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

. American Youth Policy Forum, Helping youth succeed through out-of-school time programs. 2006, American Youth Policy Forum: Washington, DC.20. Z. Redd, et al., Academic achievement programs and youth development: A synthesis. 2002, Child Trends: Washington, DC.21. R. Chaskin and S. Baker, Negotiating among opportunity and constraint: The participation of young people in out-of-school-time activities. 2006, Chapin Hall Center for Children: Chicago.22. K. Moore and J. Zaff, Building a better teenager. 2002, Child Trends: Washington, DC.23. S. Lauver, P. Little, and H. Weiss, Moving beyond the barriers: Attracting and sustaining youth participation in out-of-school time programs (Issues and Opportunities in Out-of-School

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology

Tagged Divisions

Technological Literacy Constituent Committee

agree-to-disagree ratios are all positive, we are disappointed in the high percentages ofrespondent who did not (or felt that they did not) have enough experience to give an answer.However, venturing beyond the standard forms of grading required in a traditional curriculumproves challenging even for the most experienced K-12 teachers. Furthermore, some of theembedded assessment we suggest here (such as e-portfolios and peer review) probably requiremore access to computer facilities than available to many Indiana teachers.Students and 21st Century Skills – Indiana is recognized for its commitment to education thatprepares young people for success beyond high school, either in the workplace or inpostsecondary education. A critical part of this

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Chris Rogers, Tufts University; David Henry Feldman, Tufts University

Tagged Divisions

Technological Literacy Constituent Committee

oftechnology in formal and informal education through integration of technology content into K-12standards, curricula, and instructional materials.The targets of this research are the ongoing efforts in public schools to educate students abouttechnology. In particular, we are interested in the process of development of the Technology andEngineering Curriculum Framework and its inclusion in Massachusetts state standards and laterusing the data collected from this research to empirically test some of the claims of NonuniversalTheory.11 Nonuniversal theory provides a powerful framework for analysis of the curriculumchange based on the development of domains of knowledge and expertise on a Universal toUnique continuum which includes pancultural, cultural

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological Literacy Constituent Committee

mind” which is coincident todaywith what many educators call “the development of the whole person.” It is becomingclear that as knowledge has become increasingly fractionalised that there is a need foran education beyond school that re-asserts the primacy of “enlargement of mind” as agoal of education. Such an education is necessary in the sense that it should help thestudent to “connect views of the old with the new;” indeed with the current explosionof knowledge one might add the new with the new. Its purpose is to give “insight intothe bearing and influence of each part upon every other, without which there could beno whole […] It is knowledge not only of things but of their mutual relations.” Thisinsight is achieved through a comprehensive

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

Bradley Bishop, United States Naval Academy

Tagged Divisions

Technological Literacy Constituent Committee

Page 14.1132.4 course.To really understand the fundamentals of transitions in social acceptance and integration,students are provided with a variety of technological innovation models. These models help tocategorize a variety of factors relating to technological change and help to understand how andwhy technologies move through Sager’s coordinates. 1) McKenzie’s certainty trough3. This model helps the students visualize the factors that affect perceptions of new technologies based on the social distance between the subject and knowledge production. Specifically, the McKenzie model suggests that managers (among other groups) act with much less uncertainty than engineers or

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Lawrence Whitman, Wichita State University; James Steck, Wichita State University; David Koert, Wichita State University; Larry Paarmann, Wichita State University

Tagged Divisions

Technological Literacy Constituent Committee

, “Robotics Educator CD,” The Robotics Institute.16) Portsmore, M., Cyr, M., and Rogers, C., "Integrating the internet, Labview and Lego Bricks into Modular Data Acquisition and analysis software for K - college," Computers in education.17) Cyr, M., Miragila, V., Nocera, T., and Rogers, C., 1997, "A Low-Cost, Innovative Methodology for Teaching Engineering Through Experimentation," Journal of Engineering Education, 86(2), 167-171. Page 12.12.9 Project Assessment Rubric Format, Style, 1 2 3

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Elaine Cooney, Indiana University-Purdue University-Indianapolis; Karen Alfrey; Steve Owens, Indiana University - Purdue University-Indianapolis

Tagged Divisions

Technological Literacy Constituent Committee

. in American Society for Engineering Education Annual Conference & Exposition. 2001: American Society for Engineering Education.21. Chandler, J.R., A.D. Fontenot, and M.O. Hagler, A model for integrating first-year composition courses with engineering curriculum, in 31st ASEE/IEEE Frontiers in Education Conference. 2001, IEEE: Reno, NV. p. S2B8-10.22. Hutto, D. and K. Hollar. Use of Classical Rhetorical Framework for Critical Analysis of Science and Engineering Issues. in American Society for Engineering Education Annual Conference & Exposition. 2001: American Society for Engineering Education.23. Swaile, B.H. and M.C. Kreppel. Building critical thinking, teamwork, and communication skills through

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Mary Rose, Ball State University; Jim Flowers, Ball State University

Tagged Divisions

Technological Literacy Constituent Committee

membersof our society become better, more-informed assessors and decision-makers about technology. Inessence, the challenges of our modern age demand that future citizens become technologicallyliterate, i.e., able “to use, manage, assess and understand technology” [2](p.7), in order toapproach and, hopefully, achieve sustainability.Within U.S. public schools, technology education (TE) is a curricular program dedicated toenhancing the technological literacy of students in grades K-12. As articulated by the fairlyrecent Standards for Technological Literacy (STL) [2], twenty content standards and theirassociated benchmarks “prescribe the content knowledge and abilities of what students shouldknow and be able to do in order to be technologically

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

made… Scientific literacy is the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity. (pp. 132–33)This definition of scientific literacy encompasses technology. In this area, the colleges ofengineering are uniquely poised to provide this type of literacy education to students from otherdisciplines. The Green Report-- Engineering Education for a Changing World5, released inOctober 1994 as a joint project report by the Engineering Deans Council and CorporateRoundtable of the American Society for Engineering Education (ASEE), challenged the deansof the colleges of

Conference Session

Service Courses for Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Timothy Simpson, Pennsylvania State University; Vince Bertsch, Santa Rosa Junior College; Kate Disney, Mission College; Elsa Garmire, Dartmouth College; Barbara Oakley, Oakland University; Mary Rose, Ball State University

Tagged Divisions

Technological Literacy Constituent Committee

develop Educational Standards andBenchmarks to define what K-12 students need to know and be able to do about this kind oftechnology. In 1993, the American Association for the Advancement of Science (AAAS)published, Project 2061: Benchmarks for Science Literacy [6] and in 1996 the National ScienceEducation Standards were published by the National Academies Press [7], both of whichcontained a section devoted to technology. In 2000 the International Technology EducationAssociation (ITEA) published Standards for Technological Literacy: Content for the Study ofTechnology [8] with the intent of encouraging educational curricula that would providetechnological literacy to K-12 studentsIn Tech Tally, NAE identified three major components, or cognitive

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

through the Internet and the CentralArtery, or “Big Dig,” project in Boston. The material on the Central Artery project can beaugmented with current news accounts of recent problems with the tunnel system. Other optionsin a similar vein are Constable and Somerville, A Century of Innovation,24 the result of aNational Academy of Engineering project, and Evans, They Made America.25Scholarly literature in history and sociology can yield high quality case studies and broaderdiscussions of technology and society. While such sources may be beyond the level of students,they are very useful for professors teaching these courses. There are a number of texts on thehistory of technology; Cowan’s Social History of American Technology26 is just one example.Two

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

to address theshortage of qualified teachers, it is more common for engineering faculty to become involved indeveloping the technological literacy of K-12 pre-service teachers through teacher preparationprograms. Michigan Tech has also pursued this avenue through a partnership of the College ofEngineering, the School of Technology, and the Department of Education. “EngineeringApplications in Math and Science” was developed for pre-service teachers across disciplines andTechnology and Design, a new teaching and certification minor, was developed for studentspursuing math or science certification.16Tarleton State University introduced first-year engineering students to pre-service teacherpreparation in fall 2002. The first-year engineering

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

?understand and explain how basic societal needs What processes does a cereal box go(e.g., water, food, and energy) are processed, through before reaching a shelf in aproduced, and transported grocery store?solve basic problems faced in everyday life by How would you go about fixing a CDemploying concepts and models of science, player that skips songs as it plays?technology, and mathematicsFuture Research As a future study more literatures that include each literacy beyond the threeorganizations’ standards should be reviewed and analyzed to compare whether the threecommonalities in this paper and the real educational setting literacy match; for example, theliteratures that

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Mark Breitenberg, Art Center College of Design

Tagged Divisions

Technological Literacy Constituent Committee

content specific, course goals. The first ofthese is addressing the concept of reliable versus unreliable sources of scientificinformation. In the weekly writing assignments and the final project, attention is given tothe process of assessing the reliability of a source. With the prevalence of digitalinformation repositories, such as Wikipedia, students are repeatedly faced with thechallenge of determining whether a source is an appropriate reference for research.Another objective is demystifying engineers and the field of engineering in general.Many of the students admit to knowing very little about scientists and engineers and whatthey do on a day to day basis. Through guest lectures and field trips the students areexposed to engineers and

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

of Engineering in reports such asTechnically Speaking. Thus decoupled from the engineering major, the Minor in EngineeringStudies at Iowa has attracted students majoring in business, communications, journalism, anddesign. Minors provide a recognized credential deemed attractive by many students. This workwill develop a set of Technological Literacy Objectives and Outcomes for such a minor. Theseoutcomes will be similar to the ABET a-k outcomes that are used for engineering degrees, butwill be focused on developing technologically literate citizens. The anticipated use of a standardset of outcomes rather than a standard series of courses, will allow flexibility for each institutionto develop a minor or minors that is best suited to its local

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

teaching of technological literacy.This has been encouraged through efforts by the National Science Foundation (NSF) and theNational Academy of Engineering (NAE), including an NSF conference report and NAEpublications and website.28,29,30 Efforts to teach technological literacy include K-12 and Page 15.1195.9university level instruction as well as activities by museums and other entities. A technologicalliteracy community has developed within the American Society for Engineering Education(ASEE). This group has sponsored workshops on developing technological literacy courses andhas presented a series of sessions at ASEE conferences where papers

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

the students’ codes, documentations and course feedbacks, we found that through this four-stage group programming assignment, many students demonstrated strong capability in writing network-enabled programs, designing effective and efficient algorithms for artificial intelligence and team collaboration. Some teams developed strategies beyond our expectation. In the final stage, winning teams must havebetter strategies for both network communication and artificial intelligence. Timing is a crucial factor inwinning. For example, the champion developed an adaptive strategy to achieve a higher speed in droppingpieces and sending eliminated lines to the opponent. The team measured the response time from the serverto determine how soon the next

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

but not sufficient to the discussion of emerging ontological technologies.5. The use of information technology in the workplace and the need to prepare students forcareers that use information technology has long been tcentral to policies that promote TL inraising productivity. This seems indisputable, but the market is a much stronger driver thanpolicy in achieving this. Where policy can help is in reducing the digital divide that leavestudents from low income backgrounds stranded in low income jobs11 It is also helpful inconditions of continuous technological change to maintain technological fluency through lifelongeducation. Much of this "retooling" is market driven, and the private sector also spends heavilyon education and training

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

’ prior knowledge through their experience with the technology. Given theoverwhelming degree to which technology surrounds and mediates modern life, students arepossibly more likely to have prior experience with a particular technological device than acomparable example of the scientific principle from the natural world.While technology created by people adheres to all of the physical principles governing thenatural world, an understanding of the physical science principles at work in some aspect oftechnology is a critical component of overall understanding. Explanations of technology that arelimited to the scientific principles at work remain an incomplete understanding of technology. Insome cases there is one scientific principle or

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University; Mary Graham, Clarkson University

Tagged Divisions

Technological Literacy Constituent Committee

Page 12.485.11education programs for improving energy literacy. Such assessment would provide valuableprogram feedback, enabling greater strides toward better educational programs and improvedenergy literacy.AcknowledgementsThis research was supported by the National Science Foundation through their DistinguishedTeaching Scholar award (DUE-0428127).Bibliography1. KEEP, K-12 Energy Education Program: A Conceptual Guide to K-12 Energy Education in Wisconsin. Wisconsin K-12 Energy Education Program and the Wisconsin Center for Environmental Education, a publication of the Energy Center of Wisconsin: University of Stevens Point, Stevens Point, Wisconsin, 2003.2. Barrow, L. H.; Morrisey, J. T., Ninth-Grade Students' Attitudes toward

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

stories - filled with failures and triumphs - to reveal the methods ofengineers. The course enchants with tales of ancient steel making, today's pop cans, hugestone monuments, and salt. The course seeks to change how a student looks at his or herworld. Several sessions focus on women engineers and the environment. This course for non-engineers attracts 60% business majors and 40% from othermajors. An emphasis is placed on engineering decisions or choices: Why did an engineerdecide to design an object in a particular way? Bill Hammack also created theEngineering and Life program on public radio which reaches beyond the classroom to amass audience. “Science and Technology of Everyday Life,” John Krupczak, Hope College12,13 This course

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Douglass Klein, Union College; Robert Balmer, Union College

Tagged Divisions

Technological Literacy Constituent Committee

, abilities, and the application of both knowledge and abilities to real-world situations. Citizens of all ages benefit from technological literacy, whether it is obtained through formal or informal educational environments. While TfAAP focuses it activities on achieving technological literacy in K-12, its vision isclearly universal. It goes on to state: Technological literacy is far more than the ability to use technological tools. Technologically literate citizens employ systems-oriented thinking as they interact with the technological world, cognizant of how such interaction affects individuals, our society, and

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Shayna Stanton, Student; Michael Bailey, Brigham Young University

Tagged Divisions

Technological Literacy Constituent Committee

nevertheless verydisturbing, are the potential long-term, cumulative consequences of living in a societyincreasingly dependent upon and at the same time relatively ignorant of the technologicalworkings of the world2.” He further goes on to say, “The impact of technological illiteracymight be played out through… more frequent and damaging misuses of technology; and morefrequent and serious missed opportunities for exploiting technology for the benefit of allcitizens2.”Whose job is it to help the average American get control of their technology? With the righttools, families can learn how to manage their environment. They can learn to manipulatetechnology effectively, enabling them to develop a better quality of life and protect themselvesfrom its