Paul Asunda, Miad Faezipour, Joshua Tolemy, Milo Engel
The scope and versatile nature of engineering and technology education as a discipline provide a platform for the integration of computational thinking (CT) into STEM education, accomplishing the goal of bringing not only computer science principles into the K-12 education but also the fundamentals of machine learning (ML) and artificial intelligence (AI) into the curriculum. Today, it is commonplace to say that artificial intelligence and machine learning technologies impact the workplace and continue to revolutionize as well as create new demands for solving daily world challenges. This article discusses the integration of computational thinking practices of decomposition, pattern recognition, algorithmic thinking, and abstraction as key to problem-solving practices that may enhance the development of AI and ML capabilities in high school students. The intent of this article is to contribute to ongoing discussions among educators, employers, parents, and all those concerned with how best to prepare a citizenry that is digitally revolutionized. Implications are offered for the assessment of CT integrated within STEM, curriculum, pedagogy, and professional development for STEM teachers.
{"title":"Embracing Computational Thinking as an Impetus for Artificial Intelligence in Integrated STEM Disciplines through Engineering and Technology Education ","authors":"Paul Asunda, Miad Faezipour, Joshua Tolemy, Milo Engel","doi":"10.21061/jte.v34i2.a.5","DOIUrl":"https://doi.org/10.21061/jte.v34i2.a.5","url":null,"abstract":"The scope and versatile nature of engineering and technology education as\u0000 a discipline provide a platform for the integration of computational thinking (CT) into\u0000 STEM education, accomplishing the goal of bringing not only computer science principles\u0000 into the K-12 education but also the fundamentals of machine learning (ML) and\u0000 artificial intelligence (AI) into the curriculum. Today, it is commonplace to say that\u0000 artificial intelligence and machine learning technologies impact the workplace and\u0000 continue to revolutionize as well as create new demands for solving daily world\u0000 challenges. This article discusses the integration of computational thinking practices\u0000 of decomposition, pattern recognition, algorithmic thinking, and abstraction as key to\u0000 problem-solving practices that may enhance the development of AI and ML capabilities in\u0000 high school students. The intent of this article is to contribute to ongoing discussions\u0000 among educators, employers, parents, and all those concerned with how best to prepare a\u0000 citizenry that is digitally revolutionized. Implications are offered for the assessment\u0000 of CT integrated within STEM, curriculum, pedagogy, and professional development for\u0000 STEM teachers.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135671691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Academic standards in the United States advocate for the integration of science, and technology and engineering (T&E) content and practices within the elementary grades (ITEEA, 2020; NGSS Lead States, 2013). However, elementary educators often receive limited preparation for developing and facilitating safer hands-on science and T&E learning experiences (Love, 2017a), which can contribute to their reluctance to integrate science and T&E instruction. This study addresses the issue by examining changes in elementary pre-service teachers’ (PSTs) views toward safety and perceived preparation to safely infuse design-based science and T&E instruction following participation in an integrative science, technology, engineering, and mathematics (STEM) education (Wells & Ernst, 2015) methods course. A cohort of 27 elementary PSTs were split into two class sections. The control group participated in a safety jigsaw lesson the first day of classes, whereas the experiment group participated in a safety warm-up activity at the beginning of every class throughout the 15-week semester. Findings indicate all participants reported significant gains in self-efficacy and expected outcomes toward safety, views about the percentage of time elementary integrative STEM lessons should include hands-on learning experiences, perceived knowledge of integrative STEM safety concepts, and perceived ability to safely teach integrative STEM lessons. Further analyses revealed no significant differences between the two class sections. Results suggest that, in addition to emphasizing and demonstrating required safety protocols before any activity, varying strategies used to embed safety instruction in methods courses can significantly increase elementary PSTs’ views toward safety in integrative STEM education.
{"title":"33 Years of the <em>JTE</em>: Visioning Forward","authors":"John Wells","doi":"10.21061/jte.v34i2.a.2","DOIUrl":"https://doi.org/10.21061/jte.v34i2.a.2","url":null,"abstract":"Academic standards in the United States advocate for the integration of science, and technology and engineering (T&E) content and practices within the elementary grades (ITEEA, 2020; NGSS Lead States, 2013). However, elementary educators often receive limited preparation for developing and facilitating safer hands-on science and T&E learning experiences (Love, 2017a), which can contribute to their reluctance to integrate science and T&E instruction. This study addresses the issue by examining changes in elementary pre-service teachers’ (PSTs) views toward safety and perceived preparation to safely infuse design-based science and T&E instruction following participation in an integrative science, technology, engineering, and mathematics (STEM) education (Wells & Ernst, 2015) methods course. A cohort of 27 elementary PSTs were split into two class sections. The control group participated in a safety jigsaw lesson the first day of classes, whereas the experiment group participated in a safety warm-up activity at the beginning of every class throughout the 15-week semester. Findings indicate all participants reported significant gains in self-efficacy and expected outcomes toward safety, views about the percentage of time elementary integrative STEM lessons should include hands-on learning experiences, perceived knowledge of integrative STEM safety concepts, and perceived ability to safely teach integrative STEM lessons. Further analyses revealed no significant differences between the two class sections. Results suggest that, in addition to emphasizing and demonstrating required safety protocols before any activity, varying strategies used to embed safety instruction in methods courses can significantly increase elementary PSTs’ views toward safety in integrative STEM education.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135671690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The scope and versatile nature of engineering and technology education as a discipline provide a platform for the integration of computational thinking (CT) into STEM education, accomplishing the goal of bringing not only computer science principles into the K-12 education but also the fundamentals of machine learning (ML) and artificial intelligence (AI) into the curriculum. Today, it is commonplace to say that artificial intelligence and machine learning technologies impact the workplace and continue to revolutionize as well as create new demands for solving daily world challenges. This article discusses the integration of computational thinking practices of decomposition, pattern recognition, algorithmic thinking, and abstraction as key to problem-solving practices that may enhance the development of AI and ML capabilities in high school students. The intent of this article is to contribute to ongoing discussions among educators, employers, parents, and all those concerned with how best to prepare a citizenry that is digitally revolutionized. Implications are offered for the assessment of CT integrated within STEM, curriculum, pedagogy, and professional development for STEM teachers.
{"title":"Changes in Students’ Design-Thinking Mindsets after Design-Based Learning with Respect to Gender and Prior Experiences in Design&nbsp;","authors":"Wilawan Phothong, Jiraporn Chaimongkol, Luecha Ladachart","doi":"10.21061/jte.v34i2.a.3","DOIUrl":"https://doi.org/10.21061/jte.v34i2.a.3","url":null,"abstract":"
 The scope and versatile nature of engineering and technology education as a discipline provide a platform for the integration of computational thinking (CT) into STEM education, accomplishing the goal of bringing not only computer science principles into the K-12 education but also the fundamentals of machine learning (ML) and artificial intelligence (AI) into the curriculum. Today, it is commonplace to say that artificial intelligence and machine learning technologies impact the workplace and continue to revolutionize as well as create new demands for solving daily world challenges. This article discusses the integration of computational thinking practices of decomposition, pattern recognition, algorithmic thinking, and abstraction as key to problem-solving practices that may enhance the development of AI and ML capabilities in high school students. The intent of this article is to contribute to ongoing discussions among educators, employers, parents, and all those concerned with how best to prepare a citizenry that is digitally revolutionized. Implications are offered for the assessment of CT integrated within STEM, curriculum, pedagogy, and professional development for STEM teachers.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135671689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of the book: The future of the professions: How technology will transform the work of human experts, by Susskind & Susskind","authors":"Nicholas R. Werse","doi":"10.21061/jte.v34i1.a.4","DOIUrl":"https://doi.org/10.21061/jte.v34i1.a.4","url":null,"abstract":"<jats:p>n/a</jats:p>","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135839382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we document a framework for developing recommendations toimprove a master's course for technology student teachers to better fosterresearch-inquiry attitudes. A French case study of seven years of the master'steacher education course is analysed. The study adopted a three-phaseeducational design research model: analysis and exploration, design andconstruction, and evaluation and reflection. The data consists of 54 mastertheses (2014-2021), the degree coursework documentation, and teachereducatorsnotes. In the end, a discussion is proposed on the practicesimplemented in the teacher education master’s degree course oriented toresearch-inquiry attitude and recommendations for potential enhancements totechnology teacher education.
{"title":"The Redesign of a Master’s Course for Technology Teacher Students to Better Foster Research-Inquiry Attitudes","authors":"Maria Antonietta Impedovo, John Williams","doi":"10.21061/jte.v34i1.a.2","DOIUrl":"https://doi.org/10.21061/jte.v34i1.a.2","url":null,"abstract":"In this article, we document a framework for developing recommendations toimprove a master's course for technology student teachers to better fosterresearch-inquiry attitudes. A French case study of seven years of the master'steacher education course is analysed. The study adopted a three-phaseeducational design research model: analysis and exploration, design andconstruction, and evaluation and reflection. The data consists of 54 mastertheses (2014-2021), the degree coursework documentation, and teachereducatorsnotes. In the end, a discussion is proposed on the practicesimplemented in the teacher education master’s degree course oriented toresearch-inquiry attitude and recommendations for potential enhancements totechnology teacher education.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135839380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Miscellany","authors":"Jim Flowers, Mary Annette Rose","doi":"10.21061/jte.v34i1.a.5","DOIUrl":"https://doi.org/10.21061/jte.v34i1.a.5","url":null,"abstract":"","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135839381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erik J. Schettig, Daniel P. Kelly, Jeremy V. Ernst, Aaron C. Clark
Success in post-secondary engineering graphics courses in technology andengineering often relies on self-efficacy, academic success, and mental rotationabilities. Using a facilitative instructor model, the Improving UndergraduateSTEM Education (IUSE) team applied active learning modules as supplementalmaterial at two post-secondary institutions in the United States of America, thenused a quasi-experimental design iterative study approach to investigate impactsin an introductory engineering graphics course. Active learning modules werecomposed of ten units that engaged students through relatable examples andpractices of foundational principles and applications of engineering graphics thatare heavily applicable to the Standards for Technological and EngineeringLiteracy. The modules were presented to students through an online learningmanagement system that encouraged elements of self-regulated learning.Measurements of self-efficacy, mental rotation ability, and academic successwere gathered. Differences in academic and non-academic indicators wereexamined in combination with students at risk of non-matriculation and studentsnot at risk of non-matriculation subgroups. Results from paired t-tests supportedprevious findings that there are positive impacts of supplemental materialsavailable to students. Students at risk of non-matriculation benefited from thecombination of active learning modules and supplementary video tutorialsresulting in greater self-efficacy and higher final exam scores than at-riskstudents whose modules did not include video tutorials. Students not at risk ofnon-matriculation had higher levels of self-efficacy and mental rotation abilitywhen video tutorials were not included. With this information, engineering,engineering education, and other STEM programs can model elements of activelearning modules to promote early student success in both subgroups.Furthermore, the IUSE team has published the material through open access foreducators and students to utilize.
{"title":"Facilitative Teaching Utilizing Active Learning Modules in Engineering Graphics: A Model for Promoting Success and Engagement in Technology and Engineering Education","authors":"Erik J. Schettig, Daniel P. Kelly, Jeremy V. Ernst, Aaron C. Clark","doi":"10.21061/jte.v34i1.a.3","DOIUrl":"https://doi.org/10.21061/jte.v34i1.a.3","url":null,"abstract":"Success in post-secondary engineering graphics courses in technology andengineering often relies on self-efficacy, academic success, and mental rotationabilities. Using a facilitative instructor model, the Improving UndergraduateSTEM Education (IUSE) team applied active learning modules as supplementalmaterial at two post-secondary institutions in the United States of America, thenused a quasi-experimental design iterative study approach to investigate impactsin an introductory engineering graphics course. Active learning modules werecomposed of ten units that engaged students through relatable examples andpractices of foundational principles and applications of engineering graphics thatare heavily applicable to the Standards for Technological and EngineeringLiteracy. The modules were presented to students through an online learningmanagement system that encouraged elements of self-regulated learning.Measurements of self-efficacy, mental rotation ability, and academic successwere gathered. Differences in academic and non-academic indicators wereexamined in combination with students at risk of non-matriculation and studentsnot at risk of non-matriculation subgroups. Results from paired t-tests supportedprevious findings that there are positive impacts of supplemental materialsavailable to students. Students at risk of non-matriculation benefited from thecombination of active learning modules and supplementary video tutorialsresulting in greater self-efficacy and higher final exam scores than at-riskstudents whose modules did not include video tutorials. Students not at risk ofnon-matriculation had higher levels of self-efficacy and mental rotation abilitywhen video tutorials were not included. With this information, engineering,engineering education, and other STEM programs can model elements of activelearning modules to promote early student success in both subgroups.Furthermore, the IUSE team has published the material through open access foreducators and students to utilize.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"315 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135839383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From the Editors","authors":"Jim Flowers, Mary Annette Rose","doi":"10.21061/jte.v34i1.a.1","DOIUrl":"https://doi.org/10.21061/jte.v34i1.a.1","url":null,"abstract":"","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"111 3S 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135839379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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