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Vocational Education; Engineering Education; Technology Education; Leaders; Industrial Arts; Educational History; Higher Education; Elementary Secondary Education; Community Colleges; Teacher Education Programs; Public Schools; Experimental Programs

Abstract:
Many vocational education, technology education, and now technology and engineering education leaders have made their mark on their profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. This is the third in a series of articles entitled The Legacy Project, which focuses on the lives and actions of leaders who have forged the profession into what it is today. Members of the profession owe a debt of gratitude to these leaders. One simple way to demonstrate that gratitude is to recognize these leaders and some of their accomplishments. The focus in this issue will be on Dr. Ralph Bohn, who graciously responded to a series of questions about himself and the influence that he and others had on the vocation/technology engineering education profession. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Industry; Instructional Innovation; Technology Education; Standards; Vignettes; Problem Solving; High Schools; High School Students; Secondary School Teachers

Abstract:
Innovation is central to modern industry. It can and should be taught in schools. Not only does providing students a background in innovation benefit them later in life and industry, but it also promotes and further develops their critical thinking and collaboration skills. Despite the need for innovation, many have struggled with how to teach it. Typically, this is a result of thinking about innovation too linearly. In innovation, there typically is no single right answer, and there isn't a defined path leading towards a perfect solution. Rather, innovation is a nonlinear development of ideas where the ingredients of finding, shaping, playing, refining, and sharing are used interchangeably to develop innovative products, systems, or services. This article provides a brief fictional vignette, drawn from the authors' experiences teaching innovation to students, of specific methods a teacher could use to incorporate innovation into his or her classroom. (Contains 1 table, 3 images and 1 graphic.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Technological Literacy; Science Activities; STEM Education; Scientific Concepts; Physics; Elementary Schools; Secondary Schools; Engineering Education; Science Education; Mathematics Instruction; Technology Education

Abstract:
Exposing students to the application of math and science through a design-based activity can make them more technologically literate and teach integration between the STEM disciplines at an early age. This article discusses an activity that originated as a portion of a green residential house project conducted by the authors with their high school level students. The windmill portion was specifically targeted and broken down by the authors to work with elementary school students studying alternative energy at Kipps Elementary School in Blacksburg, VA. This activity can be completed at the upper elementary level as students enter Piaget's concrete operational stage and possess the fine motor skills to complement their logical thinking. This activity shows that teachers at any level, but specifically Grades 3-6, can be innovative in adapting lessons to promote technological literacy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Liberal Arts; Grade Point Average; Enrollment; Predictor Variables; College Entrance Examinations; Undergraduate Students; Prediction; Academic Persistence; School Holding Power; College Preparation; School Size; Small Schools; Regression (Statistics); Engineering Education; Mathematics Education; STEM Education; Science Education; Technology Education; Business Administration Education; Correlation

Abstract:
This study examined the relationship between various admissions selection criteria utilized by a small, Liberal Arts College in Indiana. More specifically, the study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students. Data was gathered using historical enrollment data of 803 students. A logistic regression analysis was utilized to examine the impact of the two variables on retention of science, technology, engineering, mathematics, and business students. College preparatory GPA and the aggregate SAT score were predictors of retention of science, technology, engineering, mathematics, and business students. For every point increase in GPA, the odds were more than twice as much that the student would be retained. For every point increase in SAT, there was 0.3% increase in retention. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Content Analysis; Homework; Qualitative Research; Grade 7; Grade 8; Preferences; Educational Attitudes; Access to Information; Science Education; Technology Education; Questionnaires; Learning Activities; Science Activities; Difficulty Level; Performance Factors; Barriers; Foreign Countries

Abstract:
This study has been created as a qualitative search related the given homeworks in the science and technology courses in order to examine the students' views. The sample consists of 1,539 7th- and 8th- grade students in the city centre of Osmaniye. The search data is obtained from by using five open-ended questions. In the analysis of the data, content analysis method is used. As a result of the research, it is found that the students' perceptions for the homeworks are about understanding the subjects better, as reviews, responsibilities, homeworks to be done at home and doing researches. Also, it is concluded that there is a difference between the type of the homeworks given to the students and the homeworks which the students prefer doing. It is found that the students have difficulty in reaching the information from the resources, providing the tools, doing the hard homeworks, and doing the homeworks without understanding the subject. Finally, it is concluded that by these homeworks, the students understand the subject better, develop their skills (hand, research, observation, experiment, reading, and writing skills), get information about the natural events and living beings, solve tests in a shorter time, and get information about current events. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Teaching Methods; Elementary Schools; Professional Development; Educational Change; Reflection; Technology Integration; Qualitative Research; Teacher Participation; Elementary School Teachers; Program Effectiveness; Barriers; Classroom Observation Techniques; Communities of Practice; Interviews; Focus Groups; Semi Structured Interviews; Educational Practices; Foreign Countries; Technology Education

Abstract:
Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to collect data during the instructional practice process and interactions among participants. The origins and outcomes of TPD-induced changes in technology integration are examined. Changes to teacher technology integration resulting from instructional observations, teacher self-reflection with little stress researcher coordination, and the principal's support for innovative teaching. However, anxiety existed due to classroom observations. Moreover, teachers were not willing to provide comments to other teachers in ideas and practices of integrated teaching. The conclusions of this study can be a basis for future studies of TPD for technology integration and facilitate continuous development of teachers' teaching ability. Additionally, arranging an adequate coordinator for a TPD professional learning community is recommended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technology Education; Instructional Innovation; Design; Inclusion; Creative Thinking; Active Learning; Secondary School Students; Secondary School Teachers; Intervention; Learner Engagement; Interviews; Questionnaires; National Curriculum; Action Research; Classroom Research; Foreign Countries

Abstract:
This article offers evidence from a classroom-based research study in English secondary schools which developed an innovative approach to teaching in Design and Technology based on inclusive design (also known as universal design). The research evidence highlights how creative, problem-solving approaches in Design and Technology can be used to provide authentic, engaging learning experiences for students. This study, entitled "Designing our Tomorrows", introduced secondary school teachers and students to the principles and practices of inclusive design through an intervention using specially designed resources. In this article, findings from the study's qualitative pre- and post-intervention interviews are presented to illustrate how this type of approach can stimulate students' creativity and understanding of design. (Contains 1 table and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Active Learning; Student Attitudes; Engineering; Foreign Countries; Student Projects; Integrated Curriculum; College Freshmen; Semi Structured Interviews; STEM Education; Surveys; Higher Education; Mathematics Education; Science Education; Technology Education; Engineering Education; Mathematics Instruction; Science Instruction; Questionnaires

Abstract:
Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview methods. The participants were 30 freshmen with engineering related backgrounds from five institutes of technology in Taiwan. Questionnaires and semi-structured interviews were used to examine student attitudes towards STEM before and after the PjBL activity. The results of the survey showed that students' attitudes to the subject of engineering changed significantly. Most of the students recognized the importance of STEM in the science and engineering disciplines; they mentioned in interview that the possession of professional science knowledge is useful to their future career and that technology may improve our lives and society, making the world a more convenient and efficient place. In conclusion, combining PjBL with STEM can increase effectiveness, generate meaningful learning and influence student attitudes in future career pursuit. Students are positive towards combining PjBL with STEM. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Technology Education; Problem Solving; Communities of Practice; Semi Structured Interviews; Research Projects; Engineering; Technical Occupations; Design

Abstract:
Design and problem-solving is a key learning focus in technology education and remains a distinguishing factor that separates it from other subject areas. This research investigated how two expert designers considered experiences with hard materials contributed to their learning design and problem-solving with these materials. The research project used a qualitative approach and conducted semi-structured interviews with two mechanical engineers. They identified their experiences under three key headings that provided them with much of the essential knowledge and understanding they employ today to design and problem-solve with hard materials. These included experience of seeing outcomes that provided feedback on their designs, experiences that informed about materials and material selection and accessing others' experiences from communities of practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technology Education; Research; Technology; Science Education; Reflection; Evaluation

Abstract:
This paper attempts to summarize the focus of the research that has recently taken place in Technology Education, and from that basis suggest a trajectory for future research trends. Some research that is considered particularly seminal to the profession is summarised, and the paper is concluded with some reflections about personal research agendas.

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