ethanporcaro/eric-fulltext-meta huggingface dataset:
Standards: Mathematics and Science Compared to Technological Literacy
Author: Loepp, Franzie L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Literacy,Technological Literacy,Technology Education,National Standards,Academic Standards,Scientific Literacy,Mathematics Skills,Mathematics Instruction,Science Instruction,Comparative Analysis

Standards for Technological Literacy: Content for the Study of Technology was released in April 2000 by the International Technology Education Association (ITEA, 2000). This was the first attempt by the ITEA to set forth comprehensive specifications regarding what students should know and be able to do within each of four grade bands from kindergarten through 12th grade. The purpose of this article is to compare the technological literacy standards with those that have been developed for preK-2 in mathematics (National Council of Teachers of Mathematics [NCTM], 2000) and K-12 in science (National Research Council [NRC], 1996). (Contains 8 tables.)
A Model for Unified Science and Technology
Author: Beven, Roy Q.
Date: 2004-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Technology Education,Unified Studies Curriculum,Science Education,Models,Science Course Improvement Projects,Science Curriculum,Curriculum Design,Curriculum Development,Instructional Design,Educational Strategies,Activity Units

Scientific concepts and processes are best developed in the context of technological problem solving. However, even some of the best secondary science curricula are weak in technology education and visa versa. A goal of technology and science education is to integrate student learning of science and technology. The relationship between science and technology is so close that any presentation of science without developing an understanding of technology would portray an inaccurate picture of science (National Academy of Sciences [NAS], 1996). The key to a unified approach for science and technology lies in the use of the Technological Design Process as the format for learning and curriculum. The model presented in this article represents a unified science and technology curriculum with a transportation theme for the middle grades. Students are engaged in the design-build process involving familiar concept vehicles and research of pertinent information in a scientific manner. The curriculum model, which the authors have titled "Move with Science and Technology," is composed of a unifying project and four related units of study. This unified science and technology model is guided by the National Science Education Standards mandate to supplement middle-level science coursework with "activities that are meant to meet a human need, solve a human problem, or develop a product." (Contains 4 figures.)
Technology Education versus Liberal Arts Education?
Author: Plaza, Oscar
Date: 2004-00-00
Type: Journal Articles
Subjects: Liberal Arts,Technology Education,Fused Curriculum,Educational Principles,World Views,Teacher Role,Teaching Methods,Influence of Technology,Interdisciplinary Approach,Models,Educational Change,Unified Studies Curriculum

This paper analyzes the positioning of technology education within the tradition of classical liberal arts education. The author proposes ideas for mutual enrichment of classical liberal arts disciplines alongside technology education. He contends that technology education is general education for a technological world. His proposition is to create a common ground on which to build an educational approach that eliminates the sharp cleavage between liberal arts education and technology education. (Contains 10 footnotes.)
Defining the Role of Technology Education by Its Heart and Its Heritage
Author: Snyder, Mark S.
Date: 2004-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Experiential Learning,Instructional Materials,Literacy,Technological Literacy,Technology Education,Technology Integration,Technology,Educational Technology

The Committee on Technological Literacy (CTL), a group guided by the National Academies of Science and Engineering, the Institute of Medicine, and the National Research Council, recently concluded that "it is in the best interest of all Americans to understand more about technology." The CTL recommended that governmental agencies set education policy to "encourage the integration of technology content into K-12 standards, curricula, instructional materials, [etc.]" (Pearson & Young, 2002, p. 103). If this does, in fact, occur, then technology education offers a clear solution towards helping the committee realize its aims. This article was written from the perspective that technology is a discipline of its own that is best taught through a variety of methods that necessarily include experiential learning. By definition, technological literacy is, and has always been, at the very heart of technology education. The author defines the role of technology education by its heart and its heritage.
Quality-Based Cooperative Technical Teacher Training
Author: Kadocsa, Laszlo
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Pilot Projects,Foreign Countries,Cooperative Education,Training Methods,Training Objectives,Educational Quality,Technical Education,Teacher Education Curriculum,Teacher Education Programs,Change Strategies,Educational Change,Educational Philosophy,Engineering Education

Hungarian higher education is in transition from the stage of elite training to that of mass education. At the same time, according to monitoring surveys, the output efficiency level of secondary school students has decreased. These aspects, combined with the narrowing resource base due to the worsening demographic conditions, call for the renewal of global higher education and particularly technical teacher training. The authors are hoping for a breakthrough in the following items: quality-based approach in training and the organization, learning-centered philosophy instead of teacher-centered philosophy, new types of study materials and evaluation strategies, modular and credit-based curricula, and cooperative training. In this article, the authors discuss the modular and credit-based curriculum and cooperative technical teacher training program developed and introduced at Dunaujvaros Polytechnic (DP) in Hungary. The program provides students with the opportunity to train for two professions simultaneously; engineering or technical teaching. They believe that this pilot program of model value can offer useful experiences for the development of Hungarian higher education.
Outcomes Assessment: A Pilot Study
Author: Drake, Bill
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Objectives,Outcomes of Education,Program Effectiveness,Accreditation (Institutions),Technology Education,Educational Assessment,Educational Improvement,Computer Software,Higher Education,Student Participation,Personal Narratives

Outcomes assessment and continuous improvement are essential elements of educational programs. Emphasis on assessment is based primarily upon the requirements of accrediting agencies, but also on the perceived value of assessment in satisfying the demands for accountability in an increasingly competitive environment. Educational research has shown that measurement of educational outcomes can be used to inform an institution about educational goals that are being satisfied and those that are not. This information can motivate and direct efforts to improve curricula. This article describes a pilot study of the implementation of a Web-based (TrueOutcomes[C]) assessment process in a technology program and examines the effectiveness of the process in terms of student and faculty buy-in and whether the process produces useful data and reports for accreditation and continuous improvement. Three accrediting agencies were associated with this study. Two directly impact Southwest Missouri State University (SMSU) and the third was included because of its impact on the development and application of the software. These agencies and their impact are briefly described in this article.
Electronic Course Delivery in Higher Education: Promise and Challenge
Author: Sinn, John W.
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Internet,Educational Quality,Electronic Learning,Colleges,Governing Boards,Student Role,Teacher Role,Educational Assessment,Accountability

Philosophical, political, quality, learning, and instructional challenges are being encountered as higher education institutions respond to pressures and enticements of the World Wide Web and the Internet. The author's involvement with electronic instruction, almost from the infancy of that process, provides a basis for his views on these challenges. In this article, the author discusses these under four headings: (1) In Higher Education; (2) Teachers and Learners; (3) Gifts of Electronic Instruction--A Review; and (4) Ensuring Quality.
Factors Influencing Participation in Technology Education Graduate Studies
Author: Rogers, George E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Education,Graduate Study,Education Courses,Geographic Location,Technology Education,Teachers,Enrollment,Doctoral Degrees,Masters Degrees,Barriers,Influences

Currently, there is a lack of information as to the causes in the decline in technology educators pursuing an advanced degree. Without increasing the number of graduate degrees in technology teacher education, the baccalaureate degree major of technology education may vanish and, consequently, technology education courses will no longer be provided to the nation's middle school and high school students. The purpose of this research was to identify the factors that influence enrollment in technology teacher education graduate programs, both doctoral and master's levels. This study examined both positive factors, those that influence technology education teachers to enroll in graduate education, and negative factors, barriers that deter teachers from entering either a doctoral or master's degree program. The results show that several influencing factors and barriers are shared among several groups. The influencing factors include personal goals and desires and the university's geographical location. The barriers include the university geographical location and time commitment. While some of these factors are difficult to adjust, such as the university's geographic location, other factors such as personal goals and desires, time commitment, and program and faculty quality are flexible. (Contains 4 tables.)
Thinking about Technology Effects on Higher Education
Author: Fahmy, Mohammed F.
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Change Strategies,Educational Change,Organizational Change,Influence of Technology,Technological Advancement,Partnerships in Education,Resource Allocation,Tenure,Science and Society,Technology Integration,Financial Support,Research and Development

Technology and technological applications are, indeed, a continuous process that dates way back in human history. Every time a new technology comes around, a process of change accompanies its implementation. Higher education, like any other sector in the society, is affected by technology applications and always races to institute the necessary changes to implement it. As a matter of fact, many of the new technological applications were discovered and developed into prototypes, which were tested and modified on many campuses. However, the full implementation, which needed resources beyond academe's reach, was always a long and laborious process. If higher education and academe are to improve the rate of change that technological applications bring, they need to find new ways to fund such efforts. Educational institutions started to seek partnerships with industry, government, and the private sector as means of providing part or most of the costs associated with the implementation of such new technologies. It is believed that it is through such partnerships that the process of change will be accelerated better than it is today.
Leadership Knowledge and Skill: An Enabler for Success as a Technology Education Teacher-Leader
Author: Wenig, Robert E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Leadership,Technology Education,Leadership Qualities,Educational Technology,Teacher Leadership

While the technological society has rapidly moved into the digital-information age leadership has emerged as even more distinctive and essential for success. Experience teaches everyone that leadership can be exercised through noble uplifting pursuits or driven by corrupting repressive power. Leadership when positive creates a stimulating environment that builds a thriving organization but, when negative, it fosters a woefully oppressive and debilitation atmosphere which chokes performance. This article shares the value of leadership knowledge and skill for enhancing the survival and performance of teachers and leaders. (Contains 1 figure.)
Learning &amp; Growing: Integrating Technology Undergraduates into the Development of an Industrial Case Study
Author: Newton, Kathryne
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Needs,Industry,Workshops,Learning Experience,Case Method (Teaching Technique),Case Studies,Undergraduate Students,College Faculty,Technology Education,National Organizations,Models,Facility Inventory,Decision Making,Facilities,Storage,Administrative Organization,Higher Education

A national industrial distribution association approached the authors to develop a case study for its association members. The national association assumed responsibility for identifying educational needs of upper level, mid level, and lower level personnel in the industry. In the previous year, a case study had been developed to educate upper level managers in the strategic nature of distribution in their industry. The association found that upper level management had a great learning experience and wanted lower level workers to have the same opportunity to refine and enhance their knowledge on making inventory and warehousing decisions. The project objective was to develop a case study that would be used in a weekend workshop to educate operations and customer service personnel involved in making logistics-related decisions. The mid level operations and customer service personnel were to attend a two-day workshop to learn basic terminology, analyze the case study, and refine their current knowledge surrounding their job duties. This article describes the process of developing a case study for a national trade association and integrating learning opportunities for undergraduate technology students at Purdue University.
Using Multimedia to Teach a Class on Technology and Society
Author: Backer, Patricia Ryaby
Date: 2004-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Educational Technology,Multimedia Instruction,Science and Society,Multimedia Materials,Higher Education,Instructional Design

There has been considerable discussion in general educational publications about the value of instructional technology, in particular multimedia- or Web-based instruction. Much of the published work thus far has described various features of multimedia systems in an anecdotal manner rather than focusing on an evaluation of multimedia and its use in the university setting. In all of the discussion on multimedia, the nature of multimedia and learning using multimedia are interlinked. By its nature, multimedia-based learning is more complex than traditional lecture instruction. It is crucial to understand the social aspects of teaching and learning with multimedia. In this article, the author discusses how to use multimedia to teach a class on technology and society. She designed a project in which multimedia was used in a popular advanced general education (GE) course at San Jose State University (SJSU). The author discusses the design and development process of multimedia modules for the GE course at SJSU.
An Evaluation of Internet-Based CAD Collaboration Tools
Author: Smith, Shana Shiang-Fong
Date: 2004-00-00
Type: Journal Articles
Subjects: Intellectual Property,Internet,Distance Education,Computer Assisted Design,Computer Security,Computer Mediated Communication,Computer System Design,Cooperation

Due to the now widespread use of the Internet, most companies now require computer aided design (CAD) tools that support distributed collaborative design on the Internet. Such CAD tools should enable designers to share product models, as well as related data, from geographically distant locations. However, integrated collaborative design capability over the Internet has not fully matured. For example, Potter (1997a) found that security and authentication are still major concerns when transferring CAD files over the Internet. Designers or companies need to protect intellectual property. This article determines the Internet-based collaborative design capabilities available in modern CAD tools, outlines the major problems that still need to be addressed (e.g., version control, data translation and repair, and security and legitimacy issues), and recommends directions for future research. (Contains 2 tables.)
A Model to Integrate Online Teaching and Learning Tools into the Classroom
Author: Schmidt, Klaus
Date: 2004-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Strategies,Educational Technology,Teaching Methods,Technology Integration,Teaching Models,Blended Learning,Teaching Styles,Cognitive Style,Technological Literacy,Educational Strategies,Educational Practices

With the evolution of the World Wide Web, online teaching and learning has gained a tremendous amount of popularity. New Web teaching and learning tools are created at a fast pace to help better address the multitude of teaching and learning styles. Liu and Thompson (1999) found that faculty members are more likely to use a wider variety of educational technologies when exposed to online teaching and learning tools and thus teach to a broader array of learning styles. The increasing diversity of learning strategies is a growing challenge for teachers. One way to address this challenge is to incorporate online learning tools into the traditional classroom. Such a combination may benefit both students and teachers if those tools provide quality teaching and learning opportunities and outcomes. However, little research exists on how learning environments can be created that successfully combine online teaching and learning with traditional classroom environments to enhance student learning. This article introduces a model that addresses how an effective combination of online and traditional classroom teaching can be obtained. The article shows how learning outcomes and preferences, as well as the awareness of student characteristics and student feedback such as the perception of classroom environment, can be used to enhance the quality of a combined learning environment. (Contains 1 figure and 2 notes.)
Digital Intelligence Fostered by Technology
Author: Adams, Nan B.
Date: 2004-00-00
Type: Journal Articles
Subjects: Influence of Technology,Multiple Intelligences,Intellectual Development,Technology Uses in Education,Computer Literacy

Through interaction with digital technologies for work, play, and communication, the pattern for intellectual development is being altered. The multiple intelligences theoretical framework developed by Gardner (1983) is easily employed to provide evidence that yet another intelligence, digital intelligence, has emerged. In a postmodern pluralistic global culture, the multiple intelligences theory has enjoyed success and has impacted teaching practice. By acknowledging the existence of a new digital intelligence and all of the implications this acknowledgement may create for education and communication, people increase their ability to develop effective strategies to accommodate this new intellectual style. In this article, the author discusses digital intelligence and how it can be fostered by technology. She stresses that the recognition and incorporation of this new intelligence as a category in the multiple intelligences theory would serve to widen the inquiry into responsive teaching and learning.
An In-Process Surface Roughness Recognition System in End Milling Operations
Author: Yang, Lieh-Dai
Date: 2004-00-00
Type: Journal Articles
Subjects: Skilled Workers,Quality Control,Mathematics,Multiple Regression Analysis,Decision Making,Machine Tools,Prediction

To develop an in-process quality control system, a sensor technique and a decision-making algorithm need to be applied during machining operations. Several sensor techniques have been used in the in-process prediction of quality characteristics in machining operations. For example, an accelerometer sensor can be used to monitor the vibration of milling operations to develop an on-line surface roughness measuring technique in end milling operations. A dynamometer sensor can be used to generate cutting forces in machining; however, the effects of surface roughness caused by cutting forces have not been taken into consideration in past research. Lee and Lin (2000) indicated that cutting forces have the most significant impact on the quality of machined parts in end milling operations. Therefore, cutting force is to be included in developing cutting parameters affecting a surface roughness recognition system in end milling operations. In this research, a multiple linear regression (MLR)-based in-process surface roughness recognition (IPSRR) system using a dynamometer was applied to predict surface roughness using cutting force, spindle speed, feed rate, and depth of cut as input parameters in end milling operations. The purpose of this study was to analyze cutting forces to find out the most significant cutting force magnitude that affected surface roughness and to evaluate whether a MLR approach for surface roughness recognition could be used for prediction in the IPSRR system. Analysis and results of the system are presented. (Contains 4 figures.)
Silicon Valley's Processing Needs versus San Jose State University's Manufacturing Systems Processing Component: Implications for Industrial Technology
Author: Obi, Samuel C.
Date: 2004-00-00
Type: Journal Articles
Subjects: Manufacturing Industry,Global Approach,Manufacturing,Industry,Technology,Technology Education,Comparative Analysis,Higher Education

Manufacturing professionals within universities tend to view manufacturing systems from a global perspective. This perspective tends to assume that manufacturing processes are employed equally in every manufacturing enterprise, irrespective of the geography and the needs of the people in those diverse regions. But in reality local and societal needs influence the manufacturing processes employed by a region's manufacturers. Manufacturing processing needs in one geographical locality are often different from the needs in others. Addressing these regional differences in manufacturing process utilization constitutes the rationale for this study. To investigate how this applies to the manufacturing systems curriculum at San Jose State University (SJSU), a case study was undertaken in the spring of 2002. The results of this study are contained in this article, which examines the processing needs of manufacturers in the Silicon Valley of Northern California and compares the findings with the contents of SJSU's manufacturing system program.