Transcript The Progression of Technology Education in the U.S.A. Pacific Rim International Conference on Technology Education Technology Education Institute of Nanjing Normal University October 16-18, 2013 William.

The Progression of Technology
Education in the U.S.A.
Pacific Rim International Conference on Technology
Education
Technology Education Institute of Nanjing Normal University
October 16-18, 2013
William E. Dugger, Jr.
Senior Fellow, International Technology and Engineering Educators Association
Emeritus Professor of Technology Education, Virginia Tech
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The Progression of Technology
Over Time
• The First Technologies …
– A Flaked-stone (Olduvai) technology (Africa, 2-3 million years ago).
– Cheulean-style Implements or tools (1.5 million years ago).
– Evidence exists that by about 2 million years ago our ancestors had
become right- (or left-) handed
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The Progression of Technology
Over Time (Continued)
• With the passage of time, humans have invented and
innovated many forms of technology (below are just a few):
– Creation and manipulation of fire
– The “ages” of technology (Stone age, Copper and Bronze
Ages, Iron Age)
– The wheel
– The abacus
– The clock
– The crossbow
– The compass
– Gunpowder
– Papermaking
– Printing
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The Progression of Technology
Over Time (Continued)
•
•
•
•
•
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Refinement of Agriculture
Renaissance Technologies
Age of Exploration
Industrial Revolution
20th and 21st Century Technologies
What is Technology?
“Technology is the innovation,
change, or modification of the
natural world or environment to
satisfy perceived human wants
and needs.”
(Standards for Technological
Literacy: Content for the Study
of Technology, ITEA/ITEEA:
2000/2002/2007).
TECHNOLOGY
is human
innovation
in action
(Reminder: technology is our content—what we teach—while technology
education is the school subject that teaches about technology—to whom,
where, when, why, and how).
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Needs and Wants
• A human need, or the OBJECT of a human
need, is something people must have in
order to live a good life.
• A want, or the OBJECT of a want, is
something one desires to have, whether
or not one needs it.
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Basic Human Technological
Needs and Wants
•
•
•
•
•
•
•
•
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Health and Safety
Food and Fiber
Energy
Communication
Information
Mobility
Products
Shelter and Comfort
Science
vs.
• Deals with the natural world.
• Very concerned with what is
(exists) in the natural world. (i.e.,:
biology, chemistry, physics,
astronomy, geology, etc.)
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Technology
• Deals with how humans modify,
change, alter, or control the natural
world.
• Very concerned with what can or
should be designed, made, or
developed from natural world
materials and substances to satisfy
human needs and wants.
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Science
vs.
Technology
Continued
• Concerned with inquiries that
seek out the meaning of the
natural world by “inquiry,”
“discovering what is,”
“exploring,” and using “the
Scientific Method.”
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• Concerned with processes we use
to alter/change the natural world
such as “invention,” “innovation,”
practical problem solving, and
design.
In the U.S., education is primarily
the responsibility of the states or
local government. The U.S.
Department of Education has
limited power and responsibility
concerning education at the state
or local level.
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Important Events in the Progression
of Technology Education in the U.S.
• The study of technology began in the United
States (U. S.) in the last half of the 1800’s as
“Manual Arts”.
• It had its philosophical foundation primarily from
the “Educational Sloyd” system in Finland
(Cygnaeus) and in Sweden (Salomon).
• Charles Richards created the term “industrial
arts” in 1904.
• Another important factor in the U. S. was the
passage of the Morrill Act in 1862 that
established institutions in each state that would
educate people in agriculture, home economics,
mechanical arts, and other professions.
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Continuation of Important Events
• 1923 – Bonser and Mossman, in Industrial Arts in the Elementary
School, defined industrial arts as a study of the changes made by man in
the forms of materials to increase their values, and of the problems of life
related to these changes (Bonser & Mossman, 1923, p. 5).
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American Industrial Arts
Association (AIAA)
• 1939 – AIAA was founded by William E. Warner, Professor of Industrial
Arts Education at The Ohio State University
• AIAA held its first conference in 1947 in Columbus, Ohio. The theme of
the conference was “A Curriculum to Reflect Technology”
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Federal- and State-Funded Curriculum Projects
in Industrial Arts (1960s and 1970s)
• Industrial Arts Curriculum
Project (IACP) (1965 to
1970s, The Ohio State
University)
• American Industry Project
(1966 – Stout State
University)
• The Maryland Plan (1970s
into 1990s) (Directed by
Donald Maley at the
University of Maryland).
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Transition of Content
• In the 1970s and 1980s, the U.S.
Industrial Arts profession slowly moved
away from teaching individual skills of
industry (woodworking, metalworking,
electricity, engineering, and
architectural drawing).
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• In the late 1980s and 1990s,
Industrial Arts moved towards
larger clusters of technological
content (manufacturing,
construction, energy and power,
transportation, and
communication).
• Today, the study of technology in
the U.S. is an elective area in
most states and localities with
about 150,000 students and
28,000 teachers.
Standards for Industrial Arts
Programs Project
The Standards for Industrial Arts
Programs was published in 1981
and revised in 1985 and retitled
Standards for Technology Education.
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Jackson’s Mill Industrial Arts
Curriculum Theory
• 1981 – James A. Hales and James F. Snyder
• Discusses various elements that must be considered in the
development of industrial arts curriculum: society and culture, human
adaptive systems, the universal systems model, system processes, the
role of schooling, and curriculum theory.
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AIAA changes to ITEA
• 1985 – The American Industrial Arts Association (AIAA) members voted
to change the name to the International Technology Education
Association (ITEA).
➤
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Nationally Developed Standards
Movement Began in the 1980s
• “A standard is a written statement that specifies
the knowledge (what students should know) and
the process (what students should be able to
do) in order to be literate” (ITEEA, 2000, 2002,
2007).
• Curriculum and Evaluation Standards for School
Mathematics, (NCTM, 1989)
• Benchmarks for Science Literacy, (AAAS, 1993).
• National Science Education Standards, (NRC,
1996).
• Standards for Technological Literacy, (ITEA,
2000).
• Also, about a dozen other standards were
nationally developed in the 1990s.
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Technology for All Americans Project
(1994-2005)
1. Funded to ITEA by The National Science Foundation
(NSF) and The National Aeronautics and Space
Administration (NASA).
2. A Rationale and Structure for the Study of Technology
(R&S) (ITEA, 1994-1996) (Revised in 2006 as a CD).
3. Standards for Technological Literacy: Content for the
Study of Technology (STL) (ITEA, 1996-2000) (Revised
and reprinted in 2002 and 2007).
4. Advancing Excellence in Technological Literacy:
Student Assessment, Professional Development, and
Program Standards (AETL) (ITEA, 2000-2005).
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Additional TFAAP Research
Activities in 2000-05
• The Status of Technology and Engineering
Education in the U. S. (ITEA/ITEEA, 2001,
2004, 2007, 2011)
• ITEA/Gallup Polls (2001 & 2004)
• Addenda
• Briefings
• ITEA’s curriculum development effort is in the
Engineering byDesign (EbD) Center. All K-12
publications are standards based (STL,
science, mathematics, and common core
standards).
Find this information, and more, in ITEEA’s online Press Room
http://www.iteea.org/Resources/PressRoom/pressroom.htm
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STL Facts
• Used in 41 U.S. states (ITEEA, Status
Study,2007.)
• STL has been translated into Chinese, Japanese,
Finnish, German, and Estonian. AETL has been
translated into Japanese.
• National Assessment of Educational Progress
(NAEP) created a Technology and Engineering
Assessment (starting in 2014) using STL as their
framework.
• In 2012, the State of Palestine adopted STL as
the content organizer for its mandatory
curriculum in Grades 5-10.
• STL cites “engineering” 150+ times, “science”
60+ times, and “mathematics” 50+ times.
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Standards Evolution in the U.S.
• Standards are dynamic and need periodic revision.
• Other major standards that have been revised or
created:
• Mathematics: NCTM - 1989 ➤ 2000.
• Common Core Standards for Mathematics:
Council of Chief State School Officers &
National Governors Association, 2011.
• Next Generation Science Standards: NRC –
2013. (This includes Engineering Design,
Technology, and the Applications of Science as
one of the four domains).
• Technology: STL – In use now but needs
revision.
• Engineering - No Standards.
• STEM - No Standards.
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What is
Engineering
byDesign™?
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Engineering byDesign™ (EbD™) Program
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There is a growing movement in
some countries to teach the
integrative subjects of Science,
Technology, Engineering, and
Mathematics (STEM).
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What is STEM
Education?
STEM is the
integration of
Science, Technology,
Engineering, and
Mathematics into a
new trans-disciplinary
subject in schools.
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STEM Education
offers a chance for students
to make sense of the world rather
than learn isolated bits and pieces
of phenomena.
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Integration vs. Isolation
S–T–E–M
STEM
STEM
STEM
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= Four subjects (“silos”) taught separately
= 1 subject integrated with others
= 2 subjects out of 4 integrated
= Full Integration of 4 subjects
ITEA Changes to ITEEA
In 2011, the members of the International Technology Education
Association (ITEA) voted to change the name to the International
Technology and Engineering Educators Association (ITEEA).
➤
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A copy of this presentation can be
downloaded here:
http://www.iteea.org/Resources/
PressRoom/ictechinakeynote2013.ppt
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Thank You!
William E. Dugger, Jr.
Senior Fellow and Former Director
Technology for All Americans Project
International Technology and Engineering Educators Association
[email protected]
&
Emeritus Professor of Technology Education
Virginia Tech
[email protected]