WHAT IS STEM WITHOUT THE T & E ?

1. WHAT IS STEM WITHOUT THE T & E ? ITEA CONFERENCE – LOUISVILLE, KENTUCKY MARCH 26, 2009 Michael Hacker and David Burghardt, Co-Directors Hofstra University Center for Technological Literacy CTL www.hofstra.edu/ctl

2. Hofstra Center for Technological Literacy Since 1993, the Center has led seven large-scale materials development and PD projects and received over $25 M in NSF funding. Current projects include: The MSTP Project: Mathematics, Science and Technology Education Partnership Project ESTEEM: Equitable Science, Technology, Engineering, Education, and Mathematics CCfT: Career Curriculum for Technology SMTE: Simulations and Modeling in Technology Education The overall mission of the Center is to improve STEM literacy for K-16 students and faculty with a particular emphasis on Technology Education.

3. THE NATURE OF STEM CONNECTIONSWITH A FOCUS ON THE T AND E www.hofstra.edu/ctl

4. ESSENTIAL QUESTIONS AND ENDURING UNDERSTANDINGS

5. ESSENTIAL QUESTION What is STEM Without the T and E?

6. S M TE

7. To Relieve the Pain, add CONTEXT

8. Understanding the T and E in STEM T the study of the human-made world (International Technology Education Association) E applying knowledge of the mathematical and natural sciences to create the human made world (Engineering Council on Professional Development)

9. TechEd Undergraduate Mathematics Preparation

10. Typical TechEd core requirements are still largely focused on materials technologies OSWEGO UNIVERSITY, NY. 2008 - 39 CREDIT TECHNICAL CORE

11. Our Students…… Our student body has changed more dramatically than in any similar time period in history Of our students: almost 100% use the Internet 94% own a cell phone 75% have a Face Book profile and most check it daily 34% use websites as their primary source of news 44% read blogs and 28% author a blog 15% of IM users are logged on 24 hours a day, 7 days/wk Source: Connecting to the NetGeneration: What Higher Education Professionals Need to Know About Today's Students, Reynol Junco and JeannaMastrodicasa[16

12. Interactive Learning, the New Learning Paradigm

14. STEM Gives us the opportunity to look at the component disciplines through a new lens

15. To transition from The New Paradigm….. To With Technology and Engineering Serving as the Connectors S T S T E M E M

16. T and E have a central role Technology and Engineering Have a central role to play in sTEm …..by providing context and real-world connections Hofstra University Center for Technological Literacy

17. ENDURING UNDERSTANDINGEngineering and Technology Can Uniquely Connect the Disciplines • Technology and Engineering are by nature, integrative endeavors (so students are called upon to synthesize knowledge, to optimize, to make tradeoffs). • The design process is iterative, creative, nonlinear and can be a very engaging pedagogical strategy. • Integrates Learning • Encourages Pluralistic Thinking • Provides Students a Greater Sense of Control • Inspires Empathy • Promotes Reflective Thinking • Prompts Innovative Thinking

18. Unshackle Technology Education from its traditions (with a caveat) Reconceptualize how Technology Education can best contribute to STEM Develop a transformative model for both preservice and school-based Technology and Engineering Education But, don’t we need to:

19. As a transformative model, should we move technology teacher education toward engineering education?

20. .

21. So, Maybe Engineering Isn’t For Everyone… • ….but is there value in embedding engineering thinking as a pedagogical approach to problem solving? • Quantitative thinking – math modeling / analysis • Design under constraints • Optimization • Making tradeoffs

22. A Potentially Transformative Approach toward K12 Engineering Focus on overarching transferable ideas (systems, design, modeling, optimization, tradeoffs, ethics, tech/society interactions) Add academic rigor by infusing core disciplinary concepts into engineering and technological contexts Involve STEM teacher teams who engage in collaborative planning and assessment. Use an Informed Design Pedagogy (KSBs) Adopt a “Hybrid Modeling” approach

23. An Example of math infusion The focus of Bedroom Design is to model how grade-level math can be infused into an engineering design activity that maintains fidelity to mathematics and technology education standards and embeds contemporary pedagogy. • YOUR CHALLENGE: You are moving into a new home. You and your team mates have a challenge to design an optimally furnished bedroom. It can be a dream bedroom. You have a budget of $27,500 to design it with as a rectangular bedroom with minimum dimensions of 120 square feet. However, if you wish to be really creative and design a non-rectangular bedroom of 120 square feet minimum, the budget increases to $30,000. You will construct a model of your bedroom, with furnishings.  THIS IS NOT REVOLUTIONARY

24. Informed Design: A Pedagogically Improved Model for Employing Design as an Instructional Strategy Informed Design is a pedagogical approach to design developed and validated through several NSF-Projects. Students reach design solutions informed by prior knowledge, as opposed to engaging in trial-and-error problem solving. Students enhance their knowledge and skill base by engaging in Knowledge and Skill Builders (KSBs) that provide STEM knowledge for designing (just-in-time learning).

25. Infusing Middle School Mathematics into Bedroom Design Knowledge and Skill Builder 1: Geometric Shapes Knowledge and Skill Builder 2: Ratio and Proportion Knowledge and Skill Builder 3: Creating and Folding Nets Knowledge and Skill Builder 4. Pricing Information: Creating Formulas in Spread Sheets

26. Knowledge and Skill Builder: Geometric Shapes It is important to understand different geometric shapes so you can use them in your design. In this KSB you will draw different geometric shapes and determine their areas and perimeters. Using 24 square tiles, arrange them to make rectangles that have an area of 24 square units and have whole number dimensions. Then draw them on the grid provided.

27. Hybrid Modeling Integrates screen-based 3-D simulation and real-world physical modeling

28. Denali Disaster • Students will enter a 3-D virtual world. They will form four-person groups representing victims of an earthquake that has struck their remote region of Alaska. The quake has destroyed homes, wrecked power lines, cracked airport runways, damaged roads, and triggered landslides. • The quake area is over a hundred miles from the nearest source of building materials and supplies (the city of Fairbanks). Because roads have been so badly damaged, travel is virtually impossible until repairs can be made. It is November; it is snowing, and cold is the enemy.

29. Denali Disaster – KSBs Mathematics • Volume / surface area relationships for various geometric shapes • Scale and ratio and proportion • Graphing (displaying data) • Algebraic equations (heat flowcalculations) • Science • The effects of earthquakes of various magnitudes • Moisture and condensation, and the need for air exchange • Human body heat generation • Energy content of biomass • Technology / Engineering • Properties of materials • Heat transfer and insulation • Using technology to meet human needs • Human, technological, and environmental interactions • Proper and safe use of tools and instruments

30. The Challenge for STEM Educators…

31. At the same time being cognizant of the Mismatch that Exists…. Between the capabilities and backgrounds of our teachers and the demands of 21st Century society. Between the instructional methodologies teachers continue to practice within their comfort zones and the interactive experiences youth in the Internet generation are demanding. Between the traditional learning environment and its relevance to students whose use and knowledge of ICT is rapidly rendering the traditional classroom obsolete.

32. T- and E-Related Challenges

33. Thanks for your kind attention! We Hope to Continue the Discussion Mike and David www.hofstra.edu/ctl