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Making Technology/Engineering Courses “Count”

Making Technology/Engineering Courses “Count”. Jake Foster Office for Mathematics, Science and Technology/Engineering Massachusetts Department of Education. Session Overview. Who teaches technology/engineering? Importance of technology/engineering Current landscape Courses that “count”

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Making Technology/Engineering Courses “Count”

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  1. Making Technology/Engineering Courses “Count” Jake Foster Office for Mathematics, Science and Technology/Engineering Massachusetts Department of Education 11/06

  2. Session Overview Who teaches technology/engineering? Importance of technology/engineering Current landscape Courses that “count” Challenges to making courses a reality Making a contribution 11/06

  3. Importance of Technology/Engineering (T/E) • Student engagement • Scientific and technologic literacy • Job and career opportunities • Political focus--competition and viability • Many states starting to articulate T/E standards 11/06

  4. T/E Roots in Massachusetts • 1993 Education Reform Law • CH 69, SEC 1D • “The board shall…develop academic standards for the core subjects of mathematics, science and technology, history and social science, English, foreign languages and the arts.” • “The board may also include in the standards a fundamental knowledge of technology education and computer science and keyboarding skills…” • “The board may also institute a process for drawing up additional standards in other areas of education.” 11/06

  5. T/E as a “Science” Option • Articulated in 1993 Ed Reform language • All five strands treated equally in Framework • Technology/Engineering, Chemistry, Introductory Physics, Earth & Space Science, Biology • T/E Integrated into MCAS policies • Integrated in grades 5 & 8 • One option of four at high school • NCLB accountability 11/06

  6. Framework Over Time • 1996 Science and Technology Curriculum Framework • AAAS, NRC, NSES, state educators • 2001 Science and Technology/Engineering Curriculum Framework • Research on effective teaching, NCLB • 2006 Revised High School Standards and updated Framework 11/06

  7. Framework Facelift • Integrated revised HS Standards • New HS vignettes—‘What It Looks Like’ • Reformatted broad topic charts • Safety—applicable laws and regulations • Web links and bibliography—updated • Copyedited text for consistency and flow 11/06

  8. Content and Design should be experienced together! • Engaging in design enhances understanding of content • Engaging in design requires the application of content • Engaging in design is how models are tested and validated 11/06

  9. Making T/E Courses “Count” • Courses that “count” are those that: • Provide students an opportunity to learn the range of T/E standards • Can be a stand-alone course, sequence of courses or integrated • Engage students in the Engineering Design Process • Design process focus versus product focus 11/06

  10. That’s all! Beyond those two ‘criteria,’ you are encouraged to engage students in whatever way works for your students, staff, and school. What courses ‘fit’ these criteria? 11/06

  11. Common Texts/Curriculum • Technology (Wright) • Project Lead the Way • Engineering the Future (Museum of Science) • Probase (Illinois) 11/06

  12. Challenges • Low course offerings and student enrollment 11/06

  13. Approximate Test-takers2006 MCAS STE 11/06

  14. Challenges • Low course offering and student enrollment • Limited supply of qualified teachers 11/06

  15. T/E Teacher Preparation in MA Fitchburg State 11/06

  16. Challenges • Low course offering and student enrollment • Limited supply of qualified teachers • Lack of clarity between • ‘technology education’ (broadly) and • ‘technology/engineering’ (academic) 11/06

  17. Implications of Overlapping Labels • Administrators don’t see technology/ engineering as a valid core academic option • Parent, administrator, and school committee prior experience with technology education • NCAA rejection of technology/engineering courses 11/06

  18. Again, Why T/E Courses? • We live in technological, designed world • Students find this material and approach engaging and relevant • There is a demand in technology-related jobs and careers • Massachusetts is banking on technology of all sorts for economic viability 11/06

  19. How to contribute • Share information from this session • Advocate for and teach T/E courses! • Nominate Presidential Award candidates • Assessment Development Committee • Advisory Council membership • Technology/Engineering; Math-Science • Attend or run PD opportunities • Content Institutes; Title IIB 11/06

  20. DOE Resources Curriculum Frameworks http://www.doe.mass.edu/frameworks/current.html MCAS Items Online http://www.doe.mass.edu/mcas/testitems.html MCAS Student Work Online (open response items) http://www.doe.mass.edu/mcas/student/ MCAS Item Analysis http://profiles.doe.mass.edu/mcas_item.aspx Commissioner’s Update—every two weeks http://www.doe.mass.edu/ 11/06

  21. Department Contacts Science & Tech/Eng Standards and Framework Jake Foster—Director of Science & Technology Engineering Education jfoster@doe.mass.edu 781-338-3510 Office for Mathematics, Science and Technology/Engineering mathsciencetech@doe.mass.edu Science & Tech/Eng MCAS Katie (Catherine) Bowler—Director for STE MCAS Development cbowler@doe.mass.edu 781-338-3464 11/06

  22. Thank you! Questions or comments? Email: jfoster@doe.mass.edu 11/06

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