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Using Technology-based Experiences to Connect Engineering Design, Science, and Mathematics for Secondary School Teachers

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Educators are faced with an ongoing challenge of creating engaging, student-centered learning situations that relate classroom topics to practical application. As a result of their comfort with the use of information technology, contemporary students and teachers can find traditional classroom methods of lecture and guided laboratory experiments limiting. Recently, the need for increasing the number of students graduating in Science, Technology, Engineering, and Mathematics (STEM) fields United States has been recognized as a threat to continued economic development. This need, coupled with increasing technological literacy, has created an opportunity to leverage leading edge cyberinfrastructure in an outreach program targeting secondary school teachers. This paper demonstrates the implementation of a targeted outreach program that engages pre- and in-service teachers of mathematics and science using state-of-the- art virtual design and earthquake engineering technologies. The research places teachers into a intimate workshop-based program that uses engaging experiences to develop content knowledge and provide connections between education standards and practical application of theoretical concepts. Introduction

One of the most difficult challenges in attracting students to engineering is conveying the idea that relating theoretical and analytical results to real-world phenomena can be interesting and engaging. Innovation driven by advances in science and technology is a key component of the US economy.1-2 However, this engine of economic development has multiple threats that will need to be addressed over the next generation. In 2003, the National Science Board reported3 that the most significant threats to our science and technology workforce include:

≠ Flat or reduced domestic student interest in critical areas, such as engineering and the physical, and mathematical sciences ≠ Large increases in retirements from the S&E workforce projected over the next two decades ≠ Projected rapid growth in S&E occupations over the next decade, at three times the rate of all occupations ≠ Anticipated growth in the need for American citizens with S&E skills in jobs related to national security, following September 11, 2001 ≠ Severe pressure on State and local budgets for education of the future S&E workforce.

Along with the need for increased participation in science and engineering careers, the ubiquitous nature of cyberinfrastructure-enabled frameworks (e.g., Facebook4, MySpace5) has also increased the expectations of students when engaging them in an authentic learning experience. Researchers and national advisory panels have recognized the increased expectations of learners and made recommendations to increase the role of technology in learning environments.6-7 In 2001, the President’s Information Technology Advisory Council (PITAC)

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English, K., & Moore-Russo, D., & Schroeder, T., & Mosqueda, G., & Tangalos, S. (2010, June), Using Technology Based Experiences To Connect Engineering Design, Science, And Mathematics For Secondary School Teachers Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16389