaining, relevant, and efectve classroom experience. | Journal of Technology and Science Education INTEGRATING TECHNOLOGY IN STEM EDUCATION Priya Chacko, Sarah Appelbaum, Heejoo Kim, Jinhui Zhao, Jin Kim Montclare New York University Polytechnic School of Engineering United States , sappel01@, , elizabethzhao1@, montclare@ Received March 2014 Accepted January 2015 Abstract Students have access to the Internet at their fngertps via e-tablets and smart phones. However, the STEM felds are struggling to remain relevant in students’ lives outside the classroom. In an efort to improve high school science curricula and to keep students engaged in the classroom, we developed a technology-rich bioengineering summer program for high school students in grades 9-12. The program utlized touch screen technology in conjuncton with hands-on experiments and traditonal lecturing to create an entertaining, relevant, and efectve classroom experience. Keywords – Technology, Classrooms, Educaton, STEM. ---------- 1 INTRODUCTION In elementary school classrooms fve years ago, children were struggling with cursive – atemptng to make the graceful curves and connected leters that teachers claimed would be used in high school and postsecondary educaton (Wallace & Schomer, 1994). Although cursive came in handy 100 years ago when all legal documents were hand writen (Supon, 2009), the world has largely turned to new and progressive technologies – rendering those difcult cursive leters almost obsolete. Recently for English classes, teachers have created websites dedicated to their curriculum (Dunn, 2011), while students submit essays online to prevent plagiarism and seek out supplemental material to augment their course work (Baek & Freehling, 2007). In a world where technology is ever changing through innovaton, STEM classrooms appear to be lef behind (Pitler, 2011). The challenge for STEM educators in the coming years is to answer the age-old queston: How can students with
