| Description |
1 online resource (319 p.) |
| Series |
Contemporary Issues in Technology Education |
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Contemporary issues in technology education.
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| Contents |
Intro -- CTETE Yearbook Planning Committee -- Officers of the Council (2022-2023) -- Proposing a Yearbook -- Previously Published Yearbooks -- Preface -- Contents -- Editors and Contributors -- Part I Introduction -- 1 Standards Overview -- 1.1 The History of Standards in Technology and Engineering Education -- 1.1.1 Precursors to STEL the Standards for Technological and Engineering Literacy -- 1.1.2 The Standards for Technological and Engineering Literacy (STEL) Development Process -- 1.2 Overview of the Yearbook -- 1.3 The Role of Standards for Technological and Engineering Literacy |
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1.3.1 Teacher Education -- 1.3.2 Professional Development -- 1.3.3 Marketing -- References -- Part II Implementation of Standards-Based Programs -- 2 Implementing Standards: Lessons Learned from Science, Mathematics, and Information Technology -- 2.1 Examining the Standards Development, Adoption, and Iteration Process -- 2.1.1 Development -- 2.1.2 Adoption -- 2.1.3 Iteration -- 2.2 Implementing Standards: Content and Curriculum -- 2.3 Exploring Lessons Learned Through Implementation of the Standards -- 2.3.1 National Level-Policy, Curriculum, and Assessment |
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2.3.2 State Level-Standards Adoption, Professional Development, and Assessment -- 2.3.3 District and School Levels-Translating Standards into Curriculum Models -- 2.3.4 Classroom Level-Adopting Standards-Based Teaching Strategies -- 2.4 Moving Forward: Overarching Recommendations for STEL -- References -- 3 The Standards for Technological and Engineering Literacy and Children's Psychological Development: A Content Analysis of Engineering Concepts for PreK-Year6 -- 3.1 Introduction -- 3.2 Theoretical Framework -- 3.3 Concepts -- 3.4 Knowledge Forms -- 3.5 A Cultural-Historical View of Development |
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3.6 How is Engineering Knowledge Constructed for the PreK-6 Student? -- 3.7 Engineering Concepts for PreK-2 -- 3.8 Engineering Concepts for Yr3-Yr6 -- 3.9 Conclusion -- References -- 4 Standards-Based Technology and Engineering Curricula in Secondary Education: The Impact and Implications of the Standards for Technological and Engineering Literacy -- 4.1 Introduction -- 4.2 Current Standards-Based Resources -- 4.2.1 Engineering byDesign -- 4.2.2 Engineering the Future -- 4.2.3 Project Lead the Way -- 4.2.4 Framework for P-12 Engineering Learning |
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4.3 Pedagogical Implications of STEL for Secondary Education -- 4.3.1 Systems Thinking -- 4.3.2 Creativity -- 4.3.3 Making and Doing -- 4.3.4 Critical Thinking -- 4.3.5 Optimism -- 4.3.6 Collaboration -- 4.3.7 Communication -- 4.3.8 Attention to Ethics -- 4.4 Implications for Teacher Preparation -- 4.5 Recommendations for Further Action -- 4.6 Conclusion -- References -- 5 Best Practices for Technology and Engineering Education Teacher Preparation Programs -- 5.1 Introduction -- 5.2 Best Practices -- 5.3 An Undergraduate Focus -- 5.4 Standards-Based Courses -- 5.5 An Active Student Club |
| Summary |
This book brings together authors from around the world to discuss the Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education (STEL) released in July 2020 by the International Technology and Engineering Educators Association (ITEEA). The various chapters examine and elaborate on how educators must understand the structure of the standards used and their alignment with educational programs at specific levels and contexts, both in the context of the USA, and internationally. It also showcases case studies analyzing the use of standards in their various contexts from a number of countries which have either adapted STEL, or which have national Standards in Technology Education. The STEL represents a major update to the content standards that has guided the field of technology education (and, later, technology and engineering education) in the USA since 2000. In contrast to previous standards, STEL presents a substantial reduction in the number of standards and associated benchmarks, and the benchmarks have been operationalized to identify the key knowledge, skills, and dispositions associated with each standard. It also emphasizes a focus on core standards that should allow for deeper levels of understanding and engagement on the part of students, who in comprehensive educational programs will continue to revisit these core standards in increasingly sophisticated ways as they progress from Pre-K through Grade 12 |
| Notes |
5.6 Integration of Both Content and Pedagogy into All Classes |
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Online resource; title from PDF title page (SpringerLink, viewed November 14, 2023) |
| Subject |
Technology -- Study and teaching.
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Engineering -- Study and teaching.
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Engineering -- Study and teaching.
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Technology -- Study and teaching.
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| Form |
Electronic book
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| Author |
Bartholomew, Scott, 1985-
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Hoepfl, Marie.
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Williams, P. John, 1953-
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Council on Technology and Engineering Teacher Education.
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| ISBN |
9789819957040 |
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9819957044 |
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