Engineering
byDesign™
STEM±Center for Teaching and Learning™
RESOURCES FOR EDUCATORS
Professional Publications Series
This series of professional publications is based
on Standards for Technological Literacy: Content for the
Study of Technology (ITEA, 2000/2002/2007) and is designed for developing
contemporary, standards-based K-12 technology education programs.
This exclusive series now features:
- Direct references to technological literacy standards and
benchmarks.
- Direct references to science and mathematics standards.
- Suggested contemporary methods and student activities.
- Guidance for developing exemplary programs to develop technological
literacy.
| High School |
|
|
Foundations of Technology, Second Edition
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. Available in print or as an electronic document on CD.
#P196
#P196CD |
|
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,
enduring understandings/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. Available in print or as an electronic document on CD.
#P198
#P198CD |
 |
Technological Design
A Standards-Based High School Model Course Guide
In Technological Design, engineering scope, content, and professional practices are presented
through practical applications. 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. Delivered on CD as an interactive electronic publication.
#P236CD |
 |
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: Manufacturing Technologies,
Energy and 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. Delivered on CD as an electronic publication.
#P200CD |
 |
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: 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. Delivered on CD as an electronic publication.
#P203CD |
 |
Engineering Design, Second Edition
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. Delivered on CD as an interactive electronic publication.
#P222CD |
|
Scientific & Technical Visualization I and II are courses focused on the principles, concepts, and
use of complex graphic and visualization tools as applied to the study of science and technology.
Students use complex 2D graphics, 3D Animation, editing, and image analysis tools to better
understand, illustrate, explain, and present technical, mathematical, and/or scientific concepts
and principles. Emphasis is placed on the use of computer-enhanced images to generate both
conceptual and data-driven models, data-driven charts, and animations. Science, math, and
visual design concepts are reinforced throughout each course. Delivered on CD as electronic publications.
#P242CD
#P243CD |
|
Teaching Technology: High School
Strategies for Standards-Based
Instruction
Teaching Technology: High Shool features contemporary
methods and activities for standards-based instruction in
high school for technological literacy. High school teachers
will be able to expand their instructional toolbox with
contemporary methods and teacher-tested activities that
are aligned with Technological Literacy Standards. A Resource
section recommends classroom materials that support high
school content and activities. This guide is essential for
implementing standards-based technology education instruction
in high schools. Available in print or as an electronic document on CD.
#P173
#P173CD |
| Middle School |
|
 |
Exploring Technology, Second Edition
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. Delivered on CD as an interactive electronic publication.
#P223CD |
 |
Invention and Innovation, Second Edition
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 and 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. Delivered on CD as an interactive electronic publication.
#P231CD |
 |
Technological Systems, Second Edition
A Standards-Based Middle School Model Course Guide
This guide is intended to teach students how technological systems work together
to solve problems and capture opportunities. A system can be as small as two components
working together (technical system/device level) or can contain millions of interacting devices
(user system/network level). We often break down the macro systems into less complicated
microsystems in order to understand the entire system better. However, technology is
becoming more integrated, and systems are becoming more and more dependent upon each
other than ever before. Electronic systems are interacting with natural (i.e., bio) systems as
humans use more and more monitoring devices for medical reasons. Electrical systems are
interacting with mechanical and fluid power systems as manufacturing establishments become
more and more automated. This course gives students a general background on the different
types of systems but concentrates more on the connections between these systems. Delivered on CD as an interactive electronic publication.
#P235CD |
 |
Teaching Technology: Middle School
Strategies for Standards-Based
Instruction
This guide presents contemporary methods and activities for standards-based
instruction for technological literacy. An addendum to the
technological literacy standards, Teaching Technology: Middle
School provides guidance to teachers for expanding their
instructional capabilities and in selecting appropriate
strategies. Activities are selected from national curriculum
projects and have been teacher-tested. Each classroom/laboratory
activity corresponds with relevant methods and standards.
The Resource section provides print and electronic resources
for middle level programs. This guide is essential for implementing
standards-based technology education instruction at the
middle level. Available in print or as an electronic document on CD.
#P167
#P167CD |
| Elementary School |
|
 |
Invention, Innovation, and Inquiry (I³).
These units for
technological literacy, Grades 5–6, are the result of an ITEEA project funded
by the National Science Foundation. This project is
so named because invention and innovation are the hallmarks
of technological thinking and action. Each unit has
standards-based content, suggested teaching approaches, and
detailed learning activities including brainstorming, visualizing,
testing, refining, and assessing technological designs.
Students learn how inventions, innovations, and systems
are created and how technology becomes part of people's
lives. Available on CD as electronic publications.
#P208 - P220
#P208CD - P220CD |
 |
Technology Starters: A Standards-Based Guide
This guide provides standards-based content, activities,
and resources for introducing technology content in selected
units of instruction. The information contained in this
guide will assist teachers in beginning to implement STL.
In addition, it can be used by state, provincial, and local
curriculum developers in creating standards-based curriculum. Available in print or as an electronic document on CD.
#P182
#P182CD |
 |
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, 2000/2002/2007). Content will include curriculum goals and
objectives, instructional strategies and sequences, content
connections, and sample student assessment strategies. Available in print or as an electronic document on CD.
#P186
#P186CD |
| EbD™ NASA-STEM Design Challenges |
|
 |
Designing Human Exploration: People, Education, and Technology
Integrated into the Engineering byDesign™ (EbD™) model program are standards-based instructional units for elementary, middle, and high school that are presented in the context of space exploration. These units are available separately and can be used as stand-alone units. In some cases, the units are an integral component of an EbD™ course; in other instances, the units can serve to augment an EbD™ course or to replace an entire unit in the course.
High School Units:
• Moving Cargo
• Transportation and Space
• Engineering Design for Human Exploration
• Lunar Growth Chamber
#P237CD
Middle School Units:
• Lunar Colonization
• Space Transportation: Reshooting the Moon
• Creating a Space Exploration Infrastructure
• Packing Up for the Moon
#P238CD
Elementary School Units:
• Moon Power
• Moon Munchies
#P239CD
Delivered on CD as electronic publications. |
|
Lunar Plant Growth Chamber Design Challenges:
STS-118 NASA Mission.
These challenges are for elementary, middle, and high school students and revolve around a lunar plant growth chamber to help supplement the diet of astronauts while living and working on the moon, as well as provide as sense of “home.” The Design Challenges include lessons, student and teacher resources, assessments, and materials lists. Moreover, the units integrate with the ITEEA model program for technological literacy known as Engineering byDesign™. Delivered on CD as an electronic publication.
#P230CD |
Technological Literacy Standards Series |
|
 |
Standards for Technological Literacy:
Content for the Study of Technology
Revised in 2007, Standards for Technological Literacy (STL) includes content standards for the study of technology in Grades K–12. It represents what every person should know and be able to do in order to be technologically literate. This document is designed for anyone who will be developing standards-based curricula as well as the technology education community at large because of its comprehensive treatment of the study of technology.
Available in print or as an electronic document on CD.
#P160
#P160CD |
 |
Advancing Excellence in Technological Literacy:
Student Assessment, Professional Development, and Program Standards
Advancing Excellence in Technological Literacy (AETL) is designed as a companion document to Standards for Technological Literacy. Like STL, AETL is based on the vision that all students can and should become technologically literate and was created to provide the means for implementing STL in K–12 laboratory-classrooms. Available in print or as an electronic document on CD.
#P184
#P184CD
|
 |
Technological Literacy for All:
A Rationale and Structure for the Study of Technology
The 2006 edition of Technological Literacy for All: A Rationale and Structure for the Study of Technology is a major rewrite of Technology for All Americans: A Rationale and Structure for the Study of Technology (ITEA, 1996) that enhances and updates the original edition considerably. It provides much more explanation of what technology and technological literacy are as well as why everyone needs to be technologically literate. This edition provides a logical transition from the 10 universals (processes, knowledge, and contexts) generated in the first edition into the 20 standards found in ITEA’s Standards for Technological Literacy (2000/2002/2007). Also included in this new edition are sections on the teaching of technology in Grades K–12 and beyond. Delivered on CD as an electronic publication.
#P214CD |
| Addenda to Standards Series |
|
 |
Realizing Excellence: Structuring Technology Programs
Realizing Excellence is considered the “umbrella” addendum to all the other STL/AETL addenda and is intended to help educators implement the program standards in Chapter 5 of AETL. It offers educators and other concerned individuals practical suggestions and hands-on tools for planning, developing, implementing, and evaluating standards-based technology programs. Available in print or as an electronic document on CD.
#P189
#P189CD |
 |
Planning Learning: Developing Technology Curricula
Planning Learning provides curriculum developers with a multi-step approach to developing and revising standards-based technology curricula, complete with practical suggestions and worksheets. The approach is a modification of the widely accepted backwards design model outlined by Grant Wiggins and Jay McTighe. Planning Learning is also closely aligned with the approach for student assessment that is outlined in the addendum entitled Measuring Progress. Available in print or as an electronic document on CD.
#P191
#P191CD |
 |
Developing Professionals:
Preparing Technology Teachers
Developing Professionals offers practical guidance for those who plan, implement, and/or evaluate the standards-based education of teachers of technology. It is intended to help users implement the professional development standards in Chapter 4 of AETL by addressing professional development at both the preservice and in-service levels, including the need for teacher candidates and teachers to become responsible for their own professional growth. Available in print or as an electronic document on CD.
#P190
#P190CD |
 |
Measuring Progress:
A Guide to Assessing Students
for Technological Literacy
Measuring Progress is a resource for teachers to use as they plan and implement standards-based student assessment. It is intended to help users implement the student assessment standards in Chapter 3 of AETL. The step-by-step approach presented is a closely aligned modification of the widely accepted backwards design model outlined by Grant Wiggins and Jay McTighe. The modification enables the approach to be applied to many levels of the program—course, unit, or lesson. Measuring Progress also provides a handy resource for information about a variety of assessment tools and methods, including descriptions, guidelines for use, and lists of advantages and disadvantages. Available in print or as an electronic document on CD.
#P187
#P187CD |
See the ITEEA Technological Literacy Product Guide for ordering information.
FOR MORE INFORMATION 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 |
