A Case Study of the Implementation of an Engineering Program into a High School Technology Education Classroom. Research in Engineering and Technology Education

Autor/inn/en	Shumway, Steven; Wright, Geoff
Institution	National Center for Engineering and Technology Education (NCETE)
Titel	A Case Study of the Implementation of an Engineering Program into a High School Technology Education Classroom. Research in Engineering and Technology Education
Quelle	(2009), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Teachers; Academic Standards; Observation; Selection Criteria; Engineering Education; Technology Education; Pedagogical Content Knowledge; Educational Policy; Educational Environment; Workshops; Inservice Teacher Education; Case Studies; Curriculum Implementation; Curriculum Development; Barriers; Design; STEM Education; Science Curriculum; Secondary School Curriculum; Federal Aid; Interviews; Utah + Suchen Sie Ihr Suchwort? Beobachtung; Selection criterion; Auslesekriterium; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernwerkstatt; Schulung; Lehrerfortbildung; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; STEM; Interviewing; Interviewtechnik
Abstract	Using a case study format, the authors' objective was to collect data related to the following research questions: (1) What criteria do teachers and districts use when selecting engineering design experiences for infusion into high school classes and which of these criteria are most effective?; and (2) What issues, opportunities, and constraints do teachers confront as they infuse engineering concepts into technology education? Findings include: (1) It is imperative that the teacher have a passion for technology beyond mere subject expertise and be willing to include contemporary techniques, tools, processes, and issues in the course; (2) Teachers need to ensure their administrators understand the need to have a contemporary technology education program focused on engineering; (3) Teachers need to be aware of contemporary technology and engineering education issues, trends, processes, techniques, standards, and tools; and (4) There will be obstacles when making the transition to (or adopting a new) technology and engineering program, however, they are limited to issues of facilities, administrative concerns, teacher training, and pedagogical issues. (ERIC).
Anmerkungen	National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail: ncete@usu.edu; Web site: http://ncete.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10