ethanporcaro/eric-fulltext-meta huggingface dataset:
A Turn to Engineering: The Continuing Struggle of Technology Education for Legitimization as a School Subject
Author: Lewis, Theodore
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Education,Engineering Education,Educational History,Reputation,Definitions,Program Descriptions,Blue Collar Occupations,White Collar Occupations,Career Academies,Magnet Schools,Elementary Secondary Education,Higher Education

In the long march from manual training, the subject which today is called technology education has always had to contend with the question of its legitimacy as valid school knowledge. In this regard, it shares a similar history of struggle with other subjects whose initial entry into the curriculum was based on a utilitarian rather than an academic rationale. At its origins, the subject of technology was premised upon blue-collar knowledge. The content was derived from the practices of crafts-people--blacksmiths, machinists, and cabinet-makers. The intent of early advocates was not for this knowledge to be used to reproduce the blue-collar classes that invented it, by teaching it to their children exclusively. Rather, it was legitimate education that would be valid for all children. In this paper the author examines the phenomenon of pre-engineering as the most recent claimant to the technology education tradition, and argues that pre-engineering is the latest evidence of a decided turn away from the blue-collar traditions of the field, toward white-collar academic traditions.
The Role of Design Drawing among Children Engaged in a Parachute Building Activity
Author: MacDonald, Dougal
Date: 2004-00-00
Type: Journal Articles
Subjects: Elementary School Science,Design,Technology,Problem Solving,Teaching Methods,Grade 6,Science Instruction,Freehand Drawing,Semi Structured Interviews,Student Projects,Models,Hands on Science

Many elementary classroom science programs in North America have incorporated what is called design technology, design and technology, technology, technological problem-solving, and/or problem-solving through technology. Design technology involves designing and making products to meet some need, and is directly concerned with the individual's capacity to design and make, to solve problems with the use of materials, and to understand the significance of technology. Lessons often focus around designing and building models of structures and mechanisms such as bridges and vehicles. The research presented in this paper focuses on two lessons in which the children designed, made, and tested model parachutes. The parachute activities were scheduled toward the end of the unit and were presented by the teacher as a series of structured action tasks focusing on product construction and testing.
Creating Change? A Review of the Impact of Design and Technology in Schools in England
Author: Wilson, Valerie
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Change,Standards,Design,Technology Education,Secondary School Students,National Curriculum,Foreign Countries,Freedom,Course Selection (Students),Teaching Methods,Educational Research,Research Needs,Instructional Effectiveness,Cooperative Learning,Search Strategies,Literature Reviews

The role of Design and Technology in schools in England is changing. These changes were heralded by the Government Green Paper &quot;14-19: Extending Opportunities, Raising Standards&quot; (Department for Education and Skills [DfES], 2002), which proposed that education and training of 14-19-year-olds should be delivered by a more flexible curriculum with a broad range of options. Beginning in September 2002, Design and Technology (D&amp;T) is no longer a compulsory school subject from age 14: the age which marks the end of Key Stage 3 in the broadly-based National Curriculum in England. Students will have a statutory entitlement to opt to study D&amp;T subjects, but also more freedom within what was recognized as a very crowded curriculum to select other subjects of their choice. It is anticipated that these changes will impact considerably on D&amp;T provision in schools. But what exactly is D&amp;T? How has it been taught in elementary and secondary schools to date and what impact has it had on pupils? These are some of the questions that researchers from the Scottish Council for Research in Education (SCRE Centre) addressed in a literature review commissioned by the Department for Education and Skills (DfES) in England. This article is based upon that review (Harris &amp; Wilson, 2003). Herein, the authors present the research evidence mainly from the UK regarding the origins of the concept of D&amp;T, its unique educational components, and the impact it has has on the curriculum in England. They discovered the following key findings during the course of their review: (1) many published papers referring to the teaching of D&amp;T in schools in England; (2) a consensus about the concept and aims of D&amp;T; (3) few well-designed evaluations of the effects or impact of teaching D&amp;T; and (4) gaps in the research evidence regarding the most effective ways of teaching and learning D&amp;T in schools, in particular the use of ICT, methods of assessment, individual and collaborative learning, and ways of strengthening designing.
Assessment of Project-Based Learning in a MECHATRONICS Context
Author: Doppelt, Yaron
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Projects,Teaching Methods,Engineering Education,Creative Thinking,Technology Education,STEM Education,Foreign Countries,Thinking Skills,Information Technology,Secondary School Science,High Schools,Design,Evaluation Methods,Intervention,Inservice Teacher Education,Workshops,Grade 12,Competition

Project-based learning (PBL) that has authenticity in the pupils' world enables the teaching of science and technology to pupils from a variety of backgrounds. PBL has the potential to enable pupils to research, plan, design, and reflect on the creation of technological projects (Doppelt, 2000). Engineering education, which is common in Israel, has a unique structure in that it combines practical and theoretical knowledge, synthesizes vertical and lateral thinking, and creates a rich and flexible learning environment. The CTT (Creative Thinking in Technology) program (Barak &amp; Doppelt, 1999) integrates Co.R.T. Thinking tools (De Bono, 1986) into the technology curriculum using the LEGO-Logo learning environment for creating authentic projects. The program began in 1994. Pupils study lateral thinking tools in order to deal with different alternatives, to consider multiple factors, and to refrain from premature judgments on ideas. They use vertical thinking tools in order to document their design process and to calculate and to structure programming for the control of their projects. As the CTT program evolved, a Creative Thinking Scale (CTS) was developed in order to assess pupils' portfolios (Barak &amp; Doppelt, 2000). The study reported in this article extends research conducted on the CTT program and proposes a Creative Design Process (CDP) that can be assessed using the CTS.
Factors That Influence Students to Enroll in Technology Education Programs
Author: Gray, Michael
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Education,Performance Factors,Enrollment Influences,Undergraduate Students,Student Recruitment,Teacher Attitudes,Student Attitudes,Questionnaires,Likert Scales,Career Choice,Enrollment Management,Teacher Surveys,Student Surveys,Student Educational Objectives

This study sought to identify effective recruitment techniques and factors that might influence students to enroll in undergraduate technology education programs. To accomplish the purposes of the study, two sample populations were surveyed. The research questions that guided the study were: (1) what are the effective recruitment techniques and influential factors through which current technology education undergraduate students discover, are attracted to, and enter the field of technology education; and (2) what recruitment techniques, as perceived by technology teacher education faculty members are effective in recruiting undergraduate students into the field of technology education? The results: less than 10% of the student respondents indicated that they were recruited to the institution they attend; high school technology teachers are vastly underutilized as recruiters for technology education; depending on high school guidance counselors as a recruitment source is not an effective solution. The authors suggest that in order to curb the shortage of technology teachers, all members of the profession must begin to communicate the benefits of technology education and spread the news to those outside the profession.
Gender-Based Preferences toward Technology Education Content, Activities, and Instructional Methods
Author: Weber, Katherine
Date: 2005-00-00
Type: Journal Articles
Subjects: Gender Differences,Preferences,Learning Activities,Teaching Methods,Technology Education,Middle School Students,High School Students,Technological Literacy,Decision Making,STEM Education,Disproportionate Representation,Student Attitudes,Course Content,Standards,Likert Scales,Factor Analysis,Measures (Individuals),Statistical Analysis

Prominent U.S. economists and educational leaders have argued that citizens must become technologically literate to maintain economic growth (Bybee, 2003; Colaianne, 2000; Greenspan, 1997). All students of both genders need to acquire the skills necessary to become consumers capable of critically assessing the technologies they use, resulting in the ability to make more informed decisions. One of the key problems confronting educators in the SMET disciplines (science, mathematics, engineering, and technology) is the disproportionate lack of involvement of females. Females' lack of participation has been attributed to curriculum content that is biased toward males' interests (Sanders, Koch, &amp; Urso, 1997). Others (Shroyer, Backe &amp; Powell, 1995) attribute females' lack of interest to pedagogical approaches rather than to the inherent nature of the subject. The purpose of this study was to identify the types of learning activities, topics, and instructional methods in technology education that are preferred by middle and high school females and males. Specifically, three questions were posed: (1) Which activities, related to the study of technology, are most preferred by females and males at the middle school and high school levels? (2) Which curriculum content topics, related to the study of technology, are most interesting to females and males at the middle school and high school levels? and (3) Which instructional methods, related to the study of technology, are most preferred by females and males at the middle school and high school levels?
Identifying Characteristics of Technology and Engineering Teachers Striving for Excellence Using a Modified Delphi
Author: Rose, Mary Annette
Date: 2015-00-00
Type: Journal Articles
Subjects: Delphi Technique,Engineering,Technology Education,Teacher Effectiveness,Preservice Teachers,Preservice Teacher Education,Teacher Competencies,Pedagogical Content Knowledge,Teacher Attitudes,Teacher Surveys,Administrator Attitudes,Technological Literacy,Student Evaluation,Interpersonal Competence,Professional Identity,Teaching Skills,Expectation,Change Strategies,Needs Assessment

Preparing a technology and engineering (TE) teacher who strives for teaching excellence is a fundamental mission of TE teacher education programs in the United States. In 2012, the International Technology and Engineering Educators Association (ITEEA, formerly the International Technology Education Association, ITEA) Council on Technology and Engineering Teacher Education (CTETE, formerly the Council on Technology Teacher Education) Teacher Preparation and Revitalization Committee was tasked to identify the characteristics of a TE teacher striving for excellence. To this end, the committee conducted a Delphi study with the purpose of identifying basic competencies that a pre-service teacher striving for excellence would have upon successfully completing a TE teacher preparation program. This competency profile could assist teacher educators as they evaluate and revise their teacher preparation programs.
Examining Students' Proportional Reasoning Strategy Levels as Evidence of the Impact of an Integrated LEGO Robotics and Mathematics Learning Experience
Author: Martínez Ortiz, Araceli
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Problem Solving,Robotics,Mathematics Education,Interdisciplinary Approach,Mathematical Logic,Learning Experience,Mathematical Concepts,Thinking Skills,Abstract Reasoning,Elementary Secondary Education,Mixed Methods Research

The presented study used a problem-solving experience in engineering design with LEGO robotics materials as the real-world mathematics-learning context. The goals of the study were (a) to determine if a short but intensive extracurricular learning experience would lead to significant student learning of a particular academic topic and (b) to explore the differences in mathematical problem-solving strategies used by students when solving problems of ratio and proportion in two different learning environments. The experimental research explored student learning in mathematics but deliberately limited the specific topic of exploration to integrated concepts of proportional reasoning within LEGO robotics challenges in engineering design. The impact of this experience upon students' proportional reasoning was measured and is described with a focus on proportional reasoning strategy levels.
Coming to Terms with Engineering Design as Content
Author: Lewis, Theodore
Date: 2005-00-00
Type: Journal Articles
Subjects: Design,Technology Education,Teaching Methods,Standards,Engineering Education,Mathematics Instruction,Science Instruction,Prediction,Integrated Curriculum,Teacher Education,Reflection

This article addresses the challenges posed by engineering design as a content area of technology education. What adjustments will technology teachers have to make in their approach to teaching and learning when they teach design as engineering in response to the new standards? How faithful to engineering as practiced must their approach be? There is already some advocacy in the literature that greater attention will need to be paid to mathematics and science, where these subjects underpin design. Cotton (2002) proposed that mathematical theories should be applied to design in technology education classrooms, and that students should be encouraged to use mathematics to predict the outcomes of their designs. Neumann (2003) suggested that students should spend more time engaged in research and redesign activities, as is the case in British schools. Roman (2001) encouraged an integrative approach to design that incorporates mathematics and applied science, in keeping with the cross-cutting nature of engineering. There appears to be an emerging discourse on curriculum integration that raises challenging questions for the field, including whether technology teachers as normally trained are equipped to venture into the teaching of engineering design.
Who Is Doing the Engineering, the Student or the Teacher? The Development and Use of a Rubric to Categorize Level of Design for the Elementary Classroom
Author: Nadelson, Louis S.
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Scoring Rubrics,Elementary School Students,Elementary School Teachers,Summer Programs,Faculty Development,Workshops,Teaching Methods,Engineering,Teacher Competencies,Classification,Teacher Role,Student Role,Design,Knowledge Level,Surveys,Observation,Statistical Analysis

Science, technology, engineering, and mathematics (STEM) professional development for K-5 teachers often includes engineering design as a focus. Because engineering applications provide perspective to both teachers and their students in terms of how mathematic and scientific principles are employed to solve real-world problems (Baine, 2004; Roden, 1997), there is great interest in using engineering as a context for studying STEM education. In this article, the authors describe a three-day summer institute that provided K-5 teachers with professional development opportunities designed to enhance their knowledge and preparation for teaching using engineering design. The institute combined presentations, workshops, hands-on activities, and curriculum planning and development. Following the professional development course, they observed how the teachers implemented engineering design lessons with students in their classrooms. Specifically, their collaboration sought to enhance the participating teachers' understanding of the work of engineers. They also explored the procedures for engineering design as approaches to solving problems and conducting research while recognizing the developmentally appropriate application and use of these approaches for teaching STEM to elementary level learners. The authors gathered empirical data detailing teacher knowledge of the design process, their instructional use of engineering design, and student response to design assignments at the elementary, K-5 level. This article presents a new level of design classification rubric developed for categorizing levels of responsibility of the students and teachers in the design process. The rubric was designed to classify design lessons based on the student and teacher (or instructional resource) responsibility for decision making in determining the structure of the elements of design.
The Status of Design in Technology Teacher Education in the United States
Author: Warner, Scott A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Design,Technological Literacy,Technology,Teacher Education Programs,Undergraduate Study,Technology Education,Standards,College Curriculum,Web Sites,Courses

Design is fundamental to the study of technology. The &quot;Standards for Technological Literacy: Content for the Study of Technology&quot; (&quot;Standards&quot;) (ITEA, 2000) identifies the importance of a holistic grasp of design when developing technological literacy. With design taking such a prominent role in the &quot;Standards,&quot; a measure of the current status of such courses in technology teacher education provides a quantitative foundation for further investigation into the nature and role of design toward achieving technological literacy. The research in this study was designed to be the first in a series of studies to determine the nature and scope of the study of design in the undergraduate experience of technology educators. The intent of this specific research effort was to take a measure of the status of the study of design as a part of those undergraduate experiences. Reed (2002), Lewis (1999), Foster (1996), and Foster (1992) found declining numbers of research efforts being conducted in technology education. Furthermore, Lewis identified a number of areas in need of research. Examples of those areas that directly apply to the need for this study include: (1) Questions pertaining to technological literacy; (2) Questions pertaining to technology and creativity; (3) Questions pertaining to curriculum change; and (4) Questions that focus on teachers. The current status of the study of design in the curriculum content experienced by pre-service technology teachers during their undergraduate studies indicates a profession that is deeply rooted in the technical aspects of the design process. The content and organization of the courses for the study of design during the undergraduate experience are expected to evolve to reflect a broader understanding of the influence of design toward the study of technology.
Technology Education Standards Implementation in Florida
Author: Loveland, Thomas
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Education,Technological Literacy,Academic Standards,National Standards,Elementary Secondary Education,Program Implementation,School Districts,Administrators,Educational Change,Teachers,Predictor Variables,Administrator Role,Correlation,Multiple Regression Analysis,Online Surveys

Similar in scope and intent to the National Science Education Standards, the Standards for Technological Literacy were conceptualized as a way to bring more consistency and accountability to the varied technology education K-12 content in the United States (International Technology Education Association, 2000). The organization's goal was to continue the reform of technology education from its industrial arts past to an interdisciplinary and academic future, thus ensuring continued support from educational and political leaders. The future of technology education is uncertain. Technology is changing so rapidly that it is difficult for schools to keep up-to-date technologies in the classrooms (Dugger &amp; Naik, 2001). States are using strong local programs to build a case for technology education as a basic core requirement for graduation (Newberry, 2001). These challenges persuaded leaders of the Technology for All Americans Project and the International Technology Education Association to follow the direction of leaders in science and mathematics in developing standards for the field of technology education. The central problem this paper examines is how content standards devised at the national level filter down into classrooms where teachers make the decision to implement or not. A critical element in dissemination of &quot;top-down&quot; standards is the role of district content area supervisors. There is a paucity of research that explores district-level factors that contribute to or hinder facilitation of education reform. Educational leaders have a lack of understanding about how attributes of the supervisors and districts themselves affect implementation of content standards in classrooms. Two potential results from the study are more efficient ways of disseminating educational innovations in the future and identification of districts that will require more concerted training in the standards. The purpose of this study is to examine the relationships between school district and technology education district-level supervisor variables and the technology education teachers' perceived levels of classroom implementation of the Standards for Technological Literacy in their respective districts.
All Together Now: Measuring Staff Cohesion in Special Education Classrooms
Author: Kratz, Hilary E.
Date: 2015-07-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Aides,Autism,Pervasive Developmental Disorders,Surveys,Group Unity,Interrater Reliability,Factor Structure,Statistical Analysis,Interprofessional Relationship,Factor Analysis

This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant--rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings.