Increasing the retention rate of engineering/ computer science students and enhancing student design skills are two major challenges in engineering education. This paper presents a team effort to implement Collaborative Project-based Learning (CPBL) using Tablet PC technology in a broad spectrum of engineering and computer science courses from freshman to senior level. Presented here are a number of innovative teaching strategies to create a more friendly and interactive learning environment to address the aforementioned challenges for minority students. Since Fall 2009, eight innovative pilot courses have been designed and conducted. Assessment results revealed that the implementation of Tablet PC based CPBL had brought transformational changes to the traditional engineering classrooms to support student centered-learning. The paper also describes the impact of Tablet PC based teaching strategy on lecture styles, teaching effectiveness and student learning outcomes from both the faculty and students' perspectives.
The purpose of the present review was to identify culturally responsive education (CRE) tools and strategies within K-12 computing education. A systematic literature review of studies on CRE across 20 years was conducted. A narrative synthesis was applied to code the final studies into six themes: sociopolitical consciousness raising, heritage culture through artifacts, vernacular culture, lived experiences, community connections, and personalization. These common themes in CRE can help empower and attend to the needs of marginalized students in technology education. Furthermore, the review serves as an important overview for researchers and educators attempting to achieve equity in computing education.
This study was focused on the design and testing of an assessment instrument to measure eighth-grade student achievement in the study of technology. Through classroom experiences and refinement of instructional methods by trial and error, technology educators have witnessed some success (academic improvement) using hands-on, lab-based design and problem-solving instruction, but these advances have not been documented. In the year 2000, the International Technology Education Association (ITEA) introduced Standards for Technological Literacy (STL) (ITEA, 2000). To date, no clear methods for measuring and assessing student attainment in these standards has been instituted. It is the interaction of instruction in technology education and its influence on student learning that is the central problem addressed by this research. More importantly, it is the need within the technology education field to have a reliable and valid assessment tool to measure student learning in the study of technology. The study design was a two-group post-test only design that is grounded in the quasi-experimental quantitative research tradition. The study utilized a two-group post-test only design, a treatment group who had received instruction in technology education in the form a modular instructional delivery classroom and a control group who had not received any formal education in the study of technology. The results of study found that eighth-grade participants taking a technology class performed better (M=15.42, SD=5.42) than those who had no previous technology class exposure (M=14.07, SD=5.25). In comparing the means of the eighth-graders' post-test, there was a significant difference F (1, 270) = 4.40, p=.037, p<.05 detected by the instrument designed and tested in this study. The results in this study suggest that standards-based modular instruction in technology education enhances student's technological literacy.
Traditionally, Spanish schools of civil engineering provide their students a class on "Technical English" in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities, such as cine-forum on technical civil engineering topics and role playing on real professional situations, that allow Spanish civil engineering students to develop English skills, that can rarely be worked in the classroom (i. e. speaking, negotiating and conversing), which encourage debate, participation, and foster their self-confidence to speak about technical-English topics in public. Although the students' level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students' lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students' demand for engineering classes taught in English.
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