1 Why Your Students Should Study Technology A presentation on:!engineering Education!Design and Technology Education and!technology Education in the Elementary School
2 Why should your students study technology?!improved achievement!improved motivation!improved technological literacy!improved test scores No need to add another program to a crowded curriculum. Integrate it.
3 Why should your students study technology?!improved achievement Technology Education is fundamentally hands-on, it can improve achievement. Korwin (1986) found that students studying technology through a hands-on approach achieved significantly better than students who were taught through traditional methods. Saunders and Shepherdson (1984) found significantly better achievement in students who learned science through a hands-on method compared to students who learned science through lecture. von Eschenbach and Ragsdale (1989) found significantly better achievement in second graders who were taught through hands-on instruction compared to students who were traditionally taught.
4 Why should your students study technology?!improved motivation Because Technology Education is fundamentally hands- on and a natural integrator of the curriculum, it can improve motivation. Brusic (1991) found that fifth graders who were taught through hands-on curriculum integration were significantly more motivated to learn than were students who were taught through traditional methods. Childress (1994) found that students who were taught through curriculum integration did, in fact, attempt to apply science content in order to solve problems in technology.
5 Why should your students study technology?!improved technological literacy Because Technology Education is the school subject that teaches students about the human made world it helps students become technologically literate. In this context, technological literacy does not refer to minimal achievement. The term literacy implies that students will be able to function effectively in a technological society. Students learn about the breadth of technology including computers and how to apply them, but it is more than just computers. They also learn about engineering and how to apply mathematics and science to solve real-world problems.
6 Why should your students study technology?!improved technological literacy Even adults think of technology as a black box. They don t understand it. The gap is widening between information and true understanding. It provides valuable opportunities for children to tackle practical problems which transcend arbitrary boundaries of specialized subject areas, while inviting rich use of imagination. (Dunn & Larson, 1989, p. 13)
7 Why should your students study technology?!improved test scores Students achieve better because of improved motivation and retention. Students will have a reason to learn math, science, literature, social studies, writing, and reading comprehension. State standards of learning for these subjects become the focus of technology instruction integrated with academics at the elementary level. When students participate in hands-on learning, the opportunity appeals to a variety of learning styles, such as those of kinesthetic and visual learners.
8 What is Technology? Technology involves the application of knowledge, resources, materials, tools, and information in designing, producing, and using products, structures (physical and social), and systems to extend human capability to control and modify natural and human-made made environments. From Technology Education in the Classroom (1995) by Senta A. Raizen,, Peter Sellwood, Ronald A. Todd, and Margaret Vickers, p. 1.
9 What is it again?
10 Technology is... all the things people make and do to their natural environment in order to get the things they want and need.
11 What is Technology Education? Technology education is a planned program for students (from K-adult) K that...focuses on the application of knowledge, creativity, and other resources to solve practical problems and thereby extend human potential. From Mission 21 Teacher s Resource Book, Level III (1992) by Sharon A. Brusic and James L. Barnes, p. 16.
12 How is Technology Education related to Engineering and Design? Engineering Education and Design Technology, like Technology Education, lead students to apply principles of design, mathematics, and science in order to solve real problems. Like technology education, both can be delivered in a hands-on approach at the elementary school.
13 How is Technology Education related to Engineering and Design? Technology Education, Engineering Education, and Design Technology are natural curriculum integrators, thereby enabling students to learn reading, writing, speaking, mathematics, science, social studies, etc., in the same lesson through motivating hands-on, problem-centered contexts.
14 How is Technology Different than Science? This is one of the most common questions that teachers ask.
15 1. The emphasis is different. TECHNOLOGY Focuses on practice Concerned with how to or what makes Deals with doing and making Is immediately practical and useful SCIENCE Focuses on theory Concerned with what is or why Deals with knowing and understanding Is theoretical and conceptual
16 2. The body of knowledge is different. In TECHNOLOGY, we deal with human-made made phenomena. In SCIENCE, we deal with natural phenomena.
17 3. They are related and supportive. People may use science for technological purposes and they may use technology for scientific purposes.
18 4. They have different purposes. The purpose of technology is The purpose of science is to satisfy human needs and desires by designing and creating solutions to problems. explain nature so that humans can understand their natural environment.
19 Now, let s take a closer look at technology education at the elementary level.
20 So, how do you teach young children about technology? You teach it by doing it. Children become designers, engineers, inventors, and technologists in your classroom. Two examples from the classroom: Safety Systems Black Inventors
21 Teaching Safety Systems Use this downloadable book to teach the lesson on safety. Return
22 Systems as Content What all first graders should know... "Systems have parts or components that work together to accomplish a goal" (International Technology Education Association, 2000, p. 34).
23 Safety as Content What all first graders should know... Safety at home: know when to dial 911 don t let strangers in have an escape route wear a helmet never get in a dog s face Safety in public: school bus don t talk to strangers stay calm in a fire drill
24 Reading, Writing, Speaking What all first graders should know... Read aloud independently with fluency and comprehension... Select and use new vocabulary...in both speech and writing contexts.
25 Curriculum Integration Approach Safety and Systems provide a context for teaching reading, writing, and speaking. Use hands-on activity as a motivator. safety systems reading writing speaking
26 System Overhead Word Attack
27 Safety Overhead Word Attack
28 Safety Systems Reader Reading
29 Safety Systems Journal Comprehension
30 Safety Systems Design Application of Technology Students engineer safer bedrooms by inventing technology systems.
31 Safety Systems Diorama Application of Technology
32 Safety Systems Journal Writing
33 Assessment Evidence of Achievement Multiple Evidence on Systems and Safety Reading Comprehension Writing Speaking
34 Download Resources
35 Black Inventors Project What do students need to know and be able to do? Students will understand that inventions and innovations are related to the needs of society (Standard 6, Benchmark B). Students will show how inventions and innovations are creative ways to make ideas become reality (Standard 10, Benchmark D). Students will understand what is read while researching black inventions. Students will write in complete sentences that are grammatically correct. Students will demonstrate their understanding of symmetry. Return
36 Black Inventors Project Integration of Other Curriculum Competencies How to integrate a benchmark with other elementary school curriculum competencies Students had to research black inventors and create innovations on a black inventor s invention. Accomplishing the innovation assignment required applications of: Reading Comprehension Writing Mathematics
37 Assessment How do you know that a student achieved a benchmark? Multiple evidence Innovation Model Inventors Log Rubric
38 Reading Comprehension How do you know that a student comprehends what is read during the black inventor research? How do you know what Web sites they went to? How do you know what the Web site said? What if you cannot find a good Web site or book suited to the third grade reading level? Develop your own Web site, or
39 Black Inventors Web Site A starting place for research
40 Student Innovations Inventor Log Writing and Designing
41 Supplies Modeling Supplies Poster board Paper mailing tube or other tube shapes Assorted dowels Popsicle sticks Play dough Paper modeling dough Modeling clay Dixie cups (small bathroom size) Paper cups (assorted) Cellophane wrapping (colors) Glue Wooden wheels or other assorted shapes Aluminum foil Brads, tacks, and staples for paper Binder clips Post-It notes Shoe boxes Rubber bands String Wire mesh/screen (assorted) Poster paints (assorted colors) Tape (assorted) Doll clothes (assorted) Hot glue sticks (teacher use only)
42 Tools Tools that only the teacher may use Portable electric drill Twist drills (bits) Hot glue gun Hack saw Exacto knife Tools that students may use Safety scissors Paper hole punch Paint brushes Tape dispenser Paper stapler
43 Student Innovations A better mop A better stoplight A better dough kneader Return A better lamp
44 You Can Do It If these teachers could integrate technology into the curriculum, you can too. Get help from your administrator, experienced teachers, and: Innovation Station listserv Technology Education for Children Council International Technology Education Association Children s Engineering Council Institute of Electrical and Electronics Engineers American Association for Engineering Education. See the extensive list of additional web-based based resources on the next slide.
45 Resources to help teach technology, engineering, and design at the elementary level. Technology and Children ITEA s Member Freebees and the TTTe ITEA materials that help with standards based instruction in the Publication Catalog The Technology Education for Children Council (an affiliate of the ITEA) ITEA s Bright Ideas HITs and KITs https://www.iteawww.org/hitskitsonlineform.html ICON The Children s Engineering Laboratory Kids Design Network Children s Engineering Educators
46 Resources to help teach technology, engineering, and design at the elementary level. Innovation Station listserv Discover Engineering through Reading City Technology Technology Education for the Elementary Grades Arts and Creativity for the Elementary Child Article on Project Based Learning featuring Terry Thode Cathy Ney s Christiansburg Elementary School American Society for Engineering Education
47 References Brusic, S. (1991). Determining effects on fifth grade students achievement and curiosity when a technology education activity is integrated with a unit in science. (Doctoral dissertation, Virginia Polytechnic Institute and State University, 1991). Childress, V. W. (2002). Teaching reading, writing, and systems through the context of safety. Technology and Children, 7(2), 6-7. Childress (1994). The effects of technology education, science, and mathematics integration upon eighth graders technological problem-solving ability. (Doctoral dissertation, Virginia Polytechnic Institute and State University, 1994). Childress, V. W., Gray, R., & Lucas, A. (2003). Black inventors activity. The Technology Teacher, 62(8). Childress, V. W., Gray, R., & Lucas, A. (2002). The importance of studying black inventors: Knowledge, skills, and dispositions. Technology and Children, 6(4), Childress, V. W., & Gray, R., (2002). Tech techniques: Safety tips for the teacher. Technology and Children, 7(2), 5. Dunn, S., & Larson, R. (1989). Design technology: Children s engineering. London: Falmer. International Technology Education Association (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: author. Korwin, A. R. (1986). Determining effects on cognitive and affective development of eighth grade students with a hands-on technology-based activity. Master s thesis, Bowling Green State University, Bowling Green, OH. Saunders, W. L., & Shepherdson, D. (1984). A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students. (Report No. SE ). New Orleans, LA: National Association for Research in Science Teaching. (ERIC Document Reproduction Service No. ED ) Sellwood, P., Todd, R. A., Vickers, M., & Raizen,S. A., (1995). Technology education in the classroom. San Francisco, CA: Jossey Bass. Von Eschenbach, J. F., & Ragsdale, C. (1989). The integration of elementary social studies and mathematics through experiential learning. The Social Studies, 80(6),
48 Acknowledgements This presentation was created by Vincent Childress, Ph.D., President of TECC, and Sharon Brusic,, Ph.D., Vice President for Programs of TECC, and with input from participants in the Innovation Station listserv. The Innovation Station listserv is a free teaching and learning virtual community on elementary school technology education, engineering education, and design and technology provided by the International Technology Education Association. To join the Innovation Station listserv, visit: /IS. html Vincent Childress is an associate professor of technology education at North Carolina A&T State University in Greensboro, North Carolina and can be reached at Sharon Brusic is an assistant professor of technology education at Millersville University in Millersville, Pennsylvania and can be reached at Users of this presentation may download, use, and edit it as needed at no cost. Please provide credit to TECC and ITEA for the original development of the presentation.
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