The document discusses a panel discussion on emerging technologies and their impact on K-12 education, teacher education, and computational sciences. The panel members have expertise in areas like 21st century teaching, high performance computing outreach, teacher education, computational sciences, classroom teaching, eLearning, and K-12 technology integration. The issue being discussed is the disconnect between high performance computing fields' need for more domestic graduates and the lack of STEM preparation among K-12 and college students, which suggests teacher education should be more involved in STEM education and training teachers to be more knowledgeable in these areas.

1. Emerging Technologies: Disconnects, K12, Teacher Education, and Computational SciencesA Panel Discussion

2. Panel MembersDr. HowieDibiasi - an expert on 21st century teaching and learning in schoolsElizabeth Leake - a representative of Teragrid, a high performance computing outreach organizationDr. Mike Searson - representing Schools of Education/Teacher Education as well as the role of SITEDr. Henry Neeman - member of the high performance computing/computational sciences fieldBonnie Bracey Sutton - Classroom teacher, former Clinton administration technology advocateRaymond Rose - eLearning Evangelist and representing COSNDr. Bob Plants – K12 and Teacher education technology integration and learning specialist

3. The Issue of DiscussionScenario: Three years ago, I sat in my first conference session on supercomputing (Henry's); Two years ago, I attended my first Supercomputing conference; This year I attended my second. In learning about HPC, Supercomputing, I learned that the computational sciences were having a difficult time in finding U.S. born graduates to enter fields related to the computational sciences, think STEM. At the same time, I noted that HPC did K12 outreach but it occurred to me that there was a disconnect. If you want more teachers teaching STEM subjects, should you not included teacher education and create more knowledgeable teachers? This disconnect became clearer in talking to an Engineering professor at my institution when he told me how many freshmen Engineering majors from our state are unprepared for their freshman Engineering curriculum. And finally, a recent set of data on my states teacher education graduates painfully illustrates this disconnect.

4. Mississippi Teacher Production