Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

Education,”Proceedings of the 2003 American Society for Engineering Education Midwest Section Meeting.21 Sorby, Sheryl A., and Leroy J. Oberto, “A Program Combining Engineering and Teacher Certification,”Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference, Session F2C, 2002.22 Martinez, Denise, and Kathy Horak Smith, “An Engineering and Education Interdisciplinary LearningExperience,” Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference, Session F1A, 2003.23 Kline, A., C. Crumbaugh, P. Vellom, E. Tsang, and B. Cobern, “Western Michigan University College ofEngineering and College of Education Collaborative Effort to Enhance Student Learning,” Proceedings of the 33rdASEE/IEEE Frontiers in Education Conference

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

and cultural aspects of technology, andadaptability based on creative thinking" (Loendorf & Geyer10, 2009). Four competencies arerequired: "(a) accommodate and cope with rapid and continuous technological change, (b)generate creative and innovative solutions for technological problems, (c) act throughtechnological knowledge both effectively and efficiently, and (d) assess technology and itsinvolvement with the human life world judiciously" (Wonacott20, 2001). This project wasconceived and driven with these objectives for technical literacy in mind (Loendorf & Geyer9,2008).One way to increase the practical connection to technologies is through a hands-on approach thatimplements some aspects of active learning. Active learning has been

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

, energy and power technologies, information and communication technologies, transportation technologies, manufacturing technologies and construction technologies. 2. Engineering in the Modern World (M. Littman) Students will a. develop an understanding of the transformation of the modern world through engineering (e.g., agriculture to industry, isolated to connected, etc.) b. define modern engineering through examples of innovations (structures, machines, networks, processes from the start of the industrial revolution to the present); understand the historical context (political, social, economic) for engineering innovation

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Mary Kasarda, Virginia Polytechnic Institute and State University; Brenda Brand, Virginia Polytechnic Institute and State University; Michael Collver, Montgomery County Public Schools; Gabriel Goldman, Virginia Polytechnic Institute and State University

Tagged Divisions

Technological Literacy Constituent Committee

York: Academic Press.2. Bandura, A. (1997). Self efficacy: The exercise of control. NewYork: W.H. Freeman.3. Dugger, W.E., and Gilberti, A. F., Standards for Technological Literacy: Content for the Study of Technology,International Technology Education Association (ITEA), 20024. Kasarda, M., Brown, E., and Brand, B., 2007a, “Teaching Capstone Design in a Service Learning Setting,”Proceedings of 114th Annual ASEE Conference and Exhibition, Honolulu, Hawaii, June 24-27, 2007.5. Kasarda, M., Brand, B., and Brown, E., 2007b, “An Engineering Capstone Design Course Taught in a Page 13.1282.10Collaborative University/High School Setting

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Susan Voss, Smith College; Borjana Mikic, Smith College

Tagged Divisions

Technological Literacy Constituent Committee

among students to be successful, the approach must directlyconnect to students’ pre-existing interests and demonstrate the relevance of technology to theirdaily lives and personal aspirations.Bibliography 1. The Two Cultures, C.P. Snow, Cambridge University Press, 1998. 2. Morgenstern, J. “The Fifty-nine-story Crisis”. The New Yorker, May 29, 1995: 45-53. 3. Graham, LR. “Palchinsky’s Travels: a Russian engineer’s adventures among gigantic projects and small minds.” Technology Review, Nov/Dec 1993: 23-31. 4. van der Vink, GE. “Scientifically Illiterate vs. Politically Clueless.” Science, 276: 1175. 5. Kammen DM & Dove MR. “The Virtues of Mundane Science.” Environment, July/Aug 1997: 11-40. 6. Ellis GW, Mikic B

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-1945: INCREASING TECHNOLOGICAL LITERACY THROUGHIMPROVED UNDERSTANDING OF TECHNOLOGY EMERGENCE ANDDIFFUSIONSteven Walk, Old Dominion University Steven R. Walk, PE, is Assistant Professor of Electrical Engineering Technology at Old Dominion University, Norfolk, Virginia. He recently was head of the Center for Technology Forecasting, and Director of the Maritime-Aerospace Liaison and Technology Development Center, at Maine Maritime Academy, Castine, Maine. His research interests include high voltage electromagnetic phenomena, energy conversion systems, technology management, and technological change and social forecasting. Mr. Walk is owner and founder of Technology Intelligence, a

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

W. Bernard Carlson, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

the job of other experts, historiansand social scientists, and we should just trust that (a) students will get around to taking Page 11.1238.10courses with those experts and (b) that history and social science courses will actuallycover technology. Knowing that (a) and (b) are both not likely to happen, I would suggest10that those of us shaping technological literacy need to recognize now that the only way toteach this broader form of technological literacy is to work together to create materialsthat integrate how the machine works with how people use the machine. Engineers,historians of technology, and STS scholars must collaborate to create case

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

-functions in design and creating a sense of practical empowermentin novice or even tentative engineers.Bibliography 1. National Science Foundation, “Shaping The Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology”, NSF 96-139, October 1996. 2. Pearson, G., and A.T.Young, (editors) Technically Speaking: Why all Americans Need to Know More About Technology. Washington, D.C. National Academy Press, (2002). 3. National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, National Academy Press, (2005). 4. Nocito-Gobel J., S. Daniels, M. Collura, B. Aliane, “Project-Based Introduction to Engineering – A

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

/Why America Needs a Refresher Course on Energy. In National Environmental Education & Training Foundation: Washington, DC, 2002.7. NOWCAST, U.S. Public in the Dark on Climate Change Issues. American Meterological Society 2005, June 2005, 775.8. Riecken, G.; Yavas, U., Energy Conservation Awareness. Ball State Business Review 1979, 9, (2), 2.9. Ritchie, C. A.; Steinbrink, J. E., Knowledge, Attitude, and the Energy Ethic. Social Education 1984, 48, (2), 149-52.10. Barrow, L. H.; Morrisey, J. T., Energy Literacy of Ninth-Grade Students: A Comparison Between Maine and New Brunswick. Journal of Environmental Education 1989, 20, 22-25.11. Farhar, B. C., Energy and the Environment: the public view. Renewable Energy Report

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

, ethical, health and safety, manufacturability, and sustainability (f) an understanding of professional and ethical responsibility (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context Page 15.1193.6 and (j) a knowledge of contemporary issues.24For engineering technology degrees, the relevant TAC of ABET accreditation criteria itemsinclude: b. an ability to … adapt to emerging applications of … technology i. an ability to understand professional, ethical and social responsibilities and j. a respect for

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

AC 2010-1138: VENUES TO INTRODUCE AND TEACH IMPACT OFENGINEERING IN HISTORY, SOCIETY, AND HUMAN DEVELOPMENTKelli Huser, Iowa State UniversityMani Mina, Iowa State UniversityThomas Kelly, Iowa State UniversitySeth Ballou, Iowa State UniversityJoseph Crispin, Iowa State University Page 15.1350.1© American Society for Engineering Education, 2010 A technological literacy approach to introduce and teach the impact of engineering throughout the human historyAbstractThis paper provides a possible approach to introduce and teach impact of engineering to non-engineering students with a focus on the technology and engineering aspects. One effective wayto enhance

Conference Session

Service Courses for Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

Technological Literacy Constituent Committee

, Kathryn, “From "How Stuff Works" to "How STUFF Works": A Systems Approach to The Relationship Of STS and "Technological Literacy".” Proceedings of the 2006 American Society for Engineering Education Annual Conference (2006). American Society for Engineering Education. . Page 13.1188.935. Nocito-Gobel J., S. Daniels, M. Collura, B. Aliane, “Project-Based Introduction to Engineering – A University Core Course,” Proceedings of the 2004 American Society for Engineering Education Annual Conference (2004). American Society for Engineering Education. < http://www.asee.org/acPapers/2004- 907_Final.pdf>.36. Norton, M.G

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

: An opportunity for design faculty? Proceedings of the American Society for Engineering Education, Chicago.4. National Academy of Engineering, and National Research Council, Committee on Technological Literacy. (2002). Technically speaking: Why all Americans need to know more about technology. Pearson, Greg, and Young, A. Thomas. (Eds.).5. Mikic, B., and Voss, S. (2006). Engineering for everyone: Charging students with the task of designing creative solutions to the problem of technology literacy. Proceedings of the American Society for Engineering Page 12.1610.8 Education, Chicago.6. Christopher

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

Technological Literacy Constituent Committee

because technology continues to impact and influence society.The intent of the course was to enhance the student’s understanding of how technologiesdeveloped and why. The material covered helps the student to understand and recognize ourdependence on technology and its invasive nature into our lives. In this course the students studythe past development, use and affects of technology in order to be better prepared for the newtechnologies of the future.Bibliography1. Accreditation Board for Engineering and Technology, at http://www.abet.org2. Alcorn, Paul. Social Issues in Technology:, A Format for Investigation, 4th ed. Upper Saddle River, NJ: Prentice Hall. 2003.3. Hjorth, L., Eichler, B., Khan, A. and Morello, J. Technology and

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Richard Devon, Pennsylvania State University; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

. a. How it works b. For whom it works c. Its deployment: market value or other measure of value d. Its competition e. The trends f. The tradeoffs: strongest and weakest features (what the critics say) g. List references 3. The topic may be on technologies such as high intensity white LED lights, or microbial disposal of toxic waste, or on a major project (system), such as the Three Gorges or (saving) Venice. It could also focus on a failure like the Columbia Shuttle, or the New Orleans levees. See helpful links below. 4. Note: Some generic technology families like explosives, or nanotechnology, may appear to have no competition. They do.Comments

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Kara Harris, College of Technology - Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

for decades 4,2,6,11,12. This decline has not only had a direct affect on thenumber of highly qualified engineering/technology education teachers that are availableto teach in public schools, but has also affected enrollment in technology teachereducation programs at colleges/universities across the nation. This decline, if notproperly addressed, could lead to the demise of engineering/technology educationprograms at the secondary and post-secondary level. 11 Successful efforts have been set forth in many areas of the discipline, such ascurriculum. Wright and Custer (1998) stated that, “Technology education professionalshave spent a great deal of time and energy focused on defining the mission of technologyeducation and redefining the

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

themes in total defined in Project 2061: a)system, b) model, c) constancy and change, and d) scale. The theme, , can also be found in thecurrent study result. That is, engineering literate person is able to understand the relationshipsbetween parts and the whole, uses models for representing concepts, and applies knowledge tosolve problems in our life. Similarity exists between the above STM commonalities and the general principles for K-12 engineering education defined by NAE & NRC1. The three principles are: 1) K-12engineering education should emphasize engineering design; 2) K-12 engineering educationshould incorporate important and developmentally appropriate mathematics, science, andtechnology knowledge and skills; and, 3) K-12

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

Barbara Oakley, Oakland University; Lorenzo Smith, Oakland University; Yin-ping (Daniel) Chang, Oakland University

Tagged Divisions

Technological Literacy Constituent Committee

://www.themorningnews.org/archives/personalities/birnbaum_v_henry_petroski.php. Accessed Jan 7, 2007.6. L. S. Anderson, K. A. Gilbride, "Image of engineering among Canadian high school students." http://www.ccwestt.org/cnu5news/images/Image_of_Engineering_Among_Secondary_Students.p df. Accessed December 28, 2006.7. C. Baillie, "Motivation and attrition in engineering students," European Journal of Engineering Education, 2000;25(2):145-155.8. P. Patel-Predd, "Careers: A League Of Extraordinary Women," Spectrum, IEEE, 2005;42(10):59- 61.9. G. Waterworth, "Renaming And Restructuring In Engineering Education." http://www.hull.ac.uk/engprogress/Prog1Papers/LMUgwaterworth.pdf. Accessed December 29, 2006.10. Heather B

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; W. Bernard Carlson, University of Virginia; Sarah Pfatteicher, University of Wisconsin - Madison; Bruce Seely, Michigan Technological University; Douglass Klein, Union College; Ronald Miller, Colorado School of Mines

Tagged Divisions

Technological Literacy Constituent Committee

(b) identifying the alternative positions to the one being offered in the discourse.Although the bullet points listed above would likely be immediately meaningful to audiencestrained in STS, concrete examples would be required to make these outcomes to clear to non-STS audiences. For example, audiences with a background in English or communication mightarticulate the aims in this area as “the ability and willingness to engage in technologically literatediscourse.” It would probably also be necessary to distinguish contemplative vs. action-orientedSTS. Taken as a group, these outcomes focus on process rather than answers, and they seem torequire multidisciplinary, team-based teaching. They could be fruitfully developed through

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-84: NEW DEVELOPMENTS IN ENGINEERING FOR NONENGINEERSJohn Krupczak, Hope College Page 14.905.1© American Society for Engineering Education, 2009 New Developments in Engineering for Non-Engineers: Functional Analysis as a Framework for Understanding TechnologyAbstractThe National Academy of Engineering recently published: “Changing the Conversation:Messages for Improving Public Understanding of Engineering.” The NAE states that capable andconfident participants in our technologically dependent society must know something aboutengineering. However the means by which engineers can explain engineering to non

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

basicscientific principles in Biology, Chemistry and Physics, to show how these principles are appliedin areas such as biotechnology, process technology, and nanotechnology, and to explore societalissues related to these technologies. One of the hoped for goals of the course in examining thesecurrent technologies is that students will start to develop “technological literacy.”In a paper discussing an NSF sponsored workshop on technological literacy for undergraduates,Krupczak and Ollis report on efforts to “to identify and define several models of technologicalliteracy courses. Based on a review of courses already developed and comparisons to otherdisciplines, four candidate standard models were identified: The Technology Survey Course, TheTechnology

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Deborah Mechtel, U.S. Naval Academy; Andrew McCue, U.S. Naval Academy; Keith Kintzley, U.S. Naval Academy; Robert Voigt, U.S. Naval Academy

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-1800: BUILDING ENGINEERING LITERATE NON-ENGINEERSDeborah Mechtel, U.S. Naval AcademyAndrew McCue, U.S. Naval AcademyKeith Kintzley, U.S. Naval AcademyRobert Voigt, U.S. Naval Academy Page 13.266.1© American Society for Engineering Education, 2008 Building Engineering Literate Non-EngineersAbstractAll students at the United States Naval Academy, regardless of major, must take twoelectrical engineering courses. The course topics include circuit theory, motors,generators, three-phase power distribution systems, communication systems, digital logic,and computer networks. These courses are taught to more than 600 non-engineeringstudents each year. A different

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate Disney, Mission College

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-1049: PORTABLE LABORATORIES FOR GENERAL EDUCATIONENGINEERING COURSESJohn Krupczak, Hope College Professor of EngineeringKate Disney, Mission College Engineering Instructor Page 15.957.1© American Society for Engineering Education, 2010 Portable Laboratories for General Education Engineering CoursesAbstractMany engineering programs are facing unfamiliar challenges in the area of curriculumdevelopment and course offerings. Some engineering departments are working with a newconstituency of students through newly offered courses on engineering and technological topicsfor non-engineering students. At the same time increased emphasis has been directed to

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

witnessedsome success (academic improvement) using hands-on, lab-based design and problem-solvinginstruction, but these advances have not been documented. In the year 2000, the InternationalTechnology Education Association (ITEA) introduced Standards for Technological Literacy(STL) (ITEA, 2000). To date, no clear methods for measuring and assessing student attainmentin these standards has been instituted. It is the interaction of instruction in technology educationand its influence on student learning that is the central problem addressed by this research. Moreimportantly, it is the need within the technology education field to have a reliable and validassessment tool to measure student learning in the study of technology. The study design was atwo

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

2006-701: ASSESSING TECHNOLOGICAL LITERACY IN THE UNITED STATESJohn Krupczak, Hope College John Krupczak, Associate Professor of Engineering, Hope College. Prof. Krupczak’s course in technogical literacy began in 1995 and has educated over 1,000 students in multiple disciplines including pre-service teaching since 1995. Prof..Krupczak is the inaugural chair of the new Technological Literacy Constituent Committee of the ASEE.Greg Pearson, National Academy of Engineering Greg Pearson is a program officer at the National Academy of Engineering (NAE), where he directs the academy’s efforts related to technological literacy and public understanding of engineering. Mr. Pearson most recently served

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University

Tagged Divisions

Technological Literacy Constituent Committee

professional conferences and universities. He is currently working on a book, under contract with Rowman & Littlefield, titled The Engineering Ethos, which analyzes the values and thinking styles common to the engineering profession. Dr. Newberry, in collaboration with colleagues at Texas Tech University and the University of Texas, has multiyear funding from the National Science Foundation to develop educational materials for professional ethics for engineers. Dr. Newberry gives frequent presentations on professional ethics to groups of Texas engineers to help them satisfy continuing education requirements. He is a member of the American Society of Mechanical Engineers (ASME) and has been involved

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-1691: USING MOVIES TO EXPLORE ELEMENTS OFTECHNOLOGICAL LITERACYJohn Blake, Austin Peay State University JOHN W. BLAKE is an Associate Professor in the Department of Engineering Technology at Austin Peay State University, Clarksville, TN. He served as department chair from 1994-2005. He received his B.S., M.S., and Ph.D. in Mechanical Engineering from Northwestern University, and is a registered Professional Engineer in the State of Tennessee. Page 14.1328.1© American Society for Engineering Education, 2009 Using Movies to Explore Elements of Technological LiteracyAbstractTo reach the goal

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

2006-695: WHAT IS TECHNOLOGICAL LITERACY AND WHY DOES ITMATTER?David Ollis, North Carolina State UniversityGreg Pearson, National Academy of Engineering Greg Pearson is a Program Officer with the National Academy of Engineering in Washington, D.C. In that role, he develops and manages new areas of activity within the NAE Program Office related to technological literacy, public understanding of engineering, and engineering ethics. He currently serves as the responsible staff officer for the NSF-funded study, Assessing Technological Literacy in the United States, and the State Educators’ Symposium on Technological Literacy project, funded by the U.S. Department of Education. He previously

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

AC 2010-2079: TEACHING PROCESS FOR TECHNOLOGICAL LITERACY: THECASE OF NANOTECHNOLOGY AND GLOBAL OPEN SOURCE PEDAGOGYRichard Doyle, Penn State University Professor of English and Science, Technology, and Society at Penn State University, Richard Doyle specializes in the rhetoric of emerging science and technology. He is an award winning teacher and he has published numerous books and articles.Richard Devon, Pennsylvania State University Professor of Engineering Design, Engineering Design Program, SEDTAPP, Penn State University. Devon has written widely on design ethics and on design education with a focus on communication technologies

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Daniel Engstrom, ITEA/Cal U

Tagged Divisions

Technological Literacy Constituent Committee

focus on the NSF funded project entitled Invention, Innovation & Inquiry(I3). It will highlight how the project was formulated, the materials developed, results of fieldtesting and implementation, and future activities. Special attention will be given to how the I3project emphasizes the integration of science, technology, engineering, and mathematics in eachunit as student follow an engineering design process to solve a technological challenge. The I3program has developed 10 units of instruction that focus on the development of technologicalliteracy traits for students in grades 4-6. Page 13.811.2The study of engineering has increasingly