Teaching Technology
Education I
ED-T&L
732
3 Credits
Autumn 2005
3 Credits
Autumn 2005
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Teaching Technology
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ED-T&L
732 3 Credits Autumn 2005 |
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Tuesday
- 4:30pm - 6:48pm
Room 101, 1100 Kinnear
Road
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Web Site: http://www.teched.coe.ohio-state.edu then click to Classes -> Edu T&L 732
Course Description/Rationale:
Development of units of study for contemporary technology education programs with a review of the exemplars in curriculum, instruction, and evaluation.. Includes the study of historical, sociological, and psychological bases of technology education and the development of a philosophy of technology education;
Relationship to Other Courses :
It is meant to be taken simultaneously with Edu T&L 289.21 – Field Experience in Technology Education
Knowledge, Skills, and Dispositions
The goals of this course are to enable students to be able to:
1. 1. Discuss the history of technology education with respect to the philosophic, social, and economic forces within society at the time.
2. Describe and discuss current trends in technology education with respect to the philosophic, social, and economic forces within society at present.
3. Explain and defend a personal philosophy of education and technology education.
4. Describe contemporary school environments with respect to the social context and the role of technology education in that environment.
5. To plan, organize, and teach effective courses and lessons.
6. Develop the ability to evaluate the effectiveness of curriculum and instruction.
7. Become reflective and critical about their own educational practice.
Students will achieve these goals through constructivist and cooperative learning activities such as reading, discussions, classroom observations and critiques, writing papers, preparing schema and webs of related concepts, and participating in practice teaching of peers.
Off Campus Field Experiences:
Although this course will not have specific off campus field experience as an assignment, it will be offered in conjunction with a year long clinical/field internships. These coordinated experiences should enable students to use their field placements as a time and place to compare and contrast curriculum and lesson plans in at least two schools.
Diversity:
Inherent in the content of the course is the need to address curriculum planning for all students. Lesson planning will focus on all students and their diverse needs.
Technology:
Since this is a technology education course there will be an intense focus on teaching with the aid of instructional technologies, as well as, teaching the content of technology education. Many of the current technology education classrooms throughout the region have implemented computer driven, modular technology education programs. Students will be prepared to work with these programs as well as to utilize the rich resources available on the web and their in-depth technical experience with respect to creating computer graphics as they plan courses and lessons.
Topical Outline:
Week 1 The Foundation of Industrial Arts 1800-1950
Week 2 Transition to Technology Education – 1950-Present
Week 3 Curriculum Planning; Rationale, Goals, and Philosophy
Week 4 Instructional Technology
Week 5 CP: Structured Lessons
Week 6 Teaching: Structured Lessons
Week 7 CP: Divergent Lessons
Week 8 Teaching: Divergent Lessons
Week 9 CP: Evaluation—Students and Curriculum
Week 10 Professionalism: Technology Education Organizations for
Professionals and Students and Advisory Committees
Week 11: Final
Course Requirements/Evaluation:
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Slide shows
Some shows are QuickTime movies a free player is available at Apple.
Technology Education
History Pre-WWI
Technology Education History WWI - 1990
Technology Education Contemporary Programs
Writing Behavioral Objectives
Curriculum Design and Teaching Strategies
Assessment
Ohio Technology Academic Content Standards
Comparison is in slides 22-26
Handouts
Objectives
Lesson Plan Format 1
Lesson Plan Format 2
Lesson Plan Format 3
Test Question Samples
Ohio Tech ACS and National Standards
Comparison
Academic Misconduct
o Faculty Rule 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.
o Academic misconduct includes substituting another person's work as your own, either in written or product form.
o If you have any questions regarding a behavior that might constitute academic misconduct consult your instructor.
Required Texts
Texts/Reading List/Bibliography:
Chafy, R. (1997). Exploring
the intellectual foundation of technology education:
From Condorcet to Dewey. Journal of Technology Education, 9(1).
Retrieved September 19, 2003, from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/chafy.html.
Foster, P.N. (1997, Spring). Lessons From History: Industrial Arts/Technology Education As A Case. Journal of Vocational and Technical Education, 13(2). Retreived October 4, 2005 from http://scholar.lib.vt.edu/ejournals/JVTE/v13n2/Foster.html.
Foster, T. (1994, Spring). Technology Education AKA Industrial Arts. Journal of Technology Education, 5(2) pp. 15 - 30. Retreived September 26, 2005 from http://scholar.lib.vt.edu/ejournals/JTE/v5n2/foster.jte-v5n2.html.
Pannabecker, J. R. (2002). Integrating technology, science, and math at Napoleon's school for industry, 1806-1815. Journal of Technology Education, 14(1), Retrieved September 19, 2003, from http://scholar.lib.vt.edu/ejournals/JTE/v14n1/pannabecker.html.
Pannabecker, J. R. (1995). For a History of Technology Education: Contexts, Systems, and Narratives. Journal of Technology Education, 7(1), Retrieved October 4, 2005, from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/pannabecker.jte-v7n1.html.
Zuga, K. F. (1989). Relating technology education goals to curriculum planning. Journal of Technology Education, 1 (1), 34-58. Retrieved October 4, 2005, from http://scholar.lib.vt.edu/ejournals/JTE/v1n1/zugascii.pdf.
Any local, state, or national technology education curriculum guides you can obtain.