For the second year in a row, students and teachers who responded to a national survey on educational technology expressed a strong desire for schools to focus more on the integration of technology and real-world problem solving into math and science classes. In addition, an overwhelming 97 percent of students, but just over half of teachers, say they think cell phones should be allowed in school for emergencies and for connecting with parents.

The findings of the fourth annual Speak Up survey, released at a Congressional briefing in Washington, D.C., on March 21, collected ideas and views from more than 270,000 K-12 students and 21,000 teachers from all 50 states. For the first time, the survey also included parents, and some 15,000 parents took part. Participants were asked about their views on such topics as technology, math and science instruction, 21st century skills, global collaboration, communication and self-expression, and schools of the future.

The study shows that students want to learn math and science through real-world problem solving, visiting places where they can view science in action, and talking with professionals in the fields. Teachers also believe that teaching these subjects within the context of real-world problems is the most effective method, but a key challenge is that there is not enough instructional time to teach science, they say.

According to the survey, students cited communication as their No. 1 use of technology. "They are very interested in not only communicating among themselves, but also with students all around the world," said Julie Evans, chief executive officer of Project Tomorrow (formerly NetDay), the survey's sponsor.

Students are increasingly connecting with their peers from other towns, states, and even countries through applications such as instant messaging, the survey shows. Many refer to these people who they have never met as their friends. "This new online connectedness is redefining the definition of the word 'friend,'" said Evans.

"We've seen a large uptick in terms of students using technology for presentations," Evans added. "[Students] tell us overwhelmingly that they feel they could do so much more if they could present [information they have collected] in a multimedia or PowerPoint presentation."

One area of concern that stood out in the survey was the decline in interest among students in pursuing a career in science, engineering, mathematics, or technology (STEM). Eighty-six percent of students in kindergarten through second grade said they were interested in specific STEM-related careers. But starting in third grade, that interest begins to wane. More than a third of third- through 12th-graders said they were no longer interested in pursuing a STEM career.

Another issue that surfaced was the availability of technology in schools.

"In terms of obstacles to using technology, [students in the] younger grades tell us there is not much access," said Evans. "They don't have enough computers, or [the machines] are difficult to get to. In older grades, it's all about control. They want to have the rules and regulations over technology more relaxed and want to have more control over when they can use computers."