Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Bartholomew; Geoff Wright, Brigham Young University; Ron Terry, Brigham Young University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

curriculum and teacher development of technology educatorscould be enhanced. All class members had a background in technology and engineeringeducation and were candidates for a Masters degree in Technology and Engineering Education atBYU. As part of the study, students studied ITEEA’s technological literacy standards found inthe STL, created unit and lesson plans for each standard, participated in a study related to the useof the literacy standards, critiqued peer lessons, and implemented lesson plans at the middle andjunior high school level.Technological Literacy Standards. ITEEA’s STL was the primary resource used to guide theSTEM curriculum development. The purpose for using the STL was because it outlines the

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College; Su Wang, China National Institute for Educational Research

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

instruction. To meet these goals and objectives a workshop plan was created. The plan was tocombine lectures and hands on activities. Dr Macho provided the lectures and Michael Bastonilead the hands-on portions. The intention was to immediately reinforce the ideas presented in thelectures with tactile experiences, and then reflect on those experiences. The content of thelectures were the design methods described in American Society for Engineering Education(ASEE) paper A Functional K-12 Conceptual Framework for Teaching Technological Literacy 1.The hands-on experiences were centered on design challenges using Totally Trebuchet kits fromGears Educational Systems, LLC.Method The method of gathering data was a mixed design of quantitative

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven R. Walk, Old Dominion University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

have been developed that reliably project the growth, diffusion,and performance 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 and related social changeswould constitute important content 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

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

scientificprinciples, there was actually a decline of approximately 4% in the scores. The overallimprovement in overall grades for the project appears to come primarily from improvedorganization of students’ presentations.Conclusions and Future DirectionsResults so far are promising, though inconclusive due to the small sample size and mixed results.We will continue to use the Technology in the News during the Spring 2011 semester, with twomodifications. First, we plan to utilize the assignment more frequently, providing additionalpractice and formative assessment to the students. Second, we plan to incorporate additionalclassroom discussion to help students understand the difference between science and technology,and to understand how new technologies impact

Conference Session

Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. Page 22.395.8 11. Very enjoyable and learned a lot.The comments presented here are representative of all the comments received from the fivesessions or short courses. In totality, they were all very positive focusing on the material,presentations, and the instructor. Incidentally, the instructor for all five of the sessions or shortcourses discussed here was the author of this paper. Although many of the comments were aboutthe instructor, an equally large number of comments concerned the presentation methods andmaterial covered. It is planned to train and add additional instructors in the near future in order tokeep up with the demand for presentations.According to the recruiting and advising staff in the School of Computing and

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

applications of engineering andscience.The average grade of the control group was 64% and that of the experimental group was 76%, a19% improvement over the control group. The groups were significantly different with acalculated t value of 3.3. The t-test confirmed statistical improvement at significant confidencelevel with an alpha value of 0.05. Among the four indices, making students familiar with the top20 bench mark numbers used in the industry was ranked the highest.These practices can be used in other science and engineering courses. The authors plan to usethese practices in 2 other courses over the next three years. The practices can be used in othercourses or schools with appropriate modifications in order to help our students acquire

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A. Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

interconnections between engineering, technology and other areas ofsociety and culture. These four categories are proposed as templates or models that other facultycan use in developing and planning a course. These four models were found to be consistentwith the recommendations made by the National Academy of Engineering and the InternationalTechnology Education Association regarding standards for technological literacy. It is intendedto develop an online database of course materials organized around the proposed framework. Anadditional feature to be included is classification of material based on cognitive level of Bloom’staxonomy. The current status of the development of the online system is described.BackgroundThe goal of the work reported here is the