Teaching Technology Education II
ED-T&L 733 3 Credits Winter 2005

Tuesday - 3:30pm - 6:18pm

Room 101, 1100 Kinnear Road

Web Site: http://www.teched.coe.ohio-state.edu then click to Classes -> Edu T&L 733

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 489.21 – Field Experience in Technology Education

Knowledge, Skills, and Dispositions

The goals of this course are to enable students to be able to:
1.     create educational environments in technology education classrooms and laboratories which promote learning,
2.     select appropriate instructional strategies for individual and groups of technology education students in classroom and laboratory activities,
3.     relate contemporary standards of technology education to learning theory, research, and instructional strategies in technology education classrooms and laboratories,
4.     use learning theory and research to use appropriate instructional technology in technology education classrooms and laboratories, and 
5.     use learning theory, research, and instructional strategies to engage diverse students in appropriate learning activities in technology education classrooms and laboratories.

Students will achieve these goals through constructivist and cooperative learning activities such as reading, discussions, classroom observations and critiques, writing papers, and preparing schema and webs of related concepts.

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 instructional strategies.

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 instruction.

Student's Goals

You should have several reasons for studying instruction in your chosen field (other than it is required by the faculty).  What do you intend to learn about?

Required Texts

• Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds). (2000). How people learn: Expanded Edition. Washington, D.C.: National Academy Press. Available at http://www.nap.edu/books/0309070368/html/.
• Ohio Technology Academic Content Standards - Available at http://www.ode.state.oh.us/academic_content_standards/acstechnology.asp
• 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.

Calendar

January 3
           
1.         Introduction
*          Introduce syllabus and discuss required texts

January 10
           
1.         Expert/Novice Learning
*          Expert and novice learning and writing learning objectives

January 17
           
1.         Learning and Transfer
*          Learning and transfer and types of lessons

January 24
           
1.         How Children Learn
*          How children learn and elements of lesson plans

January 31
           
1.         Mind and Brain
*          Mind and brain and reflective teaching

February 7
           
1.         Designing of Learning Environments
*          Designing of learning environments and using instructional technology

February 14
           
1.         Effective Teaching
*          Effective teaching and first reflective teaching practice

February 21
           
1.         Teacher Learning
*          Teacher learning and second reflective teaching practice

February 28
           
1.         Instructional Technology to Support Learning
*          Instructional technology,
               
 March 7
1.         Assessment
*          Teacher learning and second reflective teaching practice
review for final exam, five lesson plans for unit due

March 14
           
1.         Final Exam
*          "Objective" exam: true/false, multiple choice, fill in the blanks, short answer essay.

Suggested reading by Topic

Curriculum, Teaching, and Learning

             Baker, E. (1992)  What probably works in alternative assessment.  CRESST Pub.

            Barone, T. (1987).  Insinuated theory from curricula-in-use.  Theory Into Practice, 26 (special issue), 332-337.

            Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. NY: Basic Books.

            Brady, M. (1989). What's worth teaching? Albany, NY: State University of New York.

            Brandt, R. (Ed.). (1994). Reporting what students are learning. Educational Leadership, 52(2).

            Eisner, E. W. (1979).  The educational imagination. NY: Macmillan.

            Eisner, E. W. (1993).  Why standards may not improve schools. Educational Leadership, 50(5), 22-23.

            Friere, P. (1982).  Pedagogy of the oppressed. NY: Continuum.
  
            Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. NY: Basic Books.

            Gearhart, M., & Herman, J. L. (1995).  Portfolio assessment:  Whose work is it?  Issues in the use of classroom assignments for accountability. (In Evaluation Comment, WI '95; pp.1-16.)
  
            Hawkins, D. (1974). The informed vision: Essays on learning and human nature.  NY: Agathon.

            Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

            Johnson, D. W., Johnson, R.T., Johnson Holubec, E., and Roy, P. (1984). Circles of learning: Cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
           
            Joyce, B. R. (1980).  Learning how to learn. Theory and Practice , 19(1), 15-27.

Marzano, R. J., Pickering, D. & McTighe, J. (1993). Assessing student outcomes. Association for Supervision and Curriculum Development: Alexandria, VA.

            Overly, N. V. (1979).  Lifelong learning: A human agenda. Alexandria, VA: Association for Supervision and Curriculum Development.

            Postman, N. & Weingartner, C. (1969).  Teaching as a subversive activity.  New York: Delacorte Press.

            Rothman, ,R. (1994).  Assessment questions: Equity answers. Proceedings from the 1993 CRESST conference. (In Evaluation Comment, WI '94--CRESST Newsletter; pp. 1-12.)
  
            Sharan, Y. & Sharan, S. (1992). Expanding cooperative learning through group investigation. NY: Teachers College Press.

            Walberg, H. J., Haertel, G. D., & Gerlach-Downie, S. (1994).  Assessment reform:  Challenges and opportunities. Fastback 370.  Bloomington, IN: Phi Delta Kappa.

Integration

Hurd, P. D. (1991). Closing the educational gaps between science, technology, and society. Theory Into Practice, 30(4), 251-9.

            Rutherford, F. J., & Ahlgren, A. (1990). Science for all Americans. NY: Oxford University Press.

            Selin, H. (1993a).  Science across cultures.  Part I: African and Native American achievements.  The Science Teacher, 60(3), 38-44.

            Selin, H. (1993b).  Science across cultures.  Part II: Chinese and Islamic achievements. The Science Teacher, 60(4), 32-36.

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).  STS promotes the rejoining of technology and science. In R. E. Yager (Ed.), Science/Technology/Society: As reform in Science Education. (pp???) NY: SUNY Press.

Zuga, K. F. (1991). The technology education experience and what it can contribute to STS. Theory Into Practice, 30(4), 260-6.

  
Technology Education

            Cochran, L. H. (1970).  Innovative programs in industrial education. Bloomington, IL: McKnight.

            DeVore, P. W. (1980).  Technology. Worcester, MA:  Davis.

            DeVore, P. W. (1964).  Technology as an intellectual discipline. Bulletin No. 5. Washington, DC: American Industrial Arts Association.

            Hall, C. W. (1973).  Black vocational technical and industrial arts education: Development and history. Chicago: American Technical Society.

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

            Martin, G. E. (Ed.) (1995). Foundations of technology education. Columbus, OH: Glencoe.
Woodward, C. M. (1887).  The manual training school. Boston: Heath.

            Woodward, C. M. (1898).  Manual training in education. NY: Charles Scribner's Sons.

            Zuga, K. F. (1985).  Identifying the role of values in industrial arts education. Journal of Industrial Teacher Education, 22(3), 48-59.
  
Course Requirements/Evaluation:

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.

Academic Misconduct

• 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.
• 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.