ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systems Approach for Developing Technological Literacy
Author: Frank, Moti
Date: 2005-00-00
Type: Journal Articles
Subjects: Systems Approach,Technological Literacy,Engineering,Foreign Countries,Engineering Education,Student Projects,Teaching Methods,Introductory Courses,Experiential Learning,Preservice Teachers,Preservice Teacher Education,Science and Society,Methods Courses,Required Courses,Prior Learning,Consciousness Raising,Technology Integration,Qualitative Research,Interdisciplinary Approach

In order to examine the implications of applying a teaching strategy that integrates a systems approach and project-based learning (PBL), it was implemented in two courses. The objective of the first course was to train preservice teachers to teach the subject of &quot;Science and Technology to All&quot; (mandatory subject in all of Israel's junior high schools), a mandatory methods course has been developed in the Department of Education in Technology and Science at the Technion-Israel Institute of Technology: &quot;Methods for Teaching Science and Technology for All&quot;. The course participants were pre-service teachers who were studying toward a teaching certificate in the Department of Education in Science and Technology parallel to their studies for a B.Sc. degree in one of the Technion's science Faculties. Most students in this course lack basic knowledge in engineering and technology. The second course was an introductory freshman course in the Faculty of Mechanical Engineering. The goal of the second course was to achieve certain objectives through experiential learning. These were to provide students with a clear overview of the different fields in mechanical engineering; to introduce them to the essence of engineering work and the processes of design and development of new technological products; to raise their awareness of the importance and necessity of analysis for finding optimal solutions for engineering problems, and to acquaint freshmen with the Faculty of Mechanical Engineering and familiarize them with the different aspects of mechanical engineering expertise (Elata &amp; Garaway, 2002). The innovation here is the integration of PBL and the systems approach, and the implementation of this combination in courses that up until today had been taught in traditional ways. This was an attempt to exploit this integrated approach to teach technology through a top-down process, without explaining the details to students lacking a technological background. This paper describes a qualitative study that followed the progress of the two classes. It presents what was learned during implementation of this approach in these two courses, as well as thoughts on future implications.
Productivism and the Product Paradigm in Technological Education
Author: Elshof, Leo
Date: 2006-00-00
Type: Journal Articles
Subjects: Design,Conservation (Environment),Natural Resources,Consumer Education,Sustainability,Technology Education,Ethics,Values,Ecology,Manufacturing,Environmental Education,Advertising

Aldo Leopold was a pioneer in United States' wildlife management and his axiom is certainly familiar to anyone who has tried to repair a complex technological system; it applies equally whether one is rebuilding a small block V8 engine or repairing a computer. &quot;Keep all the pieces&quot; is good advice because in all likelihood they will all be necessary to restore the proper functioning of the system. This paper will explore the nature of the modern product with respect to its relationship to technological education. The term &quot;product paradigm&quot; refers to a number of interrelated, implicit and explicit beliefs and assumptions regarding the nature of postmodern technological product culture that are increasingly problematic for technological education. It will also offer ideas to move technological education away from the &quot;product paradigm.&quot; In general the &quot;product paradigm&quot; consists of four distinct assertions. The author will explore each of these nonexclusive dimensions in turn, but will first examine the critical role design has to play in perpetuating the &quot;product paradigm.&quot;
A Playbill: Rethinking Assessment in Teacher Education
Author: Borgioli, Gina M.
Date: 2015-06-00
Type: Journal Articles
Subjects: Teacher Education Programs,Methods Courses,Beliefs,Educational Practices,Alternative Assessment,Literature Reviews,Educational Change,Preservice Teachers,Criterion Referenced Tests,Competency Based Teacher Education,Student Experience,Research Projects,Inquiry,Curriculum Design,Curriculum Implementation,Elementary School Curriculum,Teaching Methods,Instructional Effectiveness,Interviews,Online Surveys

In this article, we tell the story of inquiring about, designing, implementing and studying our enactment of non-traditional assessment practices in our elementary education university methods course. We organized this article using a theater playbill metaphor, starting with a prologue, followed by three acts and an intermission, and concluding with an epilogue. Our goal was to better align our assessment practices with our beliefs and values about teaching and learning. We discuss how reforming our assessment practices affected issues of equity for our pre-service teachers, such as their participation, identity, power, and agency in our classes. We hope to inspire readers to reflect on how their assessment practices affect students' learning and sense of agency.
Integrating and Assessing Essential Learning Outcomes: Fostering Faculty Development and Student Engagement
Author: Cydis, Susan
Date: 2015-06-00
Type: Journal Articles
Subjects: Competence,Learner Engagement,Faculty Development,Mixed Methods Research,Phenomenology,Cooperative Learning,Educational Objectives,Pretests Posttests,Student Attitudes,Program Effectiveness,Models,Student Role,Self Concept,College Students,College Faculty,Workshops,Student Participation,Thematic Approach,Content Analysis

This paper proposes a model for implementing a college-wide initiative designed to promote student competence with essential learning outcomes. This mixed-methods study combined descriptive and qualitative approaches to explore experiences of students, faculty, and professional as they engaged in a project that focused on teaching and learning with essential learning outcomes (ELOs). The researchers relied on the use of descriptive statistics and interpretive phenomenological analysis to capture faculty and professional staff participants' engagement in a collaborative study group designed to support pedagogy integrating ELOs into courses, assignments, and co-curricular activities and to gauge students' experienced competence. Six themes emerged from the focus on ELO integration, including connection, awareness, utility, reflection, intention and facilitation. Additionally, using a pre and post student survey of self-perceived ELO competence, researchers found a difference in student ratings of 0.25, (p = 0.05), suggesting an increase in students' perception of their ELO competence over the course of the semester.
Investigating the Relationship between High School Technology Education and Test Scores for Algebra 1 and Geometry
Author: Dyer, Richard R.
Date: 2006-00-00
Type: Journal Articles
Subjects: High School Students,Technology Education,Scores,Algebra,Geometry,Secondary School Mathematics,Comparative Analysis,Mathematics Achievement,Design,Program Effectiveness,Grade 10,Grade 11,Grade 12,Statistical Analysis,Mathematics Tests,Standardized Tests

The standards-based reform movement in education that began in the 1980s has evolved. In the 1990s, the focus was on producing subject-area content standards and modifying instruction. Today, the focus has shifted to assessment, and for technology education, demonstrating the impact on children and the efficacy of the discipline within general education. The purpose of this study was to compare the Standards of Learning (SOL) End-of-Course mathematics performance of high school students who completed courses in illustration and design technology to students who have not completed an illustration and design technology course. The following research questions were developed for this study: (1) Did students who had taken illustration and design technology courses perform better on their mathematics SOL tests than students who did not take illustration and design technology courses?; and (2) Did students who had not passed the mathematics SOL tests do better on their retake examinations after they took an illustration and design course? The population for this study was composed of 996 students in the 10th, 11th, and 12th grades who had taken the Algebra I and/or the Geometry end-of-course SOL examinations during the 2002-2003 school year. A &quot;t&quot; test was used to validate the first research question, and a Chi-square test was used to validate the second research question. The means and standard deviations were used to show the quality of testing between the Non-Illustration and Design Technology group and the Illustration and Design Technology group. The Illustration and Design Technology group had a 78% passing rate, while the Non-Illustration and Design Technology group had a passing rate of 73%. The Illustration and Design Technology group scored 14 points higher on average than the Non-Illustration and Design Technology group. The researchers recommend that this study be replicated with a larger sample in order to include more students. Technology educators must insure that planning at all levels implements contextual practice and includes meaningful assessment. The profession's long tradition of contextual practice is meaningless if it cannot delineate the impact it is having on students.
Project-Based Technology: Instructional Strategy for Developing Technological Literacy
Author: Frank, Moti
Date: 2006-00-00
Type: Journal Articles
Subjects: Teaching Methods,Technological Literacy,Faculty Development,Standards,Foreign Countries,Technology Education,Junior High Schools,Secondary School Teachers,Guidelines,Student Projects,Course Descriptions,Student Attitudes,Preservice Teachers,Cognitive Processes,Affective Behavior,Preservice Teacher Education

Because we live in a society that increasingly depends upon technology, a growing number of voices are calling for the mandatory study of technology by school-aged children worldwide. Technological literacy is the ability to use, manage, assess, and understand technology, and involves the application of knowledge and abilities to real-world situations. In order to prepare pre-service teachers to teach this subject in junior high school, a mandatory methods course has been developed by the Department of Education in Technology and Science at the Technion, Israel Institute of Technology. One objective of the course was to prepare future teachers to design and manage learning environments that promote technological literacy. This article describes the Project-Based Technology (PBT) course whose objectives were to: (1) investigate which implementation issues and processes pre-service teachers encounter in a PBT environment whose design is based on the guidelines and professional development standards for technology teachers; (2) learn about the students' ideas (cognitive aspects), emotions (affective aspects), difficulties, and behavior (behavioral aspects) while learning in a PBT learning environment; and (3) identify the benefits and challenges, from the perspective of the students, of the PBT learning environment.
Engineering a Poem: An Action Research Study
Author: Koch, Janice
Date: 2006-00-00
Type: Journal Articles
Subjects: Action Research,Poetry,Engineering Technology,Design,Teaching Methods,Grade 5,Creative Writing,Creative Development,Educational Practices,Educational Strategies,Instructional Innovation,Instructional Effectiveness,Pretests Posttests,Likert Scales,Journal Writing,Peer Evaluation,Transcripts (Written Records)

This study explores the use of design technology to teach a unit on poetry in a fifth grade class. The main goals of the poetry unit were to develop students' abilities to use their own creative voices to express themselves and to write descriptive poetry that creates detailed images for the reader. This unit was implemented in a fifth grade class and the teacher's goal was to teach the poetry unit while exposing the students to engineering design and the iterative process. This process required students to think about and visualize objects in three dimensions. Design technology became a vehicle for creative expression that is not usually associated with the teaching and learning of poetry. This study lends support to the idea that integrating design technology and language arts may be a way to improve student achievement.
The Effects of an Active Learning Strategy on Students' Attitudes and Students' Performances in Introductory Sociology Classes
Author: Killian, Mark
Date: 2015-06-00
Type: Journal Articles
Subjects: Learning Strategies,Sociology,Introductory Courses,Teaching Methods,Student Attitudes,Cooperative Learning,Teamwork,Academic Achievement,Scores,Attitude Measures,Undergraduate Students,Lecture Method,Statistical Analysis,Hypothesis Testing

Relevant in many academic contexts, recent scholarship in sociology has challenged departments to improve the public face of the discipline through introductory classes. However, this scholarship has not addressed how departments can improve the discipline's public face while maintaining student performance. It is one thing to create an engaging introductory class; it is another to create an engaging introductory class that ensures student learning. As previous literature has highlighted, one way to achieve the latter is to implement active learning strategies. In this article we examine the effects of Team-Based Learning (TBL), an active-learning strategy, on students' attitudes toward sociology (e.g. the public face of the discipline) as well as students' performances. Using a static-group comparison design, scores on final exams and an attitude survey were compared between two TBL classes and two classes that employed lecture-based learning (LBL) at a branch campus of a large mid-western university (n = 74). Results from t-tests of independent samples revealed that, as opposed to students in LBL classes, students in TBL classes have much more positive attitudes toward the discipline while demonstrating equivalent performances. Although our research has limitations, the findings indicate that instructors of introductory classes can employ active learning strategies to improve the public face of their discipline while ensuring student learning.
The Effectiveness of &quot;Project Lead the Way&quot; Curricula in Developing Pre-Engineering Competencies as Perceived by Indiana Teachers
Author: Rogers, George E.
Date: 2006-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,High Schools,Secondary School Curriculum,Secondary School Teachers,Secondary School Science,Technical Education,Curriculum Implementation,Student Development,Teacher Attitudes,Teacher Surveys,Measures (Individuals),Demography,Program Effectiveness,Competence

High school teachers from across the nation are realizing that their schools could provide pre-engineering programs that allow students to explore their strengths and interests in engineering and engineering technology. To address this need, school districts across the nation are implementing pre-engineering courses into their curriculum. As schools infuse these pre-engineering programs, leaders and teachers in technology education are debating the merits of pre-engineering education. They ask how this push for inclusion of pre-engineering curriculum affects students' development of identified competencies. This article introduces the &quot;Project Lead The Way&quot; (PLTW), a premier program in providing high schools with pre-engineering curriculum and links to college-level engineering and engineering technology programs. It addresses research questions, with a survey technique to ascertain the perceptions of Indiana's technology education teachers who currently teach PLTW courses. The State of Indiana was selected to serve as the base for this research since the PLTW curriculum is included in the State's technology education curriculum, requires PLTW teachers to hold a technology education teaching license, and has the highest per capita inclusion of PLTW in the nation.
The Role of SoTL in the Academy: Upon the 25th Anniversary of Boyer's &quot;Scholarship Reconsidered&quot;
Author: Kern, Beth
Date: 2015-06-00
Type: Journal Articles
Subjects: Definitions,Taxonomy,Scholarship,Models,Learning Activities,Role Perception,Campuses,Teaching Methods,Learning Strategies,Learning Processes,Educational Practices,Instructional Effectiveness,Knowledge Management

In this essay, we explore definitions and taxonomies of the Scholarship of Teaching and Learning (SoTL) and present a model of the Dimensions of Activities Related to Teaching (DART) which provides a context for SoTL along two dimensions: public/private and systematic/informal. The four quadrants: practice of teaching, sharing about teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process. We explore the relationship of SoTL to the Boyer model of scholarship, to teaching excellence, and to scholarship, ending with an argument for the importance of SoTL to the Academy.
Consciousness-Raising, Error Correction and Proofreading
Author: O'Brien, Josephine
Date: 2015-06-00
Type: Journal Articles
Subjects: Consciousness Raising,Proofreading,Grammar,Error Correction,Translation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Students,Teacher Education Programs,Writing (Composition),Pretests Posttests,Language Teachers,Writing Instruction,Writing Processes,Scores,Error Patterns,Statistical Analysis

The paper discusses the impact of developing a consciousness-raising approach in error correction at the sentence level to improve students' proofreading ability. Learners of English in a foreign language environment often rely on translation as a composing tool and while this may act as a scaffold and provide some support, it frequently leads to predictable and persistent errors. Such fossilization can cause inaccuracies that detract from student composition and that require instruction and repeated practice in order to eradicate the errors. The current paper reports on an experiment in consciousness-raising about specific categories of errors with a group of 30 students in the Faculty of Education in Zayed University, Dubai during the spring semester 2014. Post-test results compared with those on a pre-test indicate a significant improvement in students' performance as a result of structured input (specially prepared grammar materials) and focused instruction (teaching that focuses on each specific grammar point identified as problematic).
Creativity--A Framework for the Design/Problem Solving Discourse in Technology Education
Author: Lewis, Theodore
Date: 2005-00-00
Type: Journal Articles
Subjects: Technology Education,Creativity,Problem Solving,Design,Technological Literacy,Thinking Skills,Figurative Language,Logical Thinking,Creative Thinking,Productive Thinking

Subjects for which aesthetics and creative performance are critical curricular dimensions (such as art, physical education, music, and technology education), and which are accommodative of students across the range of intelligences (Gardner, 1999) are not readily or completely captured by content standards. Therefore content knowledge in these fields that target student achievement as conventionally conceived must be complemented by treatment of more subjective and elusive goals such as the development of connoisseurship, appreciation, or creative insight. With the publication of standards for the subject (International Technology Education Association, 2000), the need for focus upon creativity in technology education has been made more urgent than before because of the prominence given to the teaching and learning of design. Four of the standards (8, 9, 10, and 11) address design directly. This article seeks to stimulate a conversation about the inculcation of creativity as an important goal of technology education, and as a concomitant of the goals of the Standards for Technological Literacy. The purpose is to direct the attention of the field to an area of the subject that remains under-explored. The article unfolds by addressing: (1) what creativity is; (2) creative cognitive processes; (3) schooling and creativity; (4) creativity and technology education; and (5) implications for technology education.
Analogical Reasoning in Geometry Education
Author: Magdas, Ioana
Date: 2015-00-00
Type: Journal Articles
Subjects: Geometry,Logical Thinking,Mathematical Logic,Mathematical Concepts,Problem Solving,Learning Activities,Mathematical Applications,Educational Practices,Classification

The analogical reasoning isn't used only in mathematics but also in everyday life. In this article we approach the analogical reasoning in Geometry Education. The novelty of this article is a classification of geometrical analogies by reasoning type and their exemplification. Our classification includes: analogies for understanding and setting a geometrical concept, analogical concepts, analogical theorems and properties, analogies inside a problem, solving problems through analogy with a basic theorem or with a general method and mathematical results formulated by observing analogies.
How Taiwanese and Americans Think about Technology
Author: Fang, Rong-jyue
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology,Computer Attitudes,Competition,Surveys,Comparative Analysis

Technological changes play a key factor in social and economic development. People's knowledge, attitudes, and abilities about technology influence the choices and national development. According to a 2005 report of the International Institute for Management Development (IMD), Taiwan ranks second in world technology competitiveness. This ranking represents the Taiwanese people's positive outlook on living in a technological world. The International Technology Education Association (ITEA) published two surveys completed by the Gallup Organization about how American people think about technology, one in 2002 and another in 2004. This study obtained data on how the Taiwanese people think about technology and compared selected findings to the ITEA studies of 2001 and 2004. It is hoped that this research will offer recommendations for government officials and developers when revising educational programs and curriculum, especially those related to technology education. This study highlights some interesting similarities and differences between Americans and Taiwanese. Certainly many of the differences may be explained by the wide variation in the two cultures, especially in societal values, historical precedents, economic bases, and educational systems. It is interesting to note, at the same time, how similar some of the results are despite the cultural disparities.