Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-1942: A FUNCTIONAL K-12 CONCEPTUAL FRAMEWORK FORTEACHING TECHNOLOGICAL LITERACYSteve Macho, Buffalo State College Steve Macho completed a BS at St Cloud State University, and M.A. & Ed.D. in Technology Education at West Virginia University. Steve is a Minnesota farm boy who has been involved in technology his entire life. He worked at the Los Alamos National Laboratory, New Mexico Highlands University, and is currently an Assistant Professor of Technology Education for at Buffalo State College. He became a member of the Oxford Roundtable in 2008 and plans to present another paper there in 2010

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

Michele Dischino, Central Connecticut State University; James DeLaura, Central Connecticut State University; Patrick Foster, Central Connecticut State University; David Sianez, CCSU

Tagged Divisions

Technological Literacy Constituent Committee

 Connect after school program with the entire PreK-workforce talent pipeline  Provide opportunities for industry and higher education mentoring and role models  Include flexibility, variety, scalability and connectivity among various grade levels  Deliver an inquiry-based, technology-rich program with a capstone projectAdditionally, the partners agreed on the following:  Modules must intrigue youngsters by engaging them in inquiry  Modules must guarantee student success by building in both reinforcement for students weak in skills and further explorations for students wanting to go on  Plan for modules to run 6 to 8 weeks, and expect 2 to 3 meetings per week of approximately 45 minutes each (16-20 hours of total

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

Technological Literacy Constituent Committee

). Issues discussed include gender, context with Bloom’s taxonomy of learning and Gardner’s multiple modes of learning. Students typically design several lesson plans that include STEM components, possibly in cross- Page 15.1194.6 curricular modes with non-STEM content.Upper level T&E courses are also taken routinely by MST students, primarily by technologyspecialization majors. These courses include Architecture & Civil Engineering, MechanicalSystems Design, Mechanics & Materials Laboratory, Facilities Design, ManufacturingSystems, Prototyping and Environmental/Biotechnology Systems.In New Jersey, MST majors can also qualify for

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

Yoojung Chae, Purdue University; Senay Purzer, Purdue University; Monica Cardella, Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

’ standards discuss the importance of a problem-solving process even though theterminologies are used differently. First, the science education standards use the term ‘inquiry’defined as “Asking questions, planning and conducting investigations, using appropriate toolsand techniques to gather data, thinking critically and logically about relationships betweenevidence and explanations, constructing and analyzing alternative explanations, and Page 15.324.4communicating scientific arguments.”4 A similar problem-solving process is found in the technological standard, namely the‘design’ process. The design process is defined in the technological

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Thomas Howell, San Jose State University; Patricia Backer, San Jose State University; Belle Wei, San Jose State University

Tagged Divisions

Technological Literacy Constituent Committee

answerquestions about student learning outcomes in a non-intrusive, systematic manner. The processrequires instructors to define learning objectives for each course, devise a rubric that measuresthese objectives, use the rubric to grade student work, record the data, and note needed changesfor future course offerings.” Page 15.408.6For continuing certification in General Education, a department’s GE courses are reviewedduring the normal program planning cycle. There is a section in a department’s programplanning self-study that addresses GE. In this section, the department must include acomprehensive evaluation of the course that may include a focus on

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Richard Doyle, Penn State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Technological Literacy Constituent Committee

. Page 15.1184.1© American Society for Engineering Education, 2010 Teaching Process for Technological Literacy: The Case of Nanotechnology and Global Open Source PedagogyAbstractIn this paper we propose approaching the concern addressed by the technology literacymovement by using process design rather than product design. Rather than requiring people toknow an impossible amount about technology, we suggest that we can teach process forunderstanding and making decisions about any technology. This process can be applied to newproblems and new contexts that emerge from the continuous innovation and transformation oftechnology markets. Such a process offers a strategy for planning for and abiding the

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University; Terence Geyer, Eastern Washington University

Tagged Divisions

Technological Literacy Constituent Committee

ago as an idea has taken on a life of its own. The concept ofbringing old technologies to life and allowing students to touch and examine them has added anew dimension to their learning experience. As the years passed new collections were added.And this trend is expected to continue.Future plans include adding more collections with additional artifacts obtained either throughdonation or recreation. Artifacts for the new collections are currently being made using the toolsand techniques from the past, just as engineers from generations ago did. Donations for other newcollections are also being accepted with the items being added to the collections as well. It is clearthat the project is by no means complete, but rather just in its beginning

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Kelli Huser, Iowa State University; Thomas Kelly, Iowa State University; Mani Mina, Iowa State University; Seth Ballou, Iowa State University; Joseph Crispin, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

technology that define this course.This student’s passion for this subject matter within her technological literacy educationinfluenced her classmates and her future in a positive manner. During the class she wouldsuggest assignments involving sanitation, drinking water and irrigation, and her interest andknowledge of the subject matter influenced several class discussions that drew in relatedtechnological areas of city planning, flood retention, and agriculture. Her interests influencedtwo other students to pursue topics related to water resources for their final papers. As of thiswriting, this student intends to pursue a career in the law, focusing on laws related to the waterresources and the technologies that she learned in this class. Her story

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Technological Literacy Constituent Committee

. Reliablequantitative forecasting methods have been developed that project the growth, diffusion, andperformance of technology in time, including projecting technology substitutions, saturationlevels, and performance improvements. These forecasts can be applied at any stage of atechnology lifecycle to better predict future technology performance, assess the impact oftechnological change, and improve technology planning and investment. Knowledge of suchmeans to understand and project paths of technology and innovation would constitute importantcontent in a technology literacy program.Often what is published as a technology forecast is simply scenario planning, usually made byextrapolating current trends into the future, with perhaps some subjective insight

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Roy McGrann, State University of New York, Binghamton

Tagged Divisions

Technological Literacy Constituent Committee

that he was a valuable member of theteam. The comment made by the student working toward the minor was: “I am really happy theengineering school offers this. I had a great experience.”Currently (2009-10), there are three students in the capstone design courses who have beenadmitted to the minor in engineering. While the number of students seeking the minor is notlarge, the program is considered an asset to the engineering school. There remains the beliefamong non-engineering students that the rewards of earning a bachelor’s degree in engineeringare not worth the effort involved.2 It is hoped that this alternative will attract those student whodo not plan to spend the effort needed for an engineering degree but who nonetheless areinterested in

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

R. William Graff, LeTourneau University; Paul Leiffer, LeTouneau University; Martin Batts, Le Tourneau University; Maria J. Leiffer, LeTouneau University

Tagged Divisions

Technological Literacy Constituent Committee

pieces are shekels). This is becauseusury, which is the practice of charging excessive interest, was forbidden in the JewishLaw. We know that “excessive interest” was defined as “the hundredth” (one percent?), because it was specifically condemned by the prophet Nehemiah (Nehe.5:10,11),in the Old Testament.4. Engineering ThinkingComputation and scientific thinking may come easily for some students, but manyfreshman-engineering students don’t automatically think like engineers. It takes a fewcourses to undo some habits learned earlier, so that one can help students considerrealistic requirements and constraints, estimate answers rather than blindly acceptingcalculator answers, and plan out a project instead of jumping too quickly to a

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

Yung-Hsiang Lu, Purdue University; Guangwei Zhu, Purdue; Cheng-Kok Koh, Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

. [3] Jaikumar Vijayan. Will security concerns darken Google’s government cloud? http://www.computerworld.com/, September 17 2009. [4] IDG News Service. Fcc’s national broadband plan: What’s next? http://news.idg.no/cw/art.cfm?id=64A5457F-1A64-67EA-E4A95D435AFC2864, March 16 2010. [5] Committee on Prospering in the Global Economy of the 21st Century. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. http://www.nap.edu/catalog.php?record id=11463, 2007. [6] Elliot Soloway. How the Nintendo Generation Learns. Communications of the ACM, 34(9):23–ff., 1991. [7] Kate Sanders and Lynda Thomas. Checklists for Grading Object

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James Young, Rice University

Tagged Divisions

Technological Literacy Constituent Committee

. Page 15.418.9Figure 2: Engineers and Non-engineers Collaborate in Introduction to Engineering at Rice.The Rice Minor in Engineering Studies ProgramThe unique character of Rice University presents both opportunities and challenges inimplementing technological literacy courses and a minor. Minors are new to Rice, having beenapproved only in the past two years. Thus, although there are presently fewer than five minors,there is an interest in their creation, and each proposal generates significant publicity amongstudents and faculty. Many Rice undergraduates arrive with a solid background in high schoolmathematics and science, many with AP credit—even those who do not plan to major inengineering or science. It is expected that such students will