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Standards in K-12 Tech Literacy & Engineering: Implications for Design & Research

Standards in K-12 Tech Literacy & Engineering: Implications for Design & Research. Christian Schunn. Nov 10, 2009 — DRK-12 PI Meeting. Tech. Current Lay of the Land. Engr. ITEA 2000 + Technological Literacy Standards (and 2003 Advanced Excellence Standards)

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Standards in K-12 Tech Literacy & Engineering: Implications for Design & Research

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  1. Standards in K-12 Tech Literacy & Engineering:Implications for Design & Research • Christian Schunn Nov 10, 2009 — DRK-12 PI Meeting

  2. Tech. Current Lay of the Land Engr. • ITEA 2000+ Technological Literacy Standards • (and 2003 Advanced Excellence Standards) • NAE/NRC 2009 Committee Report on K12-Engineering • Ongoing NAE/NRC Committee on Whether There Should be National K-12 Engineering Education Standards

  3. Theme 1: Don’t be another silo (Integration is ) • Technology and Engineering are each as complex as Math and Science • Math & ELA dominate the curriculum under NCLB • Technology & Engineering competing with many others for remaining space • Symbiosis/Synergy creates new opportunities for curricular time and learning trajectories S C I E N C E E N G L I S H H I S T O R Y M A T H ? The Silos

  4. 21st Century Thinking Skills Engineering Design English Language Arts Theme 2: The Center of STEM & Beyond “Mathematics and technology have a ... more distant relationship.” Math Technology “Math is the language of science” “Science and technology are like conjoined twins.” Science

  5. Implications for Curric. Design • New Engineering/Technology silo units unlikely to get broad uptake

  6. Implications for Curric. Design • New Engineering/Technology silo units unlikely to get broad uptake • To include other discipline topics means to include standards-based topics

  7. Implications for Design ofTeacher Prof. Development • Existing teaching pool poorly equipped for STEM integration (content knowledge and PCK): We need educative models for how teachers help students to make S,T,E,M connections

  8. Implications for Ed Research • Open Questions: • Which forms of STEM connections for children produce short-term and/or long-term advantages for S, T, E, M learning? • What forms of STEM integration easier for existing teachers? • Can E and T really be integrated with no loss to S and M?

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