Transcript Overview of I3 - International Technology and Engineering

Invention, Innovation, Inquiry (I3)
Units for Technological
Literacy, Grades 5-6
Dr. Daniel E. Engstrom, Project Director
[email protected]
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Jean Piaget
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“If you want to be more creative, stay in part
a child, with the creativity and invention that
characterizes children before they are
deformed by adult society.
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Gary Hammel and Gary Getz
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A company can’t outgrow its competitors
unless it can out innovate them”
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Overview of I3
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Funded by the National Science Foundation
Implemented by ITEA and California
University of Pennsylvania
Current Status – Middle of year 6 (extension)
Award Amount - $995,036
Target Audiences: Technology Education
Teachers and Elementary Teachers
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Project Goals
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Create a model for standards-based instructional units
addressing the study of technology and science to be
implemented in grades 5 or 6.
Align contemporary classroom/laboratory instruction
with technological literacy and science education
standards and with connections to mathematics standards.
Pilot and assess the model in diverse
classroom/laboratory environments.
Disseminate resources with professional development
support.
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Technological Literacy
The Ability to
Use, Manage,
Understand, and
Assess
Technology
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Summary and Learning Goals
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Background for the Teacher
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Provides a 4-5 page
overview of the content.
Gives examples that can
be shared in class.
May be duplicated for
student reading
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Other Resources
 Key
terms
 Website
 Print Material
References
 Video References
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Implementing the Unit
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Getting Ready
Tools and Materials
Conducting the Unit
Extending the Unit
Assessing the Unit
Message to the Parents
Transparency Masters
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Student Material
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Handouts
Worksheets
Design Activities
Design Packet
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Design Packet
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Student ready for
duplication
Assessments Included
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I3 Units
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Invention: The Invention Crusade
Transportation: Across the United States
Inquiry: The Ultimate School Bag
Communication: Communicating School Spirit
Innovation: Inches, Feet, and Hands
Power and Energy: The whispers of a willing wind
Design: Toying with Technology
Technological Systems: Creating Mechanical Toys
Manufacturing: The Fudgeville Crisis
Construction: Beaming Support
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Invention:
The Invention Crusade
Students develop an idea
into an invention by
designing and constructing
a working model or
prototype of a gadget that
helps a small child to do a
household task
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Innovation:
Inches, Feet and Hands
Students use the
engineering design
process to design and
develop an improved
product that is used by
the human hand.
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Manufacturing:
The Fudgeville Crisis!
Students explore food
preservation and
packaging as their
company mass-produces
and packages “fudge” for
a Fudge Festival.
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Communication:
From Print to Radio
Students examine
communication processes
and mediums by designing,
developing, and
implementing different
types of commercial
projects promoting school
spirit.
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Construction:
Beaming Support
Students act as a structural
engineer and design and
construct at least two
laminated paper beams,
testing, evaluating, and
redesigning their beams for
maximum strength.
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Transportation:
Across the United States
Students investigate the
systems of transportation
and how transportation
impacted the westward
expansion of the United
States and then apply their
learning by designing a
transportation vehicle.
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Power and Energy:
The Whispers of Willing Wind
Students gain an
understanding of wind
energy and power as
they construct a device
that captures wind
energy and converts it
to rotational mechanical
energy.
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Design:
Toying with Technology
Students explore twodimensional (2-D) and
three-dimensional (3-D)
visualization processes and
mediums by designing,
developing, and building
toys that solve a given
design related to board
games.
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Inquiry:
The Ultimate School Bag
Students use scientific
inquiry skills to evaluate
existing school bags. They
then design and construct
a model of the “Ultimate
School Bag”, which is
based on their inquiry
findings.
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Technological Systems:
Creating Mechanical Toys
Students investigate
mechanical devices and
linkage mechanisms,
and design a toy that
uses both to create
movement.
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What teachers have said:
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“Students were able to work across the curriculum with
the integration of other subject areas.”
“It is a great unit! The hands-on along with the critical
thinking skills the students develop will be used in
other areas. I hope to connect this unit with every
aspect of their learning.”
“One of the greatest benefits of the I3 unit for my
students was getting excited, interested and
imaginative about a school assignment.”
“Students learned to be more like a scientist with note
taking, testing, and interacting with each other.”
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What students have said:
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I get to “…learn more than just what is taught”
“I would much rather work in teams than individually”
I like when “math is open-ended and not just right or
wrong”
“I had to think and put together all the stuff I learned
in other classes”
I can put science and history together, and I think it
is neat”
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I3 Key Findings
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The engineering design process was identified most
often by teachers as a key benefit and was listed as
a skill learned by 90% of teachers.
Increased student problem solving ability and
creative thinking was clearly identified by field test
teachers as an important benefit of the I3 units.
Students learned unit content as demonstrated in
increased scores on post tests.
Important technological concepts are covered to a
significantly greater extent by the I3 units than
teachers’ current curriculum.
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Pretest/Posttest Mean
Scores
Pretest
Posttest
15
14
13
12
11
10
9
8
7
6
5
4
3
2
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Technological Concepts
Technological concepts covered to a significantly greater
extent by the I3 units than teachers’ current curriculum
include:
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Brainstorming to solve a
technological problem
Design of a product or prototype
Construction of a product or
prototype
The Engineering Design
Process (EDP)
Redesign of a product or
prototype
Testing solutions
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Sketching of ideas
Evaluation of a product or
prototype
Innovation
Inquiry
Invention
Oral communication of Ideas
Problem solving
Technology
Written communication of ideas
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Technological Concept
Survey Mean Ratings
Current Curriculum
I3 Unit
10
9
8
7
6
5
4
3
2
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For More Information:
 I3
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Web Site:
www.i3cubed.com
Dr. Daniel E. Engstrom:
[email protected]
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Discussion and Questions
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