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Promoting Technological Literacy By Utilizing Pictures And Recreated Artifacts

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Teaching Technological Literacy - Engaging Students

Tagged Division

Technological Literacy Constituent Committee

Page Count

10

Page Numbers

15.1004.1 - 15.1004.10

Permanent URL

https://peer.asee.org/16266

Download Count

25

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Paper Authors

biography

William Loendorf Eastern Washington University

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William R. Loendorf is currently an Associate Professor of Engineering & Design at Eastern Washington University. He obtained his B.Sc. in Engineering Science at the University of Wisconsin - Parkside, M.S. in Electrical Engineering at Colorado State University, M.B.A. at the Lake Forest Graduate School of Management, and Ph.D. in Engineering Management at Walden University. He holds a Professional Engineer license and has 30 years of industrial experience as an Engineer or Engineering Manager at General Motors, Cadnetix, and Motorola. His interests include engineering management, technological literacy, and real-time embedded systems.

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biography

Terence Geyer Eastern Washington University

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Terence L. D. Geyer is currently a Lecturer in the Department of Engineering & Design at Eastern Washington University. He obtained his B.S. in Manufacturing Technology and M.Ed. in Adult Education in a specially combined program of Technology and Education at Eastern Washington University. His interests include collecting and re-manufacturing older technologies.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Promoting Technological Literacy by Utilizing Pictures and Recreated Artifacts

Abstract

Today's students study and understand today's technologies. Few look back into history to study and understand the technologies from the past. Current engineering and engineering technology students study how to use modern tools to solve modern problems. Little do they realize that engineers and technologists from the past did the very same thing. The only difference was the type, variety, and number of tools they had to work with. Typically, they were far less sophisticated and complex. In many cases, they were actually quite crude. However, they served their purpose and worked. Problems were solved, ideas were turned into inventions, and dreams became innovations. Ironically, we struggle with many of the same problems today that were actually solved in the past. It is the understanding of past technologies and connecting them to current ones, that is important. To address this issue, a junior level interdisciplinary course has been created that explores a historical perspective of the development of technology and its impact on society in a global context. Within this framework lies the dilemma of how to make the subject interesting. Just offering lectures and discussion sessions does not do the subject justice. There had to be a better way to engage and capture the student's interest and curiosity. With this objective in mind, a project was initiated to accumulate or recreate technological artifacts from the past for the students to examine, touch, and even use. Then, in order to enhance the lectures, pictures, graphic images, and short videos were extensively used. Combining these techniques, the student's have become more engaged in the subject of technological literacy. The focus of this paper is to describe the methods undertaken to collect and recreate technologies from the past. The new artifacts were made using the tools and techniques from the past, just as engineers from generations ago did. Currently six collections representing a variety of technologies from different time periods exist and are used in the classroom. Future plans include adding more collections with additional artifacts obtained either through donation or recreation. The intention was to enhance and extend the student's understanding of past technological issues in order to better prepare them to solve the technological challenges they will encounter in the future.

Introduction

Early humans were keenly aware of their limitations. Their ability to see, hear, and smell was inferior to many other creatures. They also could not run very fast or fly. They were at a distinct disadvantage when compared to other animals. However, it was their ability to overcome these deficiencies that set them apart. By using their brain to visualize and then build devices to extend their capabilities early tools emerged. At first, they were quite simple and very basic. However, as time marched on, they were refined and improved. This inventive process has been repeated countless times since then.

Even today, there are numerous opportunities to make life easier, safer, produce more food, create shelters, clean up the environment, and meet a host of other challenges. These problems

Loendorf, W., & Geyer, T. (2010, June), Promoting Technological Literacy By Utilizing Pictures And Recreated Artifacts Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16266

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015