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Graphics within Initial Technology Teacher Education: A Snapshot of Ireland and the United States

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Innovative Graphics Instruction

Tagged Division

Engineering Design Graphics

Page Count

12

Page Numbers

24.654.1 - 24.654.12

Permanent URL

https://peer.asee.org/20545

Download Count

29

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Paper Authors

biography

Diarmaid Lane University of Limerick

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Diarmaid is a Lecturer in Technology Teacher Education at the University of Limerick. His research interests are in the areas of freehand sketching, cognition and spatial visualization. He is currently Director of Membership of the Engineering Design Graphics Division (EDGD).

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biography

Theodore J. Branoff North Carolina State University

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Ted Branoff, Ph.D. is an associate professor in the department of STEM Education at North Carolina State University. He has been an ASEE member since 1987 and is the immediate past President of the International Society for Geometry and Graphics. Dr. Branoff’s research interests include spatial visualization in undergraduate students, 3D constraint-based modeling strategies, and the effects of online instruction for preparing teachers and engineers. Along with teaching courses in introductory engineering graphics, computer-aided design, descriptive geometry, and instructional design, he has conducted CAD and geometric dimensioning & tolerancing workshops for both high school teachers and industry. In 2013 he was elected as an ASEE Fellow.

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Raymond Lynch University of Limerick

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Abstract

Reconceptualising the role of 21st century graphics teachersDevelopments in research concerning the measurement of cognitive processing duringgraphical activities have stimulated discussion across different disciplines in relation to thepurpose of graphical education. This paper considers the redesign of an undergraduate courseof study for students within an Initial Technology Teachers Education programme at______________________.Within the Irish high school system “graphics” is offered as an optional subject for pupils atboth junior cycle (12-14 year olds) and senior cycle (15-17 year olds). Teachers of thesubject typically develop a mastery of content relating to plane and descriptive geometry and,they have well developed manual drafting and CAD skills. Graphics as a subject tends to betreated in isolation and there is limited understanding and agreement as to how the subjectcan be linked across different disciplines.In order to address contemporary needs, the work presented in this paper considers how agroup of experts analysed the role of engineering graphics across a range of disciplines andindustries. Initial results highlight a number of potential changes to a revised graphics courseof study for student teachers. It is proposed that the new course will concentrate ondeveloping teachers’ spatial visualization skills, graphical communication skills, cognitiveflexibility and problem solving skills. It is also identified that teachers should understand thecognitive development underpinning graphical capability and should be equipped with thenecessary skills to scaffold and assess the development of graphical understanding and skills.In an attempt to reconceptualise the role of graphics education in a broader context, the paperconcludes by discussing its complex nature across a range of disciplines and cultures.

Lane, D., & Branoff, T. J., & Lynch, R. (2014, June), Graphics within Initial Technology Teacher Education: A Snapshot of Ireland and the United States Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20545

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