J. Wright1, M. Dawson2

1Florida Institute of Technology (UNITED STATES)
2Alabama A&M University (UNITED STATES)
This paper examines the significance of integrating Information Technology (IT) into the inner city K - 12 educational curriculum. Educational curriculum reform is eminent due to the major breakthroughs in technology, including mobile internet, digital textbooks, and cloud computation. Currently, some educational systems are starting to utilize IT. Examples of this are seen with: Technology- based educational reform efforts such as Huntsville City Schools Laptop Initiative and Geospatial Information Technology (GIT); Software-focused initiatives such as Apple Textbook Initiative and Barnes and Noble e-book editions for Nook; finally, structured/standardized professional development workshops or courses such as the Library of Congress Teaching with Primary Sources Program for K – 12 educators. However, a consensus must be reached on how to properly integrate IT into the K – 12 curriculums. Educators’ ideologies differ when considering various avenues for IT integration. Furthermore, there are several barriers that inhibit the effectiveness of incorporating IT into the national educational system, such as: teacher-level, school-level and system-level. Some studies recommend a Technology, Pedagogy, and Content Knowledge (TPACK) framework as a solution to effectively incorporate technology into the curriculum. Lastly, information technology integration is a multi-faceted issue that requires the expertise of various educators, scientists and professionals. A seamless transition from traditional educational approaches to contemporary digital methodologies requires careful planning and proper training to ensure that students benefit from this new approach to education. The result of the research is to increase the numbers of minorities in the Science, Technology, Engineers, & Mathematics (STEM) fields by injecting IT into the K – 12 curriculum in inner city schools.