This paper is based on thick data collected over two years in science classrooms across the state of Illinois, with a focus on one high school biology educator and visiting scientist fellow team. Both were participants in a significant research project sponsored by the National Science Foundation that involved graduate teaching fellows in K-12 education programs. The objective of this paper is to present evidence of what ???science??? and ???technology??? mean to freshman and sophomore high school students in a suburban high school via narrative data and artifacts collected. The students??? own voices make clear the type of impact programs such as the Graduate Teaching Fellows in K-12 can have, and they give guidance for schools seeking to effectively integrate technology into science classrooms.
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