Multidisciplinary Approches To Technology
EDITOR'S NOTE One of ITEA's ongoing ob1ectilXes through the Professional Improvement Plan is to seek outside support and fund information programs that will enhance technology education. This article features the results of efforts by the ITEA Board of Directors and its Government Relations committee to advance through demonstration projects.
During the spring of 1990 the n D l United States Department of B __ Education requested all interested parties to submit proposals dedicated to developmental curricular research on the integration of the disciplines of math, science, and technology education. This funded research would place model demonstration sites at various locations around the US. Through a variety of different curriculum approaches this project is seeking ways in which the math, science, and technology education departments within public schools can work together in establishing innovative opportunities for students to connect the concepts and activities within each of these disciplines. The following sections describe each of the project sites and their plans for integrating the disciplines.
Mid-America Response
In keeping with the purposes of the Technology Education Demonstration Program, the Mid-America Region Technology Education Demonstration Project has three major objectives. These objectives are: ( 1 ) to conduct an institute for the purpose of developing teacher capabilities in the area of technology education utilizing a multidisciplinary approach, (2) to conduct a multidisciplinary workshop for the interfacing of mathematics, science, and technology education, and (3) to broadly disseminate the results of this technology education demonstration project.
The multidisciplinary focus of this Technology Education Demonstration project will be demonstrated at four local sites representing small or rural schools. Each site will be in a different state within the 14 state Mid-America Region. A multidisciplinary site team will include a teacher of science, a teacher of
THE TECHNOLOGY ISACHER Q DECEMBER 1991
Mathematics, and a teacher of technology education together with a counselor and a school administrator from that school. The multidisciplinary focus will be extended to include teacher educators representing the areas of science, mathematics, and technology education. Furthermore, the person having state-wide responsibility for technology education will be considered a part of the local site multidisciplinary team.
An advisory group representative of the categories of personnel targeted by the project together with a business/industry representative will meet three times during the 24 months of this project.
A satellite teleconference will be produced and aired during the first four months of this project. The teleconference will serve to promote the purposes of the Technology Education Demonstration Project and to solicit participation in the specific activities identified in this application. Based on the applications and selection of local school demonstration sites for this project an institute will be held for site personnel representing each of the categories identified as a part of the multidisciplinary focus for this project. Teacher educators representing the areas of science, mathematics and technology education together with the state-level persons having responsibility for technology education will also be participants in this workshop. The workshop will provide an opportunity for conceptualizing and developing multidisciplinary curriculum approaches for the 1991-92 school year. Teacher educators will also be provided an opportunity to plan for changes in the pre-service teacher education programs of the three areas to incorporate a multidisciplinary focus.
Multidisciplinary teacher workshops for the interfacing of mathematics, science and technology education will be conducted inconjuction with a second satellite teleconference program to be aired April 1, 1992. This teleconference will provide an opportunity for individuals across the United States to participate in a significant part of the project activities by viewing the results of curriculum activities from the local demonstration sites. In addition, a localized workshop at or near each of the demonstration sites will provide a more indepth opportunity for participation for teachers and administrators. Each of the
Photo l Math Science and Technology Educators representing the Mid -America Region.
Demonstration sites will serve as a host for one of the workshops and will solid participation from school teams within their geographical area. Much of the content for the multidisciplinary workshops will be drawn from experiences of the demonstration site students and personnel who have been associated with these demonstration programs. Additionally, the experiences of state-level personnel and the multidisciplinary teacher education groups will be utilized in the teleconference portion of the workshop.
Dissemination of the results of this demonstration project will occur during September 1992. A third satellite teleconference will be utilized as the primary means for this dissemination effort.
The project will have ongoing evaluation activities which will produce quantifiable and qualitative data. Specific evaluative strategies have been developed for each of the major goals of this project together vith the objectives for individual goals as well as enabling objectives necessary for the successful accomplishment of this proposed project.
As of this writing, the Mid-America Region Technology Education Demonstration Project has completed the first national teleconference that was described earlier in this section (February 1, 1991). The four local demonstration sites for this region have been selected, they being: Paonia High School Paonia, Colorado
Farmington High School
Farmington, Missouri
I>ke Mlew High School
Columbus, Nebraska
Putnam City High School Putnam City, Oklahoma.
The multidisciplinary workshop for teachers, teacher educators and supporting staffwas conducted during June 17-28, 1991. Curriculum plans are being formulated and completed by each of the local demonstration site teams relating to their multidisciplinary approach for the 1991-92 school year. Instructional activities have begun at each of the local demonstration sites. The second national teleconference is being planned at this time with airing to occur April 1,1992. This teleconference will provide viewers with opportunides to observe how each of the local demonstration sites have progressed during the 1991-92 school year. Opportunities to call in questions or comments will be available. The teleconference is free of charge.
For additional information concernin,g the Mid -America Technolo,gy Demonstration Proyect contact: Dr. Robert Wicklein The University of Geor,gia Ind ustrial Arts B7~ild in,g Athens, GA 30602 Phone: 404-542-1712 FAX: 404-542-7265;
Northeast Technology Education Consortium (NETEC)
The Northeast Technology Education Consortium (NETEC) is made up of New York and the New England states. The projea is coordinated by Bill Boudreau and directed by John Wright at Central Connecticut State University. Partidpating in the project are twenty public school teachers; several state supervisors of technology education; teacher educators from seven universities; project staff made up of two graduate assistants and a borrowed sevetary; and over thirty-five industrial representaives who have gifted equipment, software, supplies, and technical training.
The demonstration sites reside in five public schools strategically located to provide access for visiting teachers. They are made up of a diverse mix from urban to rural, and very large to very small, including a regional school district. Listed are the demonstration schools and the contact persons who will arrange for visitaion:
Nathaniel HavVthorne School Bayside, New York Mr. Mitch Kittenplan
Ponagansett Regional Jr./
Sr. High School North Scituate, Rhode Island Mr. Roy Geigen
Shaker High School
Latham, New York
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Riverside Jr. High School Springfield, Vermont Mr. John Plass
South Portland High Schoof South Portland, Maine Mr. Dan Queior. During the start up phase in the fall of 1990, all sites were required to conduct needs assessments for facility, curricula, and professional development. State supervisors and the coordinator also conducted on-site assessments to secure data for decision making and resource allocation. An advisory comrnittee was formed to provide guidance for the project. They meet several times during the year to review progress and provide input.
Over thirty-five companies have donated over $600,000 worth of equipment, software, supplies, and training as a private sector match for the grant. Distribution of the resources was based upon the needs assessments in an effort to bring learning environments up to a level of excellence to support the innovative technology educanon curricula.
Each site follows the appropriate state curnculum guide for technology education with the exception of Rhode Island, which does not have such a guide but adheres to the principles of the Jackson's Mill Curnculum Theory document. Lnfused in the curricula for all sites this fall are ten teaching/learning activities (TLA's) that demonstrate the interface of math/ science/technology.
Project teachers were housed on the CCSU campus this past spring for four days to engage in an intensive workshop/ planning session to develop and learn how to use materials that support the math/science emphasis and the social/historical/cultural impacts of technology in the classroom. Group interaction was extremely successful, resulting in major networking for the five demonstration sites. Plans were also developed for visiations and how to handle visitors from Connecticut (several have been organized by state supervisor Dave Mordavsky and funded by private sector resources) to visit the sites.
Each week, site visitations by the project staffidentify needs that are resolved by the staffor turned over to a volunteer teacher educator who will work with the teachers on a one-on-one basis. Resources are developed both at the University and at the project sites. Teachers are also being trained on how to use the new computerized equipment by both teacher educators and private sector representatives.
Progress assessment is being conducted by the coordinator, director, and several state supervisors. The information is used by the advisory committee to assure that project milestones are met on time and that the grant goals and objectives are being met or exceeded. Weekly logs are kept by the coordinator who complies them into a monthly report of activity/progress for the director. In addition, photographs and videos are used to assess progress and publicize the project.
One brochure has been developed to provide information about the national demonstrarion centers and another color glossy is planned for the second year. All materials will be mailed to technology education teachers across the Northeast this fall inviting them to see quality technology education in action.
Second year goals indude intensive site assistance for curricula and instructional development, continued development of TLA's for math/sdence interface, a telecommunications network for resource sharing between sites, publidty for visitations, additional "weekend" workshops for project teadhers, and long range planning for continued project management after the granting period has ended.
For further information about the NETEC proysst, contact:
Far Northwest Region
It's exciring to see teachers who can't wait for Monday morning to get back with the students. None of the teachers have said that the activity was easy, and none will ever be the same again. For that matter, no two days will ever be the same! The dynamics, challenges and opportunities of change will provide content for tomorrow's curriculum.
Technological literacy curriculum acceptance is significant. Vocational programs were disappearing; teachers retired and the programs closed behind them. Those who remained in the district felt the impact of the move to "basics." Because of declining enrollments and low morale, an attitude of survival until retirement was evident among the experienced staff members.
Cautiously, these veteran teachers tried a new curriculum focus and direction. Through the leadership of an exemplary vocational director, barriers lifted. As participants in reviewing and developing new curriculum, the teachers' experience and expertise added to the content viability.
The University of Alaska Anchorage (UAA) and Anchorage School District
Photo 2 Universitv of Alaska Ancborage stxdent teacher Claire Burlzbolder with stxients dxrin.g a problem solving activirv.
THE TECHNOLOGY TEACHER W DECEMRFR 1991
(ASD) proposed to develop a "Blueprint for Literacy in Technology" (BLT). This proposal would respond to the need for a noteworthy program to prepare students for life in a changing world. New developments in technology and the impact of change provided key elements in the proposed curriculum in promoting quality of life.
The purpose of the proposed project was to develop a model program to provide experiences in technological literacy to secondary students. Critical elements included:
• cooperation between a teacher preparation institution and public school personnel;
• multidiscipline staff training for the technology teachers, counselors, administrators and teachers of other related courses;
• close involvement of business and industry throughout the project, both as advisors and as participants in the student training;
• curriculum development that provides student experiences to gain technological literacy;
• replication of the program to other sites; a culminating institute to involve local, statewide, national and international technology educators in validating and disseminating the project outcomes.
To faciliute the elements outlined, several activities were necessary. Many have been completed, and many of the refinement, replication and dissemination activities will take place in the second year of the project.
During this past year, the following activities have taken place: curriculum was refined for the middle school/junior high introduction to technological literacy. This curriculum provides opportunities for students to explore applications of many technologies and other academic dasses Individual and group activities encourage problem solving and student interaction.
The introduction to technological literacy curriculum pilot program began this past Spring Semester in an Anchorage junior high school. Students, teachers, parents and the community reacted as the developers had hoped. WIth minor adaptions in response to recommendations by outside advisors and others involved with the project, the program will be replicated in other junior high schools this current school year. It has become the recomrnended technological literacy curriculum for Anchorage junior high cohr~alc
A second school district is parricipating in developing and irnplementing the curriculum. This replication site was chosen because the school has a much smaller enrollment. The total student bodies of these two school districts represent almost one half of the students in Alaska.
The high school introductory course in tedmological literacy is in the development phase. It was first available to students this past Spring semester. Activities focus around the basic units of impacts and history of tedmology, understanding and directing the use of technology, development of higher order thinking skills, safe and efficient use of tools/machines/ materials/processes of technology, and other current and emerging tedmologies. Other significant activities include cross-application of the academic subjects, advanced communication skills and applied technology research.
The teachers from the replication sites have received inservice training by the project coordinators and pilot teachers. Wlth the new sites, more than 500 students will participate in technological literacy training this school year.
Throughout this past development year, many visitors have toured the facilities and discussed program activities. University students in various programs visited to observe. Student teachers participated in practicum and teaching experiences in this new program. Teachers in BLT spent their tirne on Saturdays and evenings explaining and demonstrating. Students carne in early on Saturday to show what they were learning. Even mothers were there to talk about how their children are becoming excited about learning.
A curriculum specialist who also teaches in BLT program at the high school level was involved since before the project was proposed. The expertise and practical perceptions have been viul to the process.
The assessment instruments have helped to document the achievement of the students who complete the program. While the instrumens are difficult to construct with an unlimited program scope, they are essential to the validation process. A second part of the assessment process is the involvement of an outside evaluator from industry who will also provide program assessment.
The actual curriculum development included assessing developments, processes and implications. Input from advisory personnel has been vital to the scope and content of this project. Outside advisors from education and industry have provided
information and suggestions to enhance the quality and process of providing technological literacy to students in the Far Northwest.
These planned activities should be completed this year: continued replication of the program for the project coordinators and the districts involved. Establishing model programs for teachers and administrator who are trying to develop programs in their respective schools. Vlsitors from across the state will continue to tour and see this model program in practice.
Developed resources will be shared at the statewide vocational conference and other inservice activities to allow teachers, counselors and administrators to experience technological literacy learning.
Formative evaluation has taken place throughout the project. Student progress was measured and the results reviewed to improve instruction. A final summative evaluation will be conducted to assess the extent to which the project has met the proposed intent. Outside evaluators will be used throughout, to help provide reliable results.
A final two-day International Technological Litency Symposium will culminate the project June 25-26, 1992. The focus for this symposium will be the assembly of leading practitioners in technological litency from the nations of the world. The technology teachers from the Far Northwest will have opportunity to share their prognms and intenct with other professionals who participate in this global curriculum. Induotry leaders, teachers, counselors and administntors will be invited to allow them to better undersund the interrelated nature of technological literacy.
Not because the last was least important, but because the bottom line is the bottom line . . . The quality of any program depends upon the quality of the teaching. Success in this or any other prognm must be the fault of those dedicated teachers who are giving all they have to help students.
For further information concerning the Far Northwest Region contacr:
6 DECEMBER 1991 R THE TECHNOLOGY TEACHER
The Appalachian Technology Education Demonstration Project Overview
The Appalachian Technologv Education Demonstration Project has been conducted by The Appalachian Technology Education Consortium (ATEC). The Consortium is composed of California University of Pennsylvania, Fairmont State College, Salem-Teikyo University and West Vlrginia University, founding members, and public secondary schools in the region. The Consortium was formed to bring together the knowledge, talents, and resources within the individual institutions to develop a program which would: ( 1 ) enhance the capability of teachers of technology, mathematics, and science; (2) create and develop technology education instructional modules that integrate mathematics, and science; (3) implement and evaluate the modules in a public school setting; and (4) disseminate to the education community information about the Consortium process and the products produced by the project. The long-term goal of ATEC is to contribute, in a significant way, to the enhancement of the technological literacy of the youth of the region.
Teacher Involvement— Demonstration Schools Teachers of technology, mathematics and science from 27 public secondary schools from Pennsylvania and West Virginia have been involved. Seven middle and high schools are participating as Demonstration Schools. Teachers from these schools have made a commitment to participate in a professional development program designed to enhance their capability in teaching conceptually-based technology instructional units which integrate mathematics and science concepts.
The teachers of each Demonstration School work with two to four other schools called Observer Schools. Twenty observer schools with teacher representatives from technology, mathematics and science have participated. Teachers from observer schools commit to observing the teaching of each module for at least a portion of one day in the demonstration school technology laboratory to which they are assigned. Observer school teachers receive copies of the modules and are encouraged to use the modules for instruction in their own cohanlc
Initiation of the Project Orientation to the demonstration project began on March 5, 1991 with a satellite teleconference. Faculty and administrators from Demonstration and Observer Schools viewed the orientation program broadcast via satellite, received through various down-link sites in both states. A toll-free telephone link provided an opportunity for call-in questions and discussion. On-site orientation programs in Pennsylvania and West Virginia offered additional opportunity for an exchange of information concerning the goals and objectives of the two-year demonstration project.
Professional Development Resource Centers A critical component of the Consortium was the establishment of a Professional Development Resource Center (PDRC) at each of the four participating institutions of higher education. Each PDRC has instructional materials and resources, as well as seminar and instructional space, dedicated exclusively to dhe mission of dhe project. The equipment and resources of dhe PDRCs are available to teachers in bodh public and higher education. Each PDRC has a state-of-dhe-art computer, printer, and monitor, togedher widh dhe most current versions of a word processing package, multi-tasking system, a graphics package, and a computer assisted design program. Additional design work-stations are being procured. These are used in dhe design of dhe concept-based instructional materials. Odher resources include recendy published textbooks in technology widh teacher manuals and activity packages; odher technology, science, and madhematics books; resource guides; technology encyclopedias; periodicals, resource catalogues and pamphlets; videos; and odher information needed in dhe design and development of quality instructional materials required for teaching in dhe complex field of technology.
Technological Concept Instrllstional Modules One of dhe goals of dhe ATEC Demonstration Project is the design and development of concept-based technology instructional modules that integrate madhematics and science. The modules are designed to be taught in a technology education laboratory. Students participate in group and individual problem solving activities which demonstrate, in a meaningful way, dhe concepts emphasized in dhe module. Topics were selected to represent at least one technological concept &om one of three primary systems; Communication and Information systems, Production systems and Transportation systems. Concept categones selected were: (1) Spanning Structures; (2) Lifting Forces; (3) Flight Control; (4) Geodesic Domes; (5) Magnetic Levitation; (6) Statistical Process Control; (7) Fiber Optics; and (8) Light Wave Communication. Each module is dhe result of extensive research about tchnological and related madhematical and science concepts. They are designed as a one-week, stand-alone unit. Instructional materials, equipment, and supplies required for teaching dhe instructional module are provided to dhe demonstration schools &om PDRCs. Each module is viewed by technology, madhematics, and science specialists in higher education or industry; and technology, madhematics and science educators. All modules are field tested and evaluated in technology classrooms in secondary schools. Findings &om dhe reviews by specialists and field testing by teachers are incorporated before dhe modules are used in demonstration classrooms
Teacher Capability Institutes Participating teachers are prepared for teaching dhe modules dlrough specially designed Teacher Capability Institutes (TCIs). The TCIs are conducted by members of dhe Consortium and are formal instructional sessions for technology, madhematics and science teachers &om demonstration and observer schools. The TCIs (held at California University of Pennsylvania for Pennsylvania participants and Fairmont Sate College for West Vlrginia participants) focus on teaching dhe conceptually based technology instructional modules. These one-day sessions provide opportunities for teachers to become prepared to teach dhe specific technology concept being emphasized in dhe module and to acquaint dhemselves with dhe classroom and laboratory activities developed to teach dhe concept.
For the Demonstration Project dhe Consortium will offer five Teacher Capability Lnstitutes. The first institute for Module One was conducted in April of 1991 and dhe second one, for Module 2, was conducted in late September, 1991. Anodher TCIs was offered in late October, 1991 and odhers will be held in January and February of 1992.
The institutes are designed to foster a collegial atmosphere. The exchange of ideas and information among the participants occurs dlrough the natural process of
THE TECHNOLOGY IYACHER Q DECEMBER 1991 7
working together. At each institute participants are imZolved in discussions about the delivery of instruction focused on a conceptually-based technology module. The Consortium staff has observed that teachers who develop closer working relationships with their colleagues are better able to provide their students with an understanding of the application of the technological concepts in a variety of real-world settings.
Implementation and Evaluation After being prepared to teach the module at a Teacher Capability Institute, teachers have t vo weeks to one month to teach the instructional unit to technology students. A pre- test that has been specifically developed for use with each module is given to each student prior to teaching the module to the students. An identical post-test is given after instruction of the concept has been completed. These tests provide the project staff with an indication of the quality of the modules for teaching the technological concepts. By March, 1991, all modules will have been taught in the demonstration schools. Final reviews of each module will then be conducted by the project staff and revisions made prior to publication and dissemination.
Dissemination of the Project Results Two categories of inforrnation will be disseminated about the project. These are: ( 1 ) the consortiurn process and (2 ) the product, namely, the instructional modules.
Dissemination of information about the Consortium process will be done through the preparation of articles for professional journals and by the presentation of papers at professional conferences.
The dissemination of the instructional modules will be accomplished in two ways. At the completion of the project copies of the instructional modules will be distributed nationally to Departments of Technology Teacher Education. In addition, a leading and nationally known distributor of instructional materials for technology education will offer the instructional modules to the profession.
Conclusion As of tnis nvriring, the Appalachian Technology Education Demonstration Project is approximately fifty percent complete. When the project concludes in the fall of 1991, much will have been learned concerning both the change process and the production of quality instructional modules designed to teach complete technological concepts. The consortium structure provides four institutions of
higher education concerned about technology teacher education, and the participating teachers and schools, with a vehide for dhange. The consortium offers the advantage of sharing talents and resources from a number of institutions and public schools. Individually, these institutions and schools do not have the talent and resources to be able to initiate and operate a change process of the size and scope necessary to attain the magnitude of a change necessary to address the current crisis in the field of technology education. The emphasis on the development of high quality, conceptually-based technology modules, that integrate mathematics and science concepts, is a process that has considerable merit for attaining true change. They provide the means to introduce new, appropriate and quality content that is exciting and motivational for the students. They also, at the sarne time, allow teachers to introduce new conceptually-based content incremenhally at deir own pace. In iis way, real, significant, and conenliing change, in which dassroom teachers have parucipated, talces place.
For add itional information concerning the Appalachian Technology Ed ucation Demonstration Project, please contact: Dr. Paul W DeVore West Virginia UniPersity 2945 UnivcrsityAvenue Morgantown, WV26506 Phone: 304-293-3803 FA v 2na-702-72sR