Over the past decade, support groups and organizations have become increasingly commonplace in universities and schools. The poster will explore how these groups can unintentionally serve as deterrents for girls interested in pursuing CS.

Eighteen high school biology teachers from a stratified sample of thirteen distinct geographical United States regions participated in evaluating first-year prototypes of Biology: Exploring Life that incorporate a print textbook; accompanying Web activities to explain and reinforce the text and promote active, hands-on learning; and wet-lab investigations. This article discusses how we chose our teacher participants, compares our participant sample with the characteristics of early adopters of innovation, and details what we learned from our year-long investigation about implementing a technology-rich science product in real classrooms. The article concludes with recommendations for adopting technology-rich science learning products in schools. Twenty-one years ago, Bunderson (1981) predicted that technology (at that time, the videodisc) would become a dominant source of instruction within the decade, largely replacing the teacher. Ten years later, Heinich (1991) was still arguing for "certified resources," technology-based products that would displace teachers, an argument strongly supported by Perelman in School's Out (1992). A survey of classrooms today would reveal, however, that teachers-while perhaps playing a slightly different role-still dominate the educational landscape. A brief survey of the literature over the past 20 years shows early adopters-in typical technology champion style-have prophesied that the best was yet to come for teaching and learning using technology (see for example, extent to which technology has effected radical change in teaching and learning falls a bit short of the prophecy (Cuban, 2001). The major concerns about integration of technology in school settings in the last two decades' literature seem to focus on (a) availability of suitable technology (hardware), (b) access to well-designed educational software, (c) adequate teacher training in technology use, and (d) support for teachers in using technology with students. In the words of Baker (1981), computer-based instructional products and applications will only succeed if they can be integrated "into the enduring fabric of the educational system" (p.23). This article examines how implementing technology-rich materials today reflects the same concerns expressed 20 years ago and attempts to illuminate some of the strands of that fabric. Data from the National Center for Educational Statistics (1999) and the State-of-the-States Survey (2001) suggest that many schools have advanced beyond the first level of adopting technology: Implementing Technology-Rich Biology / 2 purchasing hardware and software, preparing school facilities, and wiring schools for Internet access. Many schools have also completed the second level of adoption: preparing teachers to operate computers. As a general rule, successful completion of the first and second levels makes record-keeping easier, improves the quality of presentations, and increases professional communication among teachers. Despite the apparent readiness of school systems to advance to th...