Standards-Based Technology and Engineering Education

Standards-Based Technology and Engineering Education
Author: Scott R. Bartholomew
Publisher: Springer Nature
Total Pages: 319
Release: 2023-12-03
Genre: Education
ISBN: 9819957044
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This book brings together authors from around the world to discuss the Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education (STEL) released in July 2020 by the International Technology and Engineering Educators Association (ITEEA). The various chapters examine and elaborate on how educators must understand the structure of the standards used and their alignment with educational programs at specific levels and contexts, both in the context of the USA, and internationally. It also showcases case studies analyzing the use of standards in their various contexts from a number of countries which have either adapted STEL, or which have national Standards in Technology Education. The STEL represents a major update to the content standards that has guided the field of technology education (and, later, technology and engineering education) in the USA since 2000. In contrast to previous standards, STEL presents a substantial reduction in the number of standards and associated benchmarks, and the benchmarks have been operationalized to identify the key knowledge, skills, and dispositions associated with each standard. It also emphasizes a focus on core standards that should allow for deeper levels of understanding and engagement on the part of students, who in comprehensive educational programs will continue to revisit these core standards in increasingly sophisticated ways as they progress from Pre-K through Grade 12.

Standards for K-12 Engineering Education?

Standards for K-12 Engineering Education?
Author: National Research Council
Publisher: National Academies Press
Total Pages: 160
Release: 2010-10-28
Genre: Education
ISBN: 0309160154
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The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education-science, technology, and mathematic-but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study.

Engineering Design

Engineering Design
Author: International Technology Education Association, Reston, VA.
Publisher:
Total Pages: 134
Release: 2004
Genre:
ISBN:
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Unfortunately, students in many schools can still graduate, having had no practical contact with engineering concepts of case studies. One major problem of secondary education is that schools teach science, technology, and mathematics only in the context of the specific disciplines. Although many students may not become engineers, they do need problem-solving skills for life in the technologically complex twenty-first century. This guide presents content and activities in a cornerstone technology education model course for the high school. The information contained in this guide, will assist teachers in preparing to implement Standards for Technological Literacy (STL). In addition it can be used by state, provincial, and local curriculum developers in creating a standards based curriculum. Following the Preface, the guide is divided into 3 chapters. Chapter 1, Scope and Sequence, addresses the high school learner and scope of a standards-based high school curriculum, an overview of methods described in this guide, and appropriate strategies for assessing students. Chapter 2, Units of Instruction, features the units of instruction for this course. Each unit presents standards-based content for students in Grades 9-12. The unit framework consists of an overview, enduring results, teacher preparation, unit content, suggested learning activities, assessment, and resources. Chapter 3, Appendix, contains descriptions of resources, materials, and references that teachers may obtain as they develop curriculum and instructional materials. Teachers, curriculum developers, and other interested readers are encouraged to review this guide in its entirety. The content across the chapters and instructional units collectively contribute to quality instruction that addresses the standards.

A Framework for K-12 Science Education

A Framework for K-12 Science Education
Author: National Research Council
Publisher: National Academies Press
Total Pages: 400
Release: 2012-02-28
Genre: Education
ISBN: 0309214459
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Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

National Educational Technology Standards for Students

National Educational Technology Standards for Students
Author: International Society for Technology in Education
Publisher: ISTE (Interntl Soc Tech Educ
Total Pages: 28
Release: 2007
Genre: Computers
ISBN: 9781564842374
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This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.

Building Capacity for Teaching Engineering in K-12 Education

Building Capacity for Teaching Engineering in K-12 Education
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Total Pages: 261
Release: 2020-04-13
Genre: Education
ISBN: 0309499429
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Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.

Building Capacity for Teaching Engineering in K-12 Education

Building Capacity for Teaching Engineering in K-12 Education
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Total Pages: 261
Release: 2020-03-13
Genre: Education
ISBN: 0309499453
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Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.

Adoption of Technology Education Standards, in District XYZ's Middle School Technology Education Program

Adoption of Technology Education Standards, in District XYZ's Middle School Technology Education Program
Author: John Bergstreser
Publisher:
Total Pages: 36
Release: 2011
Genre: Electronic dissertations
ISBN:
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Technology education has evolved into engineering and technology education. District XYZ is in the process of moving a skill based technology education program to a blend of skill and engineering based curriculum. District XYZ adopted Project Lead the Way into the high school and middle school curriculum. Project Lead the Way is a national program which involves the disciplines of technology, science, math, and literacy. This study identifies the technology standards used by Project Lead the Way and the process of adopting them into district XYZ. Project Lead the Way uses the standards for technological literacy created by the International Technology and Engineering Educators Association. Standards and benchmarks are outlined in each of the units of the Project Lead the Way curriculum. A focus group was used to identify which standards would fit into the districts standards based grading system. The focus group consisted of Technology education teachers and department heads. Findings from this study found agreement in three out of thirteen standards.

Investigating the Influence of Standards

Investigating the Influence of Standards
Author: National Research Council
Publisher: National Academies Press
Total Pages: 148
Release: 2001-12-27
Genre: Education
ISBN: 0309171326
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Since 1989, with the publication of Curriculum and Evaluation Standards for Mathematics by the National Council of Teachers of Mathematics, standards have been at the forefront of the education reform movement in the United States. The mathematics standards, which were revised in 2000, have been joined by standards in many subjects, including the National Research Council's National Science Education Standards published in 1996 and the Standards for Technical Literacy issued by the International Technology Education Association in 2000. There is no doubt that standards have begun to influence the education system. The question remains, however, what the nature of that influence is and, most importantly, whether standards truly improve student learning. To answer those questions, one must begin to examine the ways in which components of the system have been influenced by the standards. Investigating the Influence of Standards provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. Researchers and consumers of research such as teachers, teacher educators, and administrators will find the framework useful as they work toward developing an understanding of the influence of standards.