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Large-Scale Teacher Enhancement Projects Focusing on Technology Education

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Title: Large-Scale Teacher Enhancement Projects Focusing on Technology Education
Language: English
Authors: Burghardt, M. David, Hacker, Michael
Source: Journal of Industrial Teacher Education. Spr 2002 39(3):88-103.
Availability: National Association of Industrial and Technical Teacher Educators. Web site: http://scholar.lib.vt.edu/ejournals/JITE/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2002
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Educational Strategies, Educational Technology, Technology Education, Integrated Curriculum, Instructional Improvement, Program Effectiveness, Program Descriptions, Pedagogical Content Knowledge, Instructional Leadership, Unified Studies Curriculum, Science Curriculum, Mathematics Curriculum, Case Studies, Instructional Development
Geographic Terms: New York
ISSN: 0022-1864
Abstract: The co-authors have been co-Principal Investigators on two large-scale National Science Foundation-funded teacher enhancement projects for the past eight years. One of the projects focused on middle and high schools and the second focused on the elementary school. The design of each was different, reflecting the differing natures of the educational programs at each level, but the importance of including technology education was common to both. In both projects, instructional strategies characteristic of technology education (which the authors define as the study of the human-made world), established links with mathematics and science education (MST) and were made explicit through teacher practice. There was an interconnected MST thrust to the instructional strategies that were employed and the activities that were created or refined. In this article, the authors discuss the New York State Technology Education Network (NYSTEN) Project and the five-year "MSTe Project: Integrating Mathematics, Science, and Technology in the Elementary Schools." This article also offers some perspectives the authors have gained from the study and specific implications for technology education.
Abstractor: ERIC
Number of References: 2
Entry Date: 2008
Accession Number: EJ782303
Database: ERIC
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  Data: National Association of Industrial and Technical Teacher Educators. Web site: http://scholar.lib.vt.edu/ejournals/JITE/
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  Data: The co-authors have been co-Principal Investigators on two large-scale National Science Foundation-funded teacher enhancement projects for the past eight years. One of the projects focused on middle and high schools and the second focused on the elementary school. The design of each was different, reflecting the differing natures of the educational programs at each level, but the importance of including technology education was common to both. In both projects, instructional strategies characteristic of technology education (which the authors define as the study of the human-made world), established links with mathematics and science education (MST) and were made explicit through teacher practice. There was an interconnected MST thrust to the instructional strategies that were employed and the activities that were created or refined. In this article, the authors discuss the New York State Technology Education Network (NYSTEN) Project and the five-year "MSTe Project: Integrating Mathematics, Science, and Technology in the Elementary Schools." This article also offers some perspectives the authors have gained from the study and specific implications for technology education.
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      – Text: English
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        PageCount: 16
        StartPage: 88
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Unified Studies Curriculum
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