Michael Hacker

Fostering Human Development Through Engineering and Technology Education

Before getting into the detail of the book it is worth noting that the phrase ‘human development’ has two generally understood meanings: a biological sense relating to the process of biological maturity and a broader population sense relating to economic development, standards of living and so forth. I approached this book assuming, wrongly, that it was using the phrase in the second sense. As this led to a degree of initial confusion, for me, it is worth making clear that the primary scope of the book is the ways that engineering and technology education (ETE) can foster the first, biological sense. The introduction makes clear that the focus is: The role of ETE in developing students’ broad intellectual competencies, talents, knowledge and skills that will enable them to enjoy long, fulfilling and creative lives and contribute meaningfully to society and the economy. [pvii]

Advanced educational technology in technology education

1: The Philosophical and Educational Foundation for Technology Education and the Possible Role of Advanced Educational Technologies.- Integration of Advanced Educational Technology into Technology Education.- Tradeoffs in Models of Curriculum Integration.- Innovation and Design in Advanced Technology Education Programmes.- Constructing Sustainable Reform in Science and Technology Education.- Outlook for the Next Century and its Implication for and Impacts on Technology Education.- Control, Data Capture and Real-world Interfacing.- A Teachers View of Educational Technology.- Problems Faced in Developing Technology Education (a Turkish Case).- Science-Technology-Environment-Society Education for All in the Context of Environmental Imperatives.- Approaches to Technology Education and the Role of Advanced Technologies: An International Orientation.- 2: The Advanced Educational Technology Presentations and Workshops.- A Meaningful Way to Apply Telecommunications in a Real Context to Solve Problems Facing Society.- The Use of Data Capture and Control in Bio-system Design.- 3: Implementation Related Issues.- Designing Microcomputer Courseware: Using Computers as Tools for Learning Engineering Concepts.- Implementation Issues in Technology Education.- Summary of Group Findings and Recommendations.- Participants - Arranged in Alphabetical Order.

Work in progress - math infusion in a middle school engineering/technology class

Engineering design projects can provide a rich opportunity to enhance middle school student knowledge in core disciplinary subject areas, such as mathematics and science and forms an important aspect of the NSF-supported mathematics, science, technology education partnership (MSTP) project . A key goal of the project has been to develop a model for infusing mathematics into science and technology at the middle school level. The informed design process was created as part of a NSF materials development program and formed the engineering design framework for this study. Structured mathematics activities (knowledge and skill builders - KSBs) were developed that linked to the design challenge. As a result of these hands-on activities, students apply the mathematical reasoning developed in order to solve an engineering problem; the design of a bedroom. A pilot research study, involved implementation of a math-infused bedroom design lesson. A paired t-test indicated the difference was statistically significant t (128) = 2.828, p<.005, providing evidence that students were showing gains on their math content knowledge.

Gaming to Learn

This chapter addresses how playing and developing educational games are instructional strategies that could add immeasurably to the contribution ETE programs make to contemporary STEM education. The introduction to this chapter presents a rationale for game-based learning that addresses the changing perceptions and capabilities of youth in the present era and provides research-based support for the high-interest learning that gaming has the potential to promote. The promise of playing and designing/developing thoughtfully conceived games is described in terms of increasing student engagement, promoting inquiry-based learning, the effect on self-efficacy, attitudes toward further ETE study and stimulating interest in related STEM careers.

Implementation of Technology Education in New York State

In New York, a new school discipline is emerging. Technology Education is taking its place alongside longstanding Mathematics and Science programs. Technology Education has the potential to actively engage students in design-and-construct activities that help them to synthesize the knowledge and skills in math, science, social science, and other subjects. As an emerging subject area in the school curriculum, Technology Education faces several issues that impede implementation. These issues relate to its roots in the craft tradition, its relatively recent evolution, and the present lack of public awareness and support. Current trends in New York focus on the use of Technology Education as a vehicle through which integrated Mathematics, Science, and Technology (MST) programs can be implemented.

Technology education in New York State

In New York, a massive in-service program has trained thousands of industrial arts teachers to deliver technology education. by design, technology education complements mathematics and science education. It is an integrating discipline whose programs provide students a unique opportunity to synthesize much of their learning. Real-world problem-solving provides the context for conceptual learning to be applied, and for technological design activity to occur.<<ETX>>