The application to present in the STEM Showcase in Milwaukee in 2015 is now closed. Contact Katie de la Paz to inquire about available slots.
Please consider applying to present in the STEM Showcase at the 2016 conference in Washington, DC. Information coming soon.
The 2015 Technology & Engineering STEM Showcase provides a forum to feature your best exemplar of technology and engineering instruction! Please come and share your STEM idea, technique, or best practice related to learning activities, marketing materials, career guidance, facility design, program design, assessment methods, equity, or classroom and laboratory management techniques. Showcasers are asked to illustrate a single element of technology or engineering teaching and learning that exemplifies good STEM instruction to share with conference participants. ITEEA will be compiling these exemplars to share online as well with our members.
We're sorry, the application to present in Milwaukee in 2015 is now closed.
Please consider applying for the 2016 conference in Washington, DC. Information coming soon!
THEME: BUILDING TECHNOLOGY AND ENGINEERING STEM PARTNERSHIPS
Applications should emphasize areas for partnerships within the K-12 instructional, educational, and classroom resources that technology and engineering educators can use at their schools and in their classrooms. Applicants should take care to show how their presentation links to one or more of the strands and what materials the classroom teacher will take home and be able to readily access and implement. Science, Technology, Engineering, and Mathematics (sTEm) is very much a “buzzword” on today’s educational landscape. Every teacher, school, district, and state has its own version of what sTEm means as well as how to help students engage in experiences that will prepare them for the 21st Century. Technology and Engineering is the foundation for making these experiences meaningful through integrative sTEm education. sTEm implementation embodies the spirit of partnerships—working collaboratively to reach common goals. Now is the time to examine linkages to the community and other content areas to further refine and define Technology and Engineering’s role. The 2015 Milwaukee Conference theme and strands are provided to address the important work that has been achieved and to showcase the progress.
STRAND 1: TECHNOLOGY AND ENGINEERING EDUCATION AS A LEADER IN STEM
Positioning Technology and Engineering Education as a leader in STEM is vital. While Technology and Engineering Education is a major contributor of STEM content knowledge, there is a basic need to continue building math and science partnerships and pursuing opportunities to promote the value of integrative STEM through Technology and Engineering Education. Educational experiences through integrative STEM should challenge students to pursue careers such as engineer, technician, and technology and engineering STEM teacher. Establishing methods for identifying and preparing new leaders is foundational to broadening and strengthening the profession.
STRAND 2: BUILDING PARTNERSHIPS FOR EXCELLENCE
Rich and engaging learning opportunities for students are important in Technology and Engineering Education. Businesses, universities, research facilities, government agencies, industrial companies, and many other entities have opportunities for partnerships to help transform learning. It is essential to embrace parent-community ties that involve active outreach to make school a welcoming place for parents, engage them in supporting their children’s academic success, and strengthen connections to other local institutions. Planning and implementing STEM Partnerships provides leadership opportunities, collaboration, classroom resources, funding, and teacher support.
STRAND 3: INTEGRATIVE STEM IN K-12 AND HIGHER EDUCATION
Integrative STEM education experiences support developing interest for populations that have historically struggled in STEM classes and are underrepresented in STEM higher education programs and professions. Integrative STEM education experiences provide opportunities for students to engage in ways that strengthen their identity with respect to STEM. The capability and confidence to teach across subjects will be critical for technology and engineering educators called upon to deliver integrative K–12 STEM education. Integrative STEM presents the opportunity to exploit the natural connections between STEM subjects such as Scientific Investigation and Engineering Design and Mathematical Analysis and Modeling as well as foster the development of Engineering “Habits of Mind.” Engineering “habits of mind” align with essential skills for technologically literate citizens in the twenty-first century. These include systems thinking, creativity, optimism, collaboration, communication, and attention to ethical considerations.
STRAND 4: STEM LINKAGES AND RELATIONSHIPS - WHAT HAVE WE LEARNED SO FAR?
Advancing Excellence In Technological Literacy: Student Assessment, Professional Development, and Program Standards, a companion document to Standards for Technological Literacy: Content for the Study of Technology (ITEA/ITEEA 2000/2002/2007), challenges the profession to involve and connect teachers, teacher educators/higher education, researchers, resource developers, school administrators, policy makers, technology student organizations, parents/communities, business/industries, museums, and professional organizations. Programs have embraced this challenge with exciting results. Sharing successes within the Technology and Engineering Education profession can lead to the next innovation in STEM Linkages and Relationships.