Fundamental Ideas of School Technology

ED T&L 750

Autumn 2005

Wednesdays - 4:30pm - 7:18pm

Room 103, 1100 Kinnear Road

Course Objectives:

Upon satisfactory completion of this course the student will be able to:

1. Understand the role and scope of technology education.
2. Describe areas in which mathematics and science education can be integrated with technology education.
3. Demonstrate the application of the design process to solving technological problems.
   

Required Materials:

• Pearson, G. & Young, A. T. (Eds). (2002). Technically Speaking: Why all Americans need to know more about technology . Washington, D.C.: National Academy. Available at http://books.nap.edu/openbook/0309082625/html/index.html
• Technology for All Americans Project. (2000). Standards for Technological Literacy: Content for the Study of Technology. Reston, VA: International Technology Education Association. Available at http://www.iteaconnect.org/TAA/Publications/STL/STLMainPage.htm.
• Technology for All Americans Project. (2003). Advancing Excellence in Technological Literacy: Student Assessment, professional development, and program standards. Reston, VA: International Technology Education Association. Available at http://www.iteaconnect.org/TAA/Publications/AETL/AETLMainPage.htm.
• Technology for All Americans Project. (1996). Technology for all Americans: A rationale and structure for the study of technology. Reston, VA: International Technology Education Association. Available at http://www.iteaconnect.org/TAA/Publications/RandS/RandSMainPage.htm.
• Ohio Academic Content Standards K-12 Technology- Available at http://www.ode.state.oh.us/academic_content_standards/acstechnology.asp
• Miscellaneous 

Optional Materials:

• Safety glasses & lab coat
• 1 Zip Disk or Flash Drive
• 1 DVD-R

Attendance:

Attendance is very important due to the fast pace and limited facilities. Even missing one class may cause an assignment to be incomplete and affect your grade. In general there will be no makeup exams or credit for late assignments without prior arrangement.

Clean-up:

Each student is responsible for helping to clean-up. The last lab session will include a mandatory final clean-up and packing period (30 points deducted for not participating).

Course Activities:

• Lecture and Class Discussion
• Assigned Readings and Reports
• Instructor Demonstrations
• Laboratory Activities
• Examinations
• Paper
  

Requirements:

1. Readings.
2. Complete paper.
3. Perform required laboratory activities.
4. Perform required take home activities.
5. Compete design and problem solving project.

Grades:

The grade record sheet gives a breakdown of assignment values. Final grade cutoffs are listed below.

Grade	Min. %	Point Range
A	94	= 94-100
A-	90	= 90-93
B+	87	= 87-89
B	84	= 84-86
B-	80	= 80-83
C+	77	= 77-79
C	74	= 74-76
C-	70	= 70-73
D+	65	= 65-69
D	60	= 60-64
E	0	= 00-59

Academic Misconduct

• • Faculty Rules 3335-5-54, which states, “Each instructor shall report to the Committee on Academic Misconduct all instances of what they believe may be academic misconduct” will be followed.
  • Academic misconduct includes substituting another person’s work as your own, either in written or product form.
  • If you have any questions regarding a behavior that might constitute academic misconduct consult your instructor or visit the Committee on Academic Misconduct web site http://oaa.osu.edu/coam/home.html.

Materials Available in Another Formats

Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Office for Disability Services at 614-292-3307 in room 150 Pomerene Hall to coordinate reasonable accommodations for students with documented disabilities. Their web site is http://www.ods.ohio-state.edu.

Technology Content Standards

The Nature of Technology

Standard 1: Students will develop an understanding of the characteristics and scope of technology.

Standard 2: Students will develop an understanding of the core concepts of technology.

Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

Technology and Society

Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology.

Standard 5: Students will develop an understanding of the effects of technology on the environment.

Standard 6: Students will develop an understanding of the role of society in the development and use of technology.

Standard 7: Students will develop an understanding of the influence of technology on history.

Design

Standard 8: Students will develop an understanding of the attributes of design.

Standard 9: Students will develop an understanding of engineering design.

Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Abilities of a Technological World

Standard 11: Students will develop the abilities to apply the design process.

Standard 12: Students will develop the abilities to use and maintain technological products and systems.

Standard 13: Students will develop the abilities to assess the impact of products and systems.

The Designed World

Standard 14: Students will develop an understanding of and be able to select and use medical technologies.

Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.

Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies.

Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.

Standard 18: Students will develop an understanding of and be able to select and use transportation technologies.

Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies.

Standard 20: Students will develop an understanding of and be able to select and use construction technologies.

• Presentations are in web version of PowerPoint which only shows 1 image per slide. You may want to just down load the PowerPoint file and run it on your computer to see all the pictures on slides with multiple picture sequences.
• Presentations not yet presented may change before presentation.

Presentation	Date Presented
Technology Education Overview	9/21/05
Nature of Technology	9/28/05
Technology and Society	10/5/05
Energy/Power/Transportation	10/12/05
Design Including Communication and Video	10/12/05
Video - Digitizing and Editing	10/12/05
Bridge Building
Construction
Manufacturing

Links

Adobe Video and Audio Primers
Adobe Digital Video and Audio Resources
Graphic Comm Central
Video University

CNN $
NASA Multimedia
NOAA Weather, Oceans, Waterways
United Streaming $

Apple iMovie - Support and Tutorials
Adobe Tips and Tutorials
Graphic Comm Central Tutorials
Microsoft Movie Maker for Beginners

Journals

International Journal of Technology and Design
JTE - Journal of Technology Education
JITE - Journal of Industrial Teacher Education
EPT - JTS - Journal of Technology Studies

Periodicals

The Technology Teacher
Technology and Children
TIES
Tech Directions
THE

Humor

E-mail Don'ts - http://www.bordergatewayprotocol.net/~jon/humor/web_animations/may02-smilepop-soapbox4.swf

Cog - Honda Accord Ad - http://194.29.64.17/thecog/movie.html

Grade Record

Date	Lecture	Lab	Readings
21-Sep	Introduction, Syllabus Overview Technology Education	Energy/Power/Transportation Part 1
28-Sep	Technology	Energy/Power/Transportation Part 2	Standards for Technological Literacy: Content for the Study of Technology Chapters 1 - 2 (pdf)
5-Oct	Nature of Technology and Society	Energy/Power/Transportation Part 3	Standards for Technological Literacy: Content for the Study of Technology Chapters 3 - 4 (pdf) Ohio Academic Content Standards K-12 Technology Standards 1 & 2
12-Oct	Design	Communication Part 1	Standards for Technological Literacy: Content for the Study of Technology Chapters 5 - 6 (pdf) Ohio Academic Content Standards K-12 Technology Standards 3, 4 & 5
19-Oct	Energy, Power and Transportation Technologies	Communication Part 2	Standards for Technological Literacy: Content for the Study of Technology Chapter 7 - 8 (pdf) Ohio Academic Content Standards K-12 Technology Standard 6
26-Oct	Information and Communication Technologies	Communication Part 3	Technically Speaking: Why all Americans need to know more about technology Executive Summary, Chapters 1 - 3 Ohio Academic Content Standards K-12 Technology Standard 7
2-Nov	Construction Technologies	Communication Part 4	Technically Speaking: Why all Americans need to know more about technology Chapters 4 - 5, Appendices Ohio Academic Content Standards K-12 Technology Remaining Sections
9-Nov	Manufacturing Technologies	Construction Part 1	Advancing Excellence in Technological Literacy: Student Assessment, professional development, and program standards Particularly Chapter 3
16-Nov	Medical, Agricultural and Related Biotechnologies	Construction Part 2	Technology for all Americans: A rationale and structure for the study of technology
23-Nov		No class - Extra building time can be scheduled as needed
30-Nov	Ohio Academic Content Standards and Technology	Construction Part 3	Ohio Technology Academic Content Standards
7-Dec		As Needed

Technology Education

Pearson, G, Young, A. T. Eds. (2002). Technically Speaking: Why All Americans Need to Know More About Technology. Washington, DC: National Academies Press. Available at http://www.nap.edu/catalog/10250.html.

Technology for All Americans Project. (2000). Standards for Technological Literacy: Content for the Study of Technology. Reston, VA: International Technology Education Association.

Technology for All Americans Project. (1996). Technology for all Americans: A rationale and structure for the study of technology. Reston, VA: International Technology Education Association.

Towers, E. R., Lux, D. G. & Ray, W. E. (1966). A rationale and structure for industrial arts curriculum matter. Columbus,: The Ohio State University. ED 013 955

Wicklein, R. C. & Schell, J. W. (1995, Spring). Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science and Technology Education. Journal of Technology Education, 6(2). http://scholar.lib.vt.edu/ejournals/JTE/jte-v6n2/wicklein.jte-v6n2.html

Technology Systems

Lerman, N., Mohun, A. & Oldenziel, R. (1997, January). Versatile Tools: Gender Analysis and the History of Technology. Technology and Culture, 38(1). http://www.umich.edu/~shotac/Jan97/Jan97_intro.html

Pretzer, W. S (1997, Spring). Technology Education and the Search for Truth, Beauty and Love. Journal of Technology Education, 8(2). http://scholar.lib.vt.edu/ejournals/JTE/jte-v8n2/pretzer.jte-v8n2.html

Savage, E. N. (1990). Technology systems handbook. Columbus: Ohio Department of Education.

Communication Media

Bruckman, A. (1996, January). Finding one's own in cyberspace in Technology Review. http://web.mit.edu/afs/athena/org/t/techreview/www/articles/jan96/Bruckman.html

Diamond, E. & Bates, S. (1995, October). Law and order comes to cyberspace. Technology Review. http://web.mit.edu/afs/athena/org/t/techreview/www/articles/oct95/Diamond.html

Safety

Gregson, J. A. (1996). A critical examination of safety texts: Implications for trade and industrial education. Journal of Industrial Teacher Education, 33(2), 29-46. http://scholar.lib.vt.edu/ejournals/JITE/v33n2/gregson.html

Sclove, R. E. (1996,July). Town meetings on technology. Technology Review. http://web.mit.edu/afs/athena/org/t/techreview/www/articles/july96/sclove.html

Industrial Materials

Merkle, R. C. (1997, February, March). It's a Small, Small, Small, Small World. Technology Review. http://web.mit.edu/afs/athena/org/t/techreview/www/articles/fm97/merkle.html

Industrial Processes

Krumenaker, L. (1997, February, March) Trends: Virtual Assembly World. Technology Review. http://web.mit.edu/afs/athena/org/t/techreview/www/articles/fm97/krumenaker.html

Managing

Pool, R. (1997, July). When Failure Is Not an Option. Technology Review. http://web.mit.edu/afs/athena/org/t/techreview/www/articles/july97/pool.html

Energy Sources

Fenton, B. C. (1996, December). Free Energy. Popular Mechanics. http://popularmechanics.com/popmech/elect/9612EFSTM.html

Gronbeck, C., Holder, N. & Waegel, A. (1994). On-Line Renewable Energy Education Module. Washington, DC: The Center for Renewable Energy and Sustainable Technology. http://solstice.crest.org/renewables/re-kiosk/index.shtml

Energy Transfer

The Center for Renewable Energy and Sustainable Technology. (1994). Energy Efficiency. Washington, DC: Author. http://solstice.crest.org/efficiency/index.html

Wilson, J. (1996, November). American Flyer. Popular Mechanics. http://popularmechanics.com/popmech/sci/9611STTRBP.html

Design and Problem Solving

Hutchinson, J. & Karsnitz, J. R. (1994). Design and problem solving in technology. Albany, NY: Delmar.

Integration

LaPorte, J. E. & Sanders, M. E. (199?). Technology, science, and mathematics connection activities. Lake Forest, IL: Glencoe.

Zuga, K. F. (1988). Interdisciplinary approach. In W. Kemp & T. Schwaller (Eds.), Approaches to teaching technology education. CTTE Yearbook (pp. 56-71). Bloomington, IL: McKnight.

Zuga, K. F. (1996). The rejoining of technology and science. In R. E. Yager (Ed.),Science/Technology/Society: Research Implications for Science Education, (pp. 227-238), New York: SUNY Press.

Zuga, K. F. (2000). Technology education as an integrator of science and mathematics. In E. E. Martin (Ed.) Technology Education for the 21st. Century, (pp. 223-227), New York: Glencoe McGraw-Hill.

Curriculum

Erekson, T. (1992). Technology education from the academic rationalist theoretical perspective. Journal of Technology Education, 3(2), 7-16.

Hatch, L. (1988). Problem solving approach. In W. H. Kemp & A. E. Schwaller (Eds.), Instructional strategies for technology education, 37th Yearbook of the Council on Technology Teacher Education. Mission Hills, CA: Glencoe.

Herschbach, D. R. (1992). Technology education and efficiency: Competencies as content. Journal of Technology Education, 3(2), 17 - 28.

Householder, D. L. (1979). Curriculum Movements of the 1960's. In G. E. Martin (Ed.) Industrial Arts Education: Retrospect, Prospect. Bloomington, IL: Mcknight.

Johnson, S. D. (1992). A framework for technology education curricula which emphasizes intellectual processes. Journal of Technology Education, 3(2), 29 - 40.

Olson, D. W. (1963). Industrial arts and technology. Englewood Cliffs, NJ: Prentice-Hall.

Petrina, S. (1992). Curriculum changes in technology education: A theoretical perspective on personal relevance curriculum designs. Journal of Technology Education, 3(2), 41 -52.

Savage, E. & Sterry, L. (undated). A conceptual framework for technology education. Reston, VA: International Technology Education Association.

Snyder, J. F. & Hales, J. A. (1981). Jackson's mill industrial arts curriculum theory. Charleston, WV: West Virginia Department of Education.

Towers, E. R., Lux, D. G., & Ray, W. E. (1966). A rationale and structure of industrial arts subject matter. (ERIC Document Reproduction Service No. ED 013 955)

Warner, W. E., (1947). A curriculum to reflect technology. Columbus, OH: Epsilon Pi Tau.

Zuga, K. F. (1992). Social reconstruction curriculum and technology education. Journal of Technology Education, 3(2), 53-63.

Zuga, K. F. (1989). Relating technology education goals to curriculum planning. Journal of Technology Education, 1(1), 34 - 58.

Zuga, K. F. (1993). A Role for alternative curriculum theories in technology education. Journal of Technology Education,

Zuga, K. F. (1993). A Role for alternative curriculum theories in technology education. Journal of Industrial Teacher Education, 30(4), 7-25.

History

Barlow, M. L. (1967). History of industrial education in the United States. Peoria, IL: Bennett.

Bennett, C. A. (1926). History of manual and industrial education up to 1870. Peoria, IL: Bennett.

Bennett, C. A. (1937). History of manual and industrial education 1870 to 1917. Peoria, IL: Bennett.

Dewey, J. (1938). Experience and education. New York: Collier.

Lux, D. G., & Ray, W. E. (1971). The world of construction. Bloomington, IL: McKnight & McKnight.

Lux, D. G., & Ray, W. E. (1971). The world of manufacturing. Bloomington, IL: McKnight & McKnight.

Maley, D. (1973). The Maryland plan. New York: Bruce.

Maley, D. (1982). Putting theory into practice. Man/Society/Technology, 41(8), 3-11.

McCrory, D. L. (1980). Content structure for technology education: Toward new curricula for the 1980's. The Journal of Epsilon Pi Tau, 6(2), 27-34.

Woodward, C. M. (1887). The manual training school. Boston: Heath.

Woodward, C. M. (1890). Manual training in education. London: Walter Scott.

International

Layton, D. (1995). Constructing and reconstructing school technology in England and Wales. International Journal of Technology and Design Education, 5 (2), 89-118.

Kimball, R. (1982). The structure of a design problem. In Design Education, New York: Routeledge, Kegan, Paul, 17-24.

Kimball, R. (1982). Making up design problems. In Design Education, New York: Routeledge, Kegan, Paul, 25-28.

Reid, C. & Kremer, J. (1991). Craft Design and Technology: The Northern Ireland experience. International Journal of Technology and Design Education, 2 (1), 16-23.