ITEEA CONFERENCE– CHARLOTTE, NCMARCH 19, 2010

Michael Hacker and David Burghardt, Co-DirectorsHofstra University Center for Technological Literacy

WWW.HOFSTRA.EDU/CTL

CTL

Since 1993, the Center has led ten large-scale materials development and PD projects and received over $27 M in NSF funding. Current projects include:

The MiSP Project: Mathematics Infusion into Science Project (a Phase II MSP).

Project ESTEEM: Equitable Science, Technology, Engineering, Education, and Mathematics

CCfT: Core Curriculum for Technology Education

SMTE: Simulations and Modeling in Technology Education

The overall mission of the Center is to improve STEM literacy for K-16 students and faculty with a particular emphasis on Technology Education.

Technology Education has been a subject in

transition for over 40 years

Going, Going, Gone? Recent Trends in Technology Teacher Education Programs

Kenneth S. Volk , JTE Spring 1997, Updated April 2009

TRENDS IN GRADUATION RATES SUPPLY OF TECHED TEACHERS

Crafts Industrial Arts Industrial Technology Technology Education

From Kendal Starkweather,Executive Director, ITEA, April 2009

87% decline vs.51% in mathematics

The Transition to ETE is part of a Logical Progression for Our Discipline

Crafts Industrial Arts Industrial Technology Technology Education ETE

NAE NAE “Engineering education in K-12 “Engineering education in K-12 classrooms is a small but growing classrooms is a small but growing phenomenon that may have implications phenomenon that may have implications for engineering and also for the other for engineering and also for the other "STEM" subjects--science, technology, and "STEM" subjects--science, technology, and mathematics. mathematics. “

NSFNSF hosted a K-12 engineering SIG at hosted a K-12 engineering SIG at the 2009 DR K-12 PI meeting. the 2009 DR K-12 PI meeting.

ASEE, ISTE, ITEEA ASEE, ISTE, ITEEA collaborating to develop children’s collaborating to develop children’s engineering programs.engineering programs.

Technology and Engineering are by nature, integrative endeavors where students design solutions, synthesize knowledge, optimize, and make tradeoffs.

TE TE the study of the human-made the study of the human-made world world

(International Technology and Engineering Educators (International Technology and Engineering Educators Association)Association)

E E applying knowledge of the applying knowledge of the mathematical and mathematical and natural sciences to natural sciences to create the human made create the human made world world (Engineering Council on Professional Development(Engineering Council on Professional Development)

The implication is that ETE will add an analytical component The implication is that ETE will add an analytical component to TechEdto TechEd

ESSENTIAL QUESTIONESSENTIAL QUESTION

Will Technology Educators be Will Technology Educators be able to Effectively Deliver ETE?able to Effectively Deliver ETE?

Materials Processing

Technical Drafting

Molding and Forming

CADD

Materials Precision/CIM

Communication Systems

Manufacturing Systems

Transportation / Power

Construction Systems

Energy Technology

Design and Technology

Electronics Technology

OSWEGO UNIVERSITY, NY. 2009 - 39 CREDIT TECHNICAL CORE

Name of University Math Requirement 2009

Appalachian State One CourseBall State One CourseBowling Green Two Courses

Buffalo State Two CoursesBrigham Young One CourseCalifornia University of Pa. Two CoursesCollege of New Jersey Two Courses incl. CalculusIllinois State One CourseMillersville One CourseMontana State One CourseNorth Carolina State Two Courses incl. CalculusOhio State One CourseOld Dominion Two CoursesPurdue Two CoursesOswego One CourseSouthwestern Oklahoma State One CourseStout State Two CoursesUniversity of Southern Maine One CourseVirginia State One Course

TechEd Undergraduate Mathematics Preparation

Our student body has changed more dramatically than in any similar time period in history

Of our students:99% of boys and 94% of girls play video games93% use the Internet80% carry a cell phone, 47% say their social life would end without it, 42% can text blindfolded.75% have a Face Book profile and most check it daily44% read blogs and 28% author a blog34% use websites as their primary source of news

Sources: Marketing Charts .com, Pew Internet and American Life Project, Connecting to the Net Generation.

• Between the capabilities and backgrounds of our teachers and the demands of 21st Century society.

• Between the instructional methodologies teachers continue to practice within their comfort zones and the interactive experiences youth in the Internet generation are demanding.

• Between the traditional learning environment and its relevance to students whose use and knowledge of ICT is rapidly rendering the traditional classroom obsolete.

So, don’t we need to:

Unshackle Technology Educationfrom its traditions

(with a caveat)

Develop a transformative model for both preservice and school-based Engineering and Technology Education

And in doing so, build on best TechEd practice in our transition to ETE.

As a transformative model, should we move technology teacher education toward engineering education?

.

ETE is not about career preparation for future engineers, but rather, is an instructional context to promote technological literacy and reinforce core disciplinary concepts; and is a pedagogical strategy that encourages:

• Knowledge integration• Quantitative thinking – math modeling/analysis• Inquiry and Investigation• Design under constraint problem solving• Optimization and consideration of tradeoffs (e.g., human and environmental impacts, risk and cost/benefit tradeoffs)So, the question is, HOW?????

1. Focus on UNIFYING THEMES

a. Systems

b. Modeling (descriptive and predictive)

c. Resources (materials, energy, information)

d. Human values (sustainability, impacts, ethics)

e. Design (specifications/constraints, optimization, tradeoffs, analysis)

These are generic to (and illuminate) a wide variety of technological and engineering contexts.

My Doc

There are commonalities that apply to ALL control systems: physiological, electronic, mechanical and social. Time scales and energy inputs may be very different, but the underlying mechanisms are the same.

Common System Elements: Input – Comparison – Control – Process – Output – Monitor - FeedbackSubsystemsResourcesDesired and Actual ResultsUnintended Consequences

CONTEXTS BASED ON TECHNOLOGICAL SYSTEMS

CONSTRUCTION

MANUFACTURING

BIO/CHEMICAL TECHNOLOGIES

INFORMATION AND COMMUNICATION

TRANSPORTATION

THEMES AND ETE CONTEXTS

Design

Resources

Modeling

Systems

Manufact.

ICT. Energy

Food

TH

EM

ES

CONTEXTS

CONTEXTS BASED ON PERSONAL AND GLOBAL CONCERNS

SHELTER

ENERGY

FOOD

WATER

HEALTH AND SAFETY

1. Focus on UNIFYING THEMES

2. ADD ACADEMIC RIGOR by infusing core disciplinary concepts into engineering and technological contexts

3. Use an INFORMED DESIGN Pedagogy (KSBs)

4. Adopt a “HYBRID MODELING” approach

5. INFUSE WEB 2.0 AND WEB 3-D information and communication technologies (ICT)

2. ADD ACADEMIC RIGOR by infusing core disciplinary concepts into engineering and technology contexts.

3. Use an INFORMED DESIGN pedagogy

1. FOCUS ON UNIFYING THEMES

Knowledge and Skill Builder 1: Geometric Shapes and FactoringKnowledge and Skill Builder 2: Ratio and ProportionKnowledge and Skill Builder 3: Creating NetsKnowledge and Skill Builder 4: Pricing Information: Creating Formulas in Spread Sheets

Knowledge and Skill Builder: Geometric ShapesIt is important to understand different geometric shapes so you can use them in your design. In this KSB you will draw different geometric shapes and determine their areas and perimeters. Using 24 square tiles, arrange them to make rectangles that have an area of 24 square units and have whole number dimensions. Then draw them on the grid provided.

Length in units

Width in units

Area in square units

Perimeter in units

1. From a math perspective, what are the factors of 24? Indicate next to each figure its perimeter. (Show the whole numbers used for the dimensions.)

2. How do you know you have found all rectangles meeting the requirements ?

3. What is the relationship between a rectangle’s dimensions and its area?

4. What is the relationship between a rectangle’s dimensions and perimeter?

5. Which rectangle with an area of 24 square units has the greatest perimeter.

6. Which rectangle with an area of 24 square units has the least perimeter.

7. How can the cost of wall construction and wall covering be minimized?

Integrates screen-based 3-D simulation and real-world physical modeling

4. Adopt a HYBRID MODELING Approach

1. FOCUS ON UNIFYING THEMES2. ADD ACADEMIC RIGOR.3. Use an INFORMED DESIGN pedagogy

5. Make use of WEB 2.0 AND WEB 3-D information and communication technologies.

1. FOCUS ON UNIFYING THEMES2. ADD ACADEMIC RIGOR.3. Use an INFORMED DESIGN pedagogy4. Adopt a HYBRID MODELING approach

Web 2.0 and 3-D technologies such as: • Audio and video blogs and podcasts• Simulations and gaming• Wikis• Social networkingThese can make ETE accessible to a wider pool of students and dramatically enhance its contribution to STEM education.

SURVIVAL MASTERStudents will enter a 3-D

virtual world. They will form four-person groups representing victims of an earthquake that has struck their remote region of Alaska. The quake has destroyed homes, wrecked power lines, cracked airport runways, damaged roads, and triggered landslides.

The quake area is over a hundred miles from the nearest source of building materials and supplies (the city of Fairbanks). Because roads have been so badly damaged, travel is virtually impossible until repairs can be made. It is November; it is snowing, and cold is the enemy.

SURVIVAL MASTER– KSBsSURVIVAL MASTER– KSBsMathematicsVolume/surface area relationships for geometric

shapesNets/StretchoutsDirect and indirect relationshipsAlgebraic equations (heat flowcalculations)

ScienceConductive heat flowHuman body heat generationThermal conductivity

Technology / EngineeringProperties of materialsk Value and R valueStructural design – dead/live/wind/snow loads,

stability

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