Conference Session

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

Collection

2010 Annual Conference & Exposition

Authors

Moshe Barak, Ben-Gurion University of the Negev

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-317: PROMOTING TECHNOLOGICAL LITERACY AMONGMATHEMATICS, SCIENCE AND TECHNOLOGY TEACHERS: A GRADUATESTUDIES COURSEMoshe Barak, Ben-Gurion University of the Negev Page 15.1003.1© American Society for Engineering Education, 2010 Promoting Technological Literacy among Mathematics, Science and Technology Teachers: A Graduate Studies CourseAbstractThis paper addresses a graduate course aimed at fostering technological literacy amongK-12 mathematics, science and technology teachers. The course includes: 1) discussingbroad questions, such as what is technology and how technology relates to other fields,for example, mathematics

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

these concepts.1. Everyday Concepts – FeedbackOur society is continually becoming more technically oriented in all aspects of life.Technology may seem mysterious to fuzzies. There is, however, a certain set of basic, Page 15.1367.2easily understood information that “techies” can help fuzzies understand.Some basic concepts, fundamental to those of an engineering discipline, can be appliedto everyday life. For example, a person concerned about his or her weight can use theconcept that “measurement precedes control.” This concept comes from the engineeringprinciple of a feedback loop. If the output of a system is used to control the input, thewhole system

Conference Session

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

Collection

2010 Annual Conference & Exposition

Authors

Mauricio Castillo, California State University, Los Angeles

Tagged Divisions

Technological Literacy Constituent Committee

-group post-test only design that is grounded in the quasi-experimental quantitative researchtradition. The study utilized a two-group post-test only design, a treatment group who hadreceived instruction in technology education in the form a modular instructional deliveryclassroom and a control group who had not received any formal education in the study oftechnology. The results of study found that eighth-grade participants taking a technology classperformed better (M=15.42, SD=5.42) than those who had no previous technology class exposure(M=14.07, SD=5.25). In comparing the means of the eighth-graders’ post-test, there was asignificant difference F (1, 270) = 4.40, p=.037, p

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

several successful Engineering Technology programs and a TechnologyEducation program within our department. In 2007, faculty these programs workedtogether to provide engineering education professional development experiences fornearly 400 teachers; who in turn have taught thousands of K-12 students. This wasfacilitated with the assistance of a $1.7 million grant, and visiting faculty from severalleading design centers in England. This conceptual framework is partially a result of thefindings of that project. Within our Technology Education program, this is ourframework for preparing technology teachers. These teachers promote technologicalliteracy and engineering. The four elements of the framework are 1) Design, 2) Living, 3) Productivity

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Technological Literacy Constituent Committee

20th Century, researchers in the United States such as Lenz6, Martino7, and Bright8,and others around the world [e.g., the very prolific Marchetti (see, for example, Marchetti9)refined forecasting methods and showed that the logistic model was an excellent construct forforecasting technological change with virtually universal application for technology adoption andmany other individual and social human behaviors. Figure 1 illustrates the idealized logisticcurve of technology adoption or diffusion. Figure 2 shows the logistic growth of the supertankerof maritime fleets presented in a popular format developed by Fisher and Pry that renders thelogistic curve linear10

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

our lives, from enabling citizens to perform Page 15.1184.2 routine tasks to requiring that they be able to make responsible, informed decisions that affect individuals, our society, and the environment. Citizens of today must have a basic understanding of how technology affects their world and how they exist both within and around technology.”6While persuasive in general, there are many caveats to these propositions:1. It is not possible to be literate about all, or even most, technologies. For example, doctors,electrical engineers, material scientists, biotechnologists, and chemical engineers, typically livein mutually

Conference Session

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

Collection

2010 Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia; Kathleen Harter, Community College of Philadelphia

Tagged Divisions

Technological Literacy Constituent Committee

issued are addressed depends upon the context of the institution.We will examine four factors at Community College of Philadelphia that were important in thedevelopment of this course: 1. Establishment of a new curriculum in Applied Science and Engineering Technology (ASET) 2. General Education Requirements 3. Transferability 4. Developmental EducationThe emphasis of the Applied Science and Engineering Technology (ASET) Program is to enablestudents to enter the workforce on the technician level in high technology, high demandemployment areas. The program has a very flexible design to enable rapid response to changingtechnological, workforce, and student needs. Courses leading to an Associate in Applied Sciencein the ASET program

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

science-technology-engineering-math (“STEM”) K-5 major was defined and implemented, where the teachercandidates receive a deep level of content knowledge in all four STEM components, as wellas education tools for “integrated-STEM”. 1 The program is referred to as theMath/Science/Technology, or MST, program, even though all four elements of STEM arerepresented in the program. [That is, a more accurate name would have been the “STEM” K-5 program.]An obvious potential benefit of the MST program is numerical in nature; an effectivetechnologically literate K-5 teacher should impact the willingness to “think and learntechnologically” for thousands of young students, and hundreds of colleagues. Another largepotential benefit is pedagogical in nature and