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Engineering byDesign™

STEM±Center for Teaching and Learning™


Consortium Annual Products

2008-2009

2009-P1: Technological Issues and Impacts: A Standards-Based High School Model Course Guide.

2009-P2: Technological Design: A Standards-Based High School Model Course Guide.

 

2007-2008

2007-P1: Technological Systems: A Standards-Based Middle School Model Course Guide.

2007-P2: Advanced Technological Applications: A Standards-Based High School Model Course Guide: This guide is a standards-based, engineering related course designed for upper-level high school students, the goal of which is to provide an engineering or technical base for high school students who plan to continue their education in technical or engineering programs at the community college/university level. The course is comprised of four units of instruction in Information and Communication Technologies; Medical Technologies; Agriculture and Related Biotechnologies; and Entertainment and Recreation Technologies. The course uses a constructivist approach by allowing students to focus on solutions to problems with minimal constraints.

2006-2007

2007-P1: Invention and Innovation: A Standards-Based Middle School Model Course Guide: This guide provides a standards-based model for a problems-based middle school course. It includes standards/benchmarks that are being taught, guiding principles, big Ideas/concepts, units with lessons that include hands-on problems, and assessments at the course (pre and post tests), unit, and lesson levels. Mathematics and science concepts are integrated into all content, lessons and rubrics. Invention and Innovation (Grade 7) helps students to develop an understand design concepts used in invention and innovation through hands-on experiences. This will enable students to explore and understand ways in which technological knowledge, abilities, and skills are used to develop effective design and solutions to technological problems and improve these designs to create products that improve everyday life.

2007-P2: Advanced Design Applications: A Standards-Based High School Model Course Guide: This guide is a standards-based, engineering related course designed for upper-level high school students, the goal of which is to provide an engineering or technical base for high school students who plan to continue their education in technical or engineering programs at the community college/university level. The course is comprised of four units of instruction in Manufacturing Technologies, Energy & Power Technologies, Construction Technologies, and Transportation Technologies. The course uses a constructivist approach by allowing students to focus on solutions to problems with minimal constraints.

2005-2006

2006-P1: Exploring Technology: A Standards-Based Middle School Model Course Guide: This guide provides a standards-based model for a problems-based middle school course. It includes standards/benchmarks that are being taught, guiding principles, big Ideas/concepts, units with lessons that include hands-on problems, and assessments at the course (pre and post tests), unit, and lesson levels. Mathematics and science concepts are integrated into all content, lessons and rubrics. Exploring Technology helps students to develop an understanding of the scope of technology through hands-on experiences. This will help students experience and understand ways in which technological knowledge, abilities, and skills contribute to the effective design and solutions to technological problems.

2006-P2: Engineering Design: A Standards-Based High School Model Course Guide: This guide provides a model for a standards-based capstone high school course that prepares students to understand and apply engineering and design concepts. Engineering scope, content, and professional practices are presented through practical applications. It includes standards/benchmarks that are being taught, guiding principles, big Ideas/concepts, units with lessons that include hands-on problems, and assessments at the course (pre and post tests), unit, and lesson levels. Mathematics and science concepts are integrated into all content, lessons and rubrics. Students in engineering teams apply technology, science, and mathematics concepts and skills to solve engineering design problems and innovate designs. Students research, develop, test, and analyze engineering designs using criteria such as design effectiveness, public safety, human factors, and ethics. This course is the capstone experience for students who are interested in technology, innovation, design and engineering.

2004-2005

2005-P1: Technological Issues: A Standards-Based High School Model Course Guide: This guide will provide a model for a problems-based high school course. It includes standards that are being addressed, guiding principles, big Ideas/concepts, lessons that include hands-on problems, and unit, lesson and end-of-course rubrics. Students investigate critical historical and emerging issues affecting the creation, development, use, and control of technology. Case studies, simulations, research, design and problem solving, and group discussions and presentations are ways that student teams address complex issues and propose alternative solutions to technological developments. Global governmental, social, and economic policies concerning technology are also studied. Mathematics and science concepts are integrated into the content, lessons and rubrics.

2005-P2: Foundations of Technology: A Standards-Based High School Model Course Guide: This guide will provide a model for a beginning high school course that prepares students to understand and apply cornerstone technological concepts and processes. It includes standards that are being addressed, enduring understandings/concepts, lessons that include hands-on problems, and unit, lesson and end-of-course rubrics. Group and individual lessons engage students in creating ideas, developing innovations, and engineering practical solutions. Technology content, resources, and laboratory activities include mathematics and science concepts, and are integrated into the lessons and rubrics.

2003-2004

2004-P1: Technological Systems: A Standards-Based Middle School Model Course Guide: This guide provides an exciting problems-based middle school course. It includes standards that are being addressed, interesting learning activities, and strategies for student assessment. Students work in teams to address systems design challenges.

2004-P2: Impacts of Technology: A Standards-Based High School Model Course Guide: This guide provides suggestions for developing a challenging design-based high school course. It includes standards that are being addressed, challenging hands-on learning activities, and strategies for student assessment. Students will assess the effectiveness of new ideas, innovations, and technological systems through analysis and redesign.

2002-2003

2003-P1: Invention & Innovation: A Standards-Based Middle School Model Course Guide: This guide provides suggestions for developing an exciting design-based course for middle school students. It includes standards and benchmarks being addressed, creative problem-based learning activities, and student assessment strategies.

2003-P2: Engineering Design: A Standards-Based High School Model Course Guide: This guide provides suggestions for developing an exciting design-based course for high school students. It includes standards being addressed, creative problem-based learning activities, and student assessment strategies. Learning activities provide for students to work in teams as they apply technology, science, and mathematics concept as they research, develop, test, and analyze engineering designs using criteria such as effectiveness, public safety, human factors, and ethics.

2001-2002

2002-P1: Measuring Progress: A Guide to Assessing Students for Technological Literacy: This guide addresses student assessment based on Standards for Technological Literacy: Content for the Study of Technology (ITEA, 2000). Detailed strategies for monitoring and assessing student progress and achievement in technology education for Grades K-12 will be presented. The guide features rubrics, portfolios, self-assessments, and other strategies.

2002-P2: Models for Introducing Technology: A Standards-Based Guide: This standards-based resource provides strategic directions for developing contemporary, standards-based beginning level units and thematic instruction compatible with Standards for Technological Literacy: Content for the Study of Technology (ITEA, 2000). Content includes curriculum goals and objectives, instructional strategies and sequences, content connections, and sample student assessment strategies.

2000-2001

2001-P1: Foundations of Technology: A Standards-Based High School Model Course: This guide provides strategic directions for developing a high school cornerstone course compatible with Standards for Technological Literacy: Content for the Study of Technology (ITEA, 2000). Content includes curriculum goals and objectives, content connections, instructional strategies and sequences, and sample assessment strategies.

2001-P2: Technology Starters: A Standards-Based Guide: This standards-based guide features ways the classroom teacher can implement beginning technological literacy standards. It highlight technology as a core and thematic subject in diverse school environments. Sample handouts, illustrated examples and classroom photographs provide clear guidance for implementation.

1999-2000

2000-P1: Exploring Technology: A Standards-Based Middle School Model Course Guide: This guide provides strategic directions for developing a contemporary, standards-based middle school course compatible with Standards for Technological Literacy: Content for the Study of Technology (ITEA, 2000) Content includes curriculum goals and objectives, instructional strategies and sequences, content connections, and sample student assessment strategies.

2000-P2: Teaching Technology: High School - Strategies for Standards-Based Instruction: This standards-based guide is written for the high school teacher to implement technological literacy standards in grades 9-12. It provides instructional methods, activities, and resources to implement technology education as a core subject in diverse school environments.

1998-1999

1999-P1: Guide to Develop Standards-Based Curriculum for K-12 Technology Education: This cornerstone guide provides a standards-based framework for developing K-12 technology education curriculum. Content includes goals and objectives, curriculum thrusts, and program criteria. Framework is based upon Rationale and Structure for the Study of Technology (ITEA, 1996) and with Standards for Technological Literacy: Content for the Study of Technology.

1999-P2: Teaching Technology: Middle School - Strategies for Standards-Based Instruction: This standards-based guide is written for the classroom teacher to implement technological literacy standards in grades 6-8. It features technology education as a core subject in diverse school environments. Methods, activities, and resources provide the instructional tools for effective technology teaching.


Consortium Annual Services

National Priority Conference

Consortium members establish strategic directions for the development of Consortium products and services in a two-day fall conference held in the Washington DC area.

Trainer Workshop

A workshop at the ITEEA Annual Conference is conducted each year to train workshop providers for each Consortium state. The content of the workshop features new model course guides. Participants receive hands-on experiences with the new materials from the authors of the model course guides. Each Consortium State may send as many as six workshop providers to the trainer workshops. The objective is to train workshop providers for each state so that they will have a readily available in-state capacity for providing professional development to teachers.


Professional Publication Series

This series of professional publications is based on Standards for Technological Literacy: Content for the Study of Technology (ITEA, 2000) and is designed for developing contemporary, standards-based K–12 technology education programs. This exclusive series features:

  • Direct references to technological literacy standards and benchmarks
  • Connections with other school subjects
  • Suggested contemporary methods and student activities
  • Guidance for developing exemplary programs to develop technological literacy

For more information see the Professional Publication Series page.

FOR MORE INFORMATION ON THE CONSORTIUM, CONTACT:

STEM±Center for Teaching and Learning™
1914 Association Drive, Suite 201
Reston, VA 20191-1539
(703) 860-2100 fax: (703) 860-0353
bburke@iteea.org


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