The history of efforts to improve the teaching of science, technology, engineering and math (STEM) curricula has included a number of change initiatives over the past 50 years at every level of education from elementary through post-secondary.  Recently, the National Academy of Sciences (NAS) has published a framework for development of common core standards for science (Standards, 2011).  Of particular importance for this discussion are five of the eight practices of science identified in the framework: planning and carrying out investigations (in particular, data collection); analyzing and interpreting data; developing and using models; using mathematics, information and computer technology, and computational thinking; engaging in argument from evidence. 
These five practices frame this paper.  Specifically, this report examines how features of TI’s Nspired Learning system (including TI-Nspire and TI-Navigator, align with the need to build the practice of science into the curriculum, through the combination of hardware, software and research-based practices for learning and instruction.

This paper draws from two related lines of research on science education and how technology is best used in science learning and instruction.  The first line of research is reflected in the contemporary effort to develop Common Core Standards for science in K-12 curricula.  The second line of research is about uses of technology to address common challenges in teaching science. 


Center for Technology in Learning (2011) "Nspired Learning in Science: What Research Says."  Menlo Park, CA: SRI International and Texas Instruments.