Experiences with an engineering technology course for education majors

Jones, Richard; Wang, E.

doi:10.1109/fie.2001.963850

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…al., 2004). Adequate new and pre-service teacher preparation programs (Jones & Wang, 2001), that recognize the pressure on teachers to align their instruction with state content standards needs to be addressed as well (Anderson-Roland et al, 2002;Fadali & Robinson, 1999;Loepp, 2004;Olds, Patel, Yalvac, Kanter, & Goel, 2004;Schaefer, Sullivan, & Yowell, 2003). Anderson-Roland et al (2002) examined these issues and concluded that the system of education as well as the pressure to implement academic content standards and associated high-stakes state-wide assessments, were barriers to the degree by which science instruction and the curriculum can be changed or modified.…”

Section: Integrating Engineering Into the Content Areas Of Sciencementioning

confidence: 99%

<p>Advancing the “E” in K-12 STEM Education</p>

Rockland¹,

Bloom²,

Carpinelli³

et al. 2010

JOTS

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Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards.

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Section: Integrating Engineering Into the Content Areas Of Sciencementioning

confidence: 99%

<p>Advancing the “E” in K-12 STEM Education</p>

Rockland¹,

Bloom²,

Carpinelli³

et al. 2010

JOTS

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“…Nonetheless, when Becker sought to account for teachers' varying levels and types of computer use, he observed that instructors who used computers more effectively were more likely to work in schools that provided significant teacher development on computers and had technology coordinators on hand to assist instructors with persistent challenges. According to a more recent poll, the primary reason teachers are frightened of technology is a lack of computer literacy [18,19]. Thus, teacher resistance to computer use is not insurmountable; instructors only need to be taught and encouraged before they feel ready to utilize them.…”

Section: Education and Modern Technologiesmentioning

confidence: 99%

The impact of modern technology in the teaching and learning process

Ghory

Ghafory

2021

ijirss

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The advancement of technology has had an influence on every part of our lives, from banking to the way we connect with one another. Indeed, technology has become an essential component of sustaining civilization, and its incorporation into education is consequently unavoidable. Technology not only gives students access to a plethora of online materials, but it also helps them study. The majority of colleges and educational institutions have already begun to use technology into their teaching techniques. This paper provides in-depth on the effect and impact of the modern technology in the teaching and learning process through reviewing various secondary data. Education has been transformed by technological advancements. The significance of technology in classrooms cannot be overstated. Indeed, the introduction of computers into education has made it simpler for instructors to transfer information and for pupils to retrieve it. The integration of technology into education ecosystem has made the and learning processes more entertaining.

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“…Several universities are seeking solutions to this problem by developing a graduate course for both pre-service and in-service populations [24], or undergraduate "exploratory" courses that can meet the needs of the science education major as well as for engineering students who are still undecided about their career options [20,21,22,23,25].…”

Section: Teacher Training and Teacher Preparationmentioning

confidence: 99%

“…Many of the efforts have attempted to align the content of the curriculum materials and activities with state content standards [8][9][10][11][15][16][17][18][19]. Exposure to engineering principles has been extended to include pre-service teachers [20][21][22][23][24][25][26].…”

Section: Introductionmentioning

confidence: 99%

Bringing Engineering Into K 12 Schools: A Problem Looking For Solutions?

Kimmel

Carpinelli

Burr-Alexander

et al.

2006 Annual Conference &Amp; Exposition Proceedings

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He has spent the past twenty-five years designing and implementing professional development programs and curricula for K-12 teachers in science and technology. At the college level, he collaborates on projects exploring teaching methodologies and assessment strategies in first year college courses in the sciences, engineering, and computer science. John Carpinelli, New Jersey Institute of Technology DR. JOHN CARPINELLI is an Associate Professor of Electrical and Computer Engineering and previously served as the coordinator of activities at NJIT for the Gateway Engineering Education Coalition and as a member of the Coalition's Governing Board, is the author of the textbook, Computer Systems Organization and Architecture, which has been adopted for use at over 150 universities in the United States and over 25 countries, and currently chairs NJIT's Master Teacher Committee. Levelle Burr-Alexander, New Jersey Institute of Technology LEVELLE BURR-ALEXANDER is the Project Manager for Instruction for the Educational and Training Institute for the Center for Pre-College Programs at NJIT. She has degrees in Chemistry and Biomedical Engineering, and is currently completing her Ed. D. in Curriculum Development and Systemic Change. Ms. Burr-Alexander has nearly two decades of experience in curriculum development and implementation of educational programs for educators and students in science, mathematics and technology.

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Experiences with an engineering technology course for education majors

Cited by 5 publications

References 2 publications

<p>Advancing the “E” in K-12 STEM Education</p>

<p>Advancing the “E” in K-12 STEM Education</p>

The impact of modern technology in the teaching and learning process

Bringing Engineering Into K 12 Schools: A Problem Looking For Solutions?

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