WELCOME

TECHNOLOGY EDUCATIONSTEM Education

Best PracticesCURRICULUM COUNCIL PRESENTATION

Southern Lehigh School DistrictMay 12th 2011

Department Members

Mr. Scott Killino – Intermediate BuildingMillersville University of Pennsylvania

Mr. John McDonald – Middle SchoolMillersville University of Pennsylvania

Mr. Robert Gaugler – High SchoolMillersville University of Pennsylvania

Mr. Richard Colelli – High SchoolCalifornia University of Pennsylvania

Annual Professional Conferences• International Technology Engineering & Educators Association

2005 Baltimore, Maryland2009 Louisville, Kentucky2010 Charlotte, North Carolina2011 Minneapolis, Minnesota

• Technology Engineering Educators Association of PennsylvaniaCamp Hill, Pennsylvania

• North Carolina Science SummitRaleigh, North Carolina

• Carnegie Mellon Robotics Institute• Carnegie Mellon University Robotics Academy• Pittsburgh Robotics Institute• Lancaster-Lebanon IU 13 Science, Technology, Engineering &

Mathematics Conference (STEM)

Professional Memberships

International Technology Engineering Educators Association

Technology Engineering Educators Association of Pennsylvania

Phi Delta Kappa InternationalProfessional Educators Association

Technology Student Association

For Inspiration and Recognition of Science and Technology

WHAT IS ITEEA?

•The International Technology and Engineering Educators Association (ITEEA) is the professional organization for technology, innovation, design, and engineering educators. Our mission is to promote technological literacy for all by supporting the teaching of technology and promoting the professionalism of those engaged in these pursuits. ITEEA strengthens the profession through leadership, professional development, membership services, publications, and classroom activities.

ITEEA's MISSION

•ITEEA's mission is to advance technological capabilities for all people and to nurture and promote the professionalism of those engaged in these pursuits. ITEEA seeks to meet the professional needs and interests of members as well as to improve public understanding of technology, innovation, design, and engineering

TECHNOLOGY EDUCATION

• The content philosophy views technology education as an academic discipline with a well-defined taxonomy of knowledge related to industries and technologies such as manufacturing, construction, communication, and transportation. That technology is an important subject of study for children at all grade levels is the essential precept of "Standards for Technology Education: Content for the Study of Technology" (2000), a multimillion dollar ITEA project funded by the National Science Foundation and NASA.

• Proponents of the method philosophy see technology education primarily as a means of teaching the subjects of the K - 12 curriculum. In this view, technology education takes the form of constructional activities in which children manipulate tools and materials to create products and, in so doing, learn about social studies, science, and other subjects. Advocates of the method philosophy put secondary focus on technological content, emphasizing that any content may be taught via technology education. This conception is most common in the elementary grades.

• In the process philosophy, teaching technology education is tantamount to fostering competence in problem solving and solution design. The content of technology education in the process view is any and all knowledge needed to design solutions to problems, and technology activities constitute a context for the entire K - 12 curriculum. This philosophy has re-emerged in U.S. technology education literature and teacher education due to its popularity abroad, especially in Anglophone Europe and Australia.

Philosophies

Technology Engineering Educators Association of Pennsylvania

Mission Statement

•The Technology & Engineering Education Association of Pennsylvania believes technology education is a vital aspect of education for all students at all levels in Pennsylvania. It promotes improvements in the quality of instruction in technology education by assisting educators and students in keeping instructional content, methods and facilities current with the rapid changes in technology.

Our Purpose

•The Technology & Engineering Education Association of Pennsylvania's purpose is to define, stimulate, coordinate and strive for the improvement and strengthening of Technology Education programs in Pennsylvania as a vital aspect of education for all students on all levels: elementary, secondary and post-secondary. We also exist to promote the improvement of the quality of instruction in Technology Education by assisting educators, students and all others concerned to keep instructional content, methods, and facilities current with the rapid changes in industry and technology.

Department Awards

• 2005-2006 International Technology Educators Association “Program Excellence”

Camp Hill, Pennsylvania Baltimore, Maryland

• 2010-2011 International TechnologyEngineering & Educators Association “Program

Excellence”Camp Hill, Pennsylvania Minneapolis, Minnesota

Mission StatementThe Technology Student Association fosters personal growth, leadership, and opportunities in technology, innovation, design, and engineering. Members apply and integrate science, technology, engineering and mathematics concepts through co-curricular activities, competitive events and related programs.

Since 2002:20 Regional top three placements15 State top three placements and 25 top ten placements2 National top five placements

Matthew Kuntzman2002 Manufacturing Prototype1st Regional 1st States 5th National

Steve DeTurk3D Engineering CAD1st Regional 1st States

SCIENCE, TECHNOLOGY,ENGINEERING, AND MATHEMATICS (STEM)

INTEGRATIONSTEM education is not just the isolated and discreet acquisition of knowledge and skills related to science, technology, engineering, and mathematics. Rather, STEM education demands the interweaving and application of these academic fields for the purpose of comprehending, communicating, and solving problems. Indeed, it is now commonly accepted that to understand (and apply) any one of these STEM areas, one must, at the same time, have a grasp of and apply the others. (For example, to design and engineer with any degree of complexity, one also must be familiar with technology, mathematics and science; or to practice science, one must have a firm knowledge of mathematics and technology.) Beyond necessity, there is another reason for STEM education in our

schools — and why the TSA program of activities inherently aligns with STEM goals. This reason revolves around teaching and learning, and what motivates students. STEM education is intrinsically exciting, rewarding and meaningful for instructors and students alike. It is our belief that, as with STEM education, TSA’s activities provide the same kind of stimulation, challenge and relevancy for all involved.Deserving of mention are two other essential areas imbedded in

most of TSA’s competitive events – those of art and ethics. It is difficult to design without considering aesthetics, and it is irresponsible to create without contemplating ethical consequences. When students participate in TSA competitions they find they must not only embrace the value of design when they compete, they also must envision and assess the effects of what they develop.

State Champions

For Inspiration and Recognition of Science and Technology

Mission Statement

Our mission is to inspire young people to be science and technology leaders, by engaging them in exciting mentor-based programs that build science, engineering and technology skills, that inspire innovation, and that foster well-rounded life capabilities including self-confidence, communication, and leadership.First Robotics Team Awards:Finalist - 2009 New Jersey RegionalFinalist - 2008 Philadelphia RegionalFinalist - 2007 Philadelphia RegionalFinalist - 2005 Philadelphia RegionalThe FIRST Finalist award celebrates the team or alliance that makes it to the final match of a Regional competition.

Xerox Creativity Award - 2002 Philadelphia RegionalThe XEROX Creativity Award celebrates creativity in design, use of a component, or strategy of play.

The Evolution of Technology Education

1. Manual Training 18652. Industrial Arts Education/Late 19th Century 3. Technology Education 1986

Manual TrainingA system of handicraft-based education started by Uno Cygnaeus in Finland in

1865. The system was further refined and promoted worldwide, including adoption in the United States, until the early 20th Century.

MANUAL TRAINING MOVEMENT

The Manual Training movement was the precursor to the vocational training programs in our schools today. First used in the United States in the 1870’s in the training of engineers, the movement spread rapidly to general public education.

Manual training emphasized the intellectual and social development associated with the practical training of the hand and the eye. In its most basic sense, manual training was the teaching of both wood and metal working, with the accompanying argument that this teaching improved

perception, observation, practical judgment, visual accuracy, manual dexterity and taught students the power of doing things instead of merely thinking about them, talking about them, and writing about them. Manual training was not, however, intended to teach a specific trade. This

was perceived as too narrow and intellectually limiting for a general education. Manual training would instead be an enhancement to the traditional curriculum, not a replacement, and would thereby help achieve the full development and potential of the individual. The student would learn to skillfully use tools in drafting, mechanics, wood or metal working and then would be able to transfer this knowledge to almost

any kind of tool or setting.

Efforts to introduce the practical and manual arts into the traditional humanist curriculum in the United States goes back at least as far as the late 18th century with the establishment of colleges devoted to mechanics and agriculture. Interest in including manual arts in general public

education across the country developed partly as a result of an acute shortage of skilled labor during the Civil War. Leaders of industry and statesmen turned to the schools to develop training programs to replace and supplement the apprenticeship system.

Some American educators looked to Johann Heinrich Pestalozzi (1746-1827) for inspiration. Pestalozzi, a Swiss educator who is considered the "father of manual training", established a school in Europe where manual work was combined with general education. He believed that a

sound education needed to include both vocational and general education. He influenced a number of prominent American educators in the late 1800’s, including John O. Runkle, president of Massachusetts Institute of Technology and professor of mathematics and Calvin M.

Woodward, dean of the Polytechnic faculty at Washington University in St. Louis.

Following Pestalozzi’s ideas, John O. Runkle sought to infuse into the training of engineers a more practical knowledge of tools and basic mechanics. Another influence came at the Philadelphia Centennial Exposition in 1876, where Runkle was exposed to the series of graded

exercises designed to teach technical skills to students of the Imperial Technical School in St. Petersburg, Russia. Runkle became a proponent of using this Russian system of manual training in teaching technical skills in general education as well as in engineering.

Manual Training, con’t

In 1879, Calvin M. Woodward opened the Manual Training School for boys in St. Louis. His curriculum included science, mathematics, language, literature, history, drawing and shop work. Shop was included to keep instruction more interesting, to provide learning in the use of basic tools

common to a variety of jobs and to increase general education. Woodward felt that manual training was essential for proper intellectual and moral education and was also a way of restoring the value and dignity of hand labor. He advocated adding manual training to the traditional curriculum in order to bring education in line with the demands of modern society. Manual training would help students realize at any early age the connection between knowing and doing. "The contrast between the listless and often inattentive attitude of children occupied with

some ordinary class-lesson, and the eager eyes and nimble fingers of the same children at the carpenter’s or modeling bench, is most instructive," wrote Sir Philip Magnus, one of the early supporters of manual training.

Critics of the manual training movement argued that manual training did not belong in the schools and if introduced would hinder students’ intellectual and moral development. Debate centered on whether schools should respond to the pressures of the industrial society’s desire to have students prepared in specialized skill areas. Proponents recognized the potential for intellectual development through the training of the

hand and the eye as well as the potential for occupational payoff. Initial introduction of manual training ideas into the schools at large was encouraged on the basis of the perceived economic benefits to the boy or girl receiving the training and to the overall economy of the region.

As manual training programs were developed in schools by adding study in the areas of drafting or mechanics, the curriculum retained its rigorous preparation for college entrance requirements and, unlike vocational programs today, did not represent any educational dead end for

the student. Manual training received strong support and spread rapidly. By 1900, 100 cities provided it in high schools. In 1915 when Woodward’s Manual Training School closed, the St. Louis public schools accepted the responsibility for vocational training. The direct benefits

of occupational skills as opposed to the remote values associated with completing a liberal education "through the hand" began to have a greater appeal. In the years following, manual training became more subject centered, required the completion of specific exercises and was

oriented to skill development. Vocational education in secondary schools had become an accepted part of American education.

REFERENCES:

Firth, G.R. and Kimpston, R.D. The Curricular Continuum in Perspective. F.E. Peacock Publishers, Inc., Illinois, 1973.

Kliebard, Herbert M. The Struggle for the American Curriculum 1893-1958. Routledge & Kegan Paul, New York,

Woodward, C.M. The Manual Training School. Arno Press and the New York Times, New York, 1969.

Industrial Arts Education1904

Industrial Arts is an umbrella term originally conceived in the late 19th century to describe educational programs which featured fabrication of

objects in wood and/or metal using a variety of hand, power, or machine tools. Many also cover topics such as small engine repair and automobile maintenance, and all programs usually cover technical drawings—one or two semesters—as part of the curricula. Used as a definite educational

term industrial arts dates from 1904 when Charles R. Richards of Teachers College, Columbia University, New York suggested to replace the phrase

manual training.

In the United States Industrial Arts classes are colloquially known as "shop class"; these programs expose children to the basics of home repair,

manual craftsmanship, and machine safety. Most Industrial Arts programs were established in comprehensive rather than dedicated vocational

schools and focused on a broad range of skills rather than on a specific vocational training.

TECHNOLOGY EDUCATIONLate 70’s to Early 80’s

Goals•Provide a standards-based K-12 program that ensures that all students are technologically literate.•Provide opportunities for all students without regard to gender or ethnic origin.•Provide clear standards and expectations for increasing student achievement in math, science, and technology.•Provide leadership and support that will produce continuous improvement and innovation in the program.•Restore America's status as the leader in innovation. Provide a program that constructs learning from a very early age and culminates in a capstone experience that leads students to become the next generation of technologists, innovators, designers, and engineers.

Intermediate Building, con’tGrade 4

Basic ElectricityEssential Understandings•Basic understanding of using laptop to research units •Cooperative learning environment

StandardsS4.C.2.1.1 Identify energy forms, energy transfer, and energy examples (e.g., light, radiant heat from a bulb, eating food to get energy)S4.C.2.1.2 Describe the flow of energy through an object or system (e.g., feeling radiant heat from a light bulb, suing a battery to light a bulb or run a fan)S4.C.2.1.3 Recognize or illustrate simple direct current series and parallel circuits composed of batteries, light bulbs (or other common loads), wire, and on/off switches.

Intermediate, con’tGrade 4

Lego-Robot (Mindstorm)Essential Understandings•Basic understanding of Lego Mindstorm programming•Basic understanding of using laptop to program robots•Cooperative learning environment•Limitations of robot in our lab

StandardsS4.C.3.1.1 Describe changes in motion caused by forces (e.g., magnetic, pushes or pulls, gravity, friction)S4.C.2.1.1 Identify energy forms, energy transfer, and energy examples (e.g., light, heat. Electrical)

Technology Education/STEMIntermediate Building

Grade 4Measuring BasicsEssential Understandings •Learning how to measure 1” and ½” increments•Learning how to measure with different learning devices

StandardsM4.A.3.2.2 Solve addition or subtraction problems with fractions with like denominators.M4.B.2.1.1 Use or read a ruler (provided) to measure to the nearest ¼ inch or centimeter.

Intermediate, con’tGrade 5

House WiringEssential Understandings•Basic understanding of electricity.•Basic understanding of simple house wiring•Basic safety of working with electricity

Standards3.4.5.A1 Explain how people use tools and techniques to help them do things.3.4.5.A3 Describe how technologies are often combined.3.4.5.B1 Explain how the use of technology can have unintended consequences.3.4.5.B4 Identify how the way people live and work has changed history in terms of technology.3.4.5.D3 Determine if the human use of a product or system creates positive or negative results.3.4.5.A2 Understand that a subsystem is a system that operates as part of a larger sytetm.

Intermediate, con’tGrade 5

Mag. Lev. CarEssential Understandings•Basic understanding of design process and blueprint creation.•Limitation of material used for car construction.•Working knowledge of measuring tools.•Safe and cooperative work ethics.StandardsM5.B.2.1.1 Use a ruler to measure to the nearest 1/8” or centimeter.3.4.5.A1 Explain how people use tools and techniques to help them do things.3.4.5.A3 Describe how technologies are often combined.3.4.5.C1 Explain how the design process is a purposeful method of planning practical solutions to problems.3.4.5.D1 Identify ways to improve a design solution.3.4.5.E4 Describe how the use of symbols, measurements, and drawings promote clear communication.

Intermediate, con’tGrade 5

Laser-Basic IntroductionEssential Understanding•Basic understanding of what a laser is•Basic understanding of computer over printer

(or Laser in this case)

Standards3.4.5.A1 Explain how people use tools and techniques to help them do things.3.4.5.A3 Describe how technologies are often combined.3.4.5.B1 Explain how the use of technology can have unintended consequences.3.4.5.B4 Identify how the way people live and work has changed history in terms of technology.3.4.5.D3 Determine if the human use of a product or system creates positive or negative results.3.2.5.B4 Demonstrate how electrical circuits provide a means of transferring electrical energy.

Intermediate, con’tGrade 5

Lego-RoboticsEssential Understandings•Basic understanding of Lego Mindstorm programming•Basic understanding of using laptop to program robots•Cooperative learning environment•Limitations of robot in our lab

StandardsS4.C.3.1.1 Describe changes in motion caused by forces (e.g., magnetic, pushes or pulls, gravity, friction)S4.C.2.1.1 Identify energy forms, energy transfer, and energy examples (e.g., light, heat. Electrical)

Intermediate, con’tGrade 6

Bridge Building and TestingEssential Understandings• Measure ability down to 1/16”• Follow safe practices in the lab area.• Utilize materials in a conscience way.

StandardsM6.B.2.1.1 use or read a ruler to the nearest 1/16 inch or millimeter.M6.B.2.1.2 Choose the more precise measurement of a given object.3.4.6.A3 Explain how knowledge from other fields of study (STEM) integrate to create new

technologies.3.4.6.C1 Recognize that requirements for a design include such factors as the desired elements and

features of a product or system or the limits that are placed on the design.3.4.6.C2 Show how models are used to communicate and test design ideas and processes.3.4.6.C3 Explain why some technological problems are best solved through experimentation.3.4.6.E7 Explain how the type of structure determines the way the parts are put together.

Intermediate, con’tGrade 6

MeasuringEssential Understandings• Review how to measure 1”, ½”, and ¼”• Review how to measure with different measuring devices.• Measure down to 1/8”. And 1/16” accuracy.

StandardsM6.B.2.1.1 Use or read a ruler to measure to the nearest 1/16 inch or millimeter.M6.2.1.2 Choose the more precise measurement of a given object (e.g., smaller measurements

are more precise.

Intermediate, con’tGrade 6

Computer Aided DraftingEssential Understandings• Measuring ability down to 1/16”• Apply the concept of scale drawings.• To use proper terminology of CAD.• To use CAD to develop multi-view and isometric views of objects.

StandardsM6.B.2.1.1 Use or read a ruler to measure to the nearest 1/16 inch or millimeter.M6.B.2.1.2 Choose the more precise measurement of a given object.M6.C.1.2.1 Identify, describe and/or label parallel, perpendicular or intersecting lines.3.4.6.A3 Explain how knowledge from other fields of study (STEM) integrate to create new

technologies.3.4.6.C2 Show how models are used to communicate and test design ideas and processes.

Technology Education/STEMMiddle School

SafetyEssential Understandings:•Follow lab safety rules•Following hand tool safety rules•Following Machine tool safety rules•Understand basic machine maintenance•Identify and safely utilize tools and machinery to solve problems

Standards3.1.7 A,B,D3.2.7 A,B,C,D3.6.7 C3.7.7 A,B,D

Middle School con’t

Application of Design ProcessEssential Understandings•Basic Knowledge of multi-view drawing and the relationship of those views•Characteristics and limitations of materials processing in lab setting•Working knowledge of measuring and layout tools•Safe and cooperative work ethics

Standards3.1.7 A,B,C,D,E3.2.7 A,B,C,D3.6.7 C3.7.7 A,B,C,D,E

Middle School, con’t

Lego-Robot (Mindstorm)Essential Understandings•Basic understanding of Lego Mindstorm programming•Basic understanding of using laptop to program robots•Cooperative learning environment•Limitations of robot in our lab

•Standards•S4.C.3.1.1 Describe changes in motion caused by forces (e.g., magnetic, pushes or pulls, gravity, friction)•S4.C.2.1.1 Identify energy forms, energy transfer, and energy examples (e.g., light, heat. Electrical)

Technology Education CoursesHigh School

Foundations of Technology I – 9th Grade One semester (1/2 credit)

Manufacturing Technology – All Grades

Foundations of Technology II – Prerequisite • FD Tech II

Principles of Engineering CAD – All Grades

Architectural Design CAD – Prerequisite • Principles of Engineering Design/CAD

Engineering Design & Development – Prerequisite: Any two of the following• FD. Tech II• Principles of Engineering Design/CAD• Manufacturing Technology

Future Curriculum ConsiderationsVEX Robotic Systems

2011-2012

Curriculum Supported by:• Carnegie Mellon University

•Auto Desk, Corp•Intelitek Corp.

Future Implementations

Team TeachingPrinciples of Engineering

CAD/Geometry

Year Long course: (Advanced Placement or Applied)•Within the next few years, a course can be implemented which is project based and encompasses higher level analytical thinking geometric problem-solving, utilizing the technology/engineering software and equipment.•Taught by one technology education teacher and one geometry teacher.•Students may receive one credit of Math or one Elective credit.•Course geared towards achieving higher math test scores.