This book brings together authors from around the world to discuss the Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education (STEL) released in July 2020 by the International Technology and Engineering Educators Association (ITEEA). The various chapters examine and elaborate on how educators must understand the structure of the standards used and their alignment with educational programs at specific levels and contexts, both in the context of the USA, and internationally. It also showcases case studies analyzing the use of standards in their various contexts from a number of countries which have either adapted STEL, or which have national Standards in Technology Education.
The STEL represents a major update to the content standards that has guided the field of technology education (and, later, technology and engineering education) in the USA since 2000. In contrast to previous standards, STEL presents a substantial reduction in the number of standards and associated benchmarks, and the benchmarks have been operationalized to identify the key knowledge, skills, and dispositions associated with each standard. It also emphasizes a focus on core standards that should allow for deeper levels of understanding and engagement on the part of students, who in comprehensive educational programs will continue to revisit these core standards in increasingly sophisticated ways as they progress from Pre-K through Grade 12.
Innehållsförteckning
1. Introduction.- 2. Lessons learned from implementation of standards in other content areas.- 3. Pre K Engineering Education: What is core for standards-based planning and teaching at the beginning of the STEM pipeline?.- 4. The Development and Implementation of Standards-Based Technology and Engineering Curricula in Secondary Education.- 5. A Case Study of Excellence in Pre-Service Technology and Engineering Education Teacher Preparation.- 6. Professional development for in-service teachers: What does it mean to teach a standards-based technology curriculum.- 7. Teaching a standards-based curriculum: The school administrator perspective.- 8. Assessment of standards-based curricula and programs.- 9. Communicating about STEL to external audiences.- 10. Areas of research for STEL practitioners.
Om författaren
Dr. Scott R. Bartholomew is Assistant Professor of Technology & Engineering Studies at Brigham Young University, USA. Bartholomew actively teaches several undergraduate and graduate courses in STEM pedagogy, as well as overseeing and mentoring several student teachers each semester. A former middle school Technology & Engineering teacher, Bartholomew continues to be actively involved with K-12 education through teacher professional development and research initiatives. Bartholomew is Fulbright Scholar (Philippines), Member of the ITEEA board, and is actively involved in multiple curriculum and educational consulting endeavors.
Dr. Marie Hoepfl is Professor in the Department of Sustainable Technology and the Built Environment at Appalachian State University in Boone, North Carolina, USA, where she has worked since 1997. A former technology education classroom teacher, Marie has served in the field of technology education for over 40 years. Her professional activities includeediting Volumes 38-39 of the Journal of Industrial Teacher Education (JITE); co-editing the 2007 CTTE yearbook titled Assessment of Technology Education, and editing the 2016 CTETE yearbook titled Exemplary Teaching Practices in Technology and Engineering Education; and serving on the editorial review boards of The Technology and Engineering Teacher and the International Journal of Design and Technology Education. Marie served several terms on the CTTE/CTETE Executive Committee, including terms as Treasurer, Vice President, President, and Past President. While CTETE Past President (2016-2019), she also represented the Council on the ITEEA Board of Directors.
Dr. P John Williams is Professor of Education and Director of Graduate Research in the School of Education at Curtin University in Perth, Western Australia, where he teaches and supervises research students in STEM and technology education. Apart from Australia, he has worked and studied in a number of African and Indian Ocean countries and in New Zealand and the USA. His current research interests include STEM, mentoring beginning teachers, PCK, and electronic assessment of performance. He regularly presents at international and national conferences, consults on technology education in a number of countries and is Longstanding Member of eight professional associations. He is Series Editor of the Springer series Contemporary Issues in Technology Education and is on the editorial board of six professional journals. He has authored or contributed to over 250 publications and is elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession.
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