STEM Education: Preparing a Global Workforce for the Future. 23 October, 2016 (Nanjing Normal University)

Transcription

1 STEM Education: Preparing a Global Workforce for the Future 23 October, 2016 (Nanjing Normal University) STEM Education: Preparing a Workforce for the Future 2016, October 23 Nanjing Normal University Leading the STEM Charge: Connecting the Dots in the U.S. and Globally Steven Barbato, ITEEA Executive Director/CEO ITEEA/International Technology and Engineering Educators Association 1914 Association Drive, Suite 201 Reston, VA (USA) sbarbato@iteea.org Slide 1 STEM Education: Preparing a Global Workforce for the Future STEM 教育 : 培育未来的全球劳动力 23 October, 2016 (Nanjing Normal University) ( 南京师范大学 ) Leading the STEM Charge: Connecting the Dots in the U.S. and Internationally 为 STEM 冲锋陷阵 : 串联起散落在美国及全世界的 珍珠 Steven A. Barbato 史蒂文. 把巴托 Executive Director/CEO ITEEA 主席 sbarbato@iteea.org Esteemed colleagues and friends of Technology and Engineering Education Thank you, and Good afternoon, my name is Steven Barbato - I am Executive Director and CEO of the International Technology and Engineering Educators Association (ITEEA) based in northern Virginia just outside Washington, DC. I am here today to share with you how we can work collaboratively to bring about a new generation of creative problem solvers in our workforce and revitalize our efforts to create a technologically and engineering literate society! I want to deeply thank Dr. Gu, his team of colleagues, and you for this opportunity to collaborate with you today. The ITEEA China Center project will allow for us to explore pathways for us to collaborate globally. It is my humble honor today to participate with you!

2 Slide 2 国际技术与工程教育协会中国中心 International Technology and Engineering Educators Association China Center Through the establishment of ITEEA s International Center: China s technology and engineering professionals will have the opportunity to access and participate in essential activities to promote Technology and Engineering learning through Integrative STEM Education practices in Pre-k through grade 12. By this, I mean the delivery of technology and engineering design-based learning approaches will intentionally integrate the concepts, content, and practices of science and mathematics aligned with the content and practices of technology and engineering education. Integrative STEM Education is the interdisciplinary approach that is equally applicable at the natural intersections of learning within the continuum of content areas such as language arts, social studies, art, music, etc. Additionally, I-STEM Education crosses into and supports all educational environments and academic levels. (Adapted from Sanders & Wells, 2010 and Wells & Ernst, 2015) The key is delivering first class Professional Development at the early primary grades up through high school and to have world class teacher preparation programs pre-servicing and in-servicing teachers to be at their best! At the end of the day, this ITEEA China International Center Partnership will expand the educational outreach to improve our collective capacity to service all members at every level.

3 Slide 3 Global Status and Trends for Technology and Engineering Education 全球技术与工程教育发展现状与趋势 ITEEA has a strong tradition and extensive history of supporting technology and engineering educators at all levels across the country. Our research, professional development, curriculum, and assessment efforts are driven by the unique ability of our educators to utilize technology and engineering content and practices in order to bring STEM to Life for ALL students! The opportunity for ALL students to learn STEM through an engaging engineering design lens provides them the vital opportunity to become both technologically and engineering literate. Technology and engineering professionals must have multiple opportunities to access and participate in essential activities to promote Technology and Engineering learning through Integrative STEM Education practices in Pre-k through grade 12. By this, I mean the delivery of technology and engineering design-based learning approaches will intentionally integrate the concepts, content, and practices of science and mathematics aligned with the content and practices of technology and engineering education. Integrative STEM Education is the interdisciplinary approach that is equally applicable at the natural intersections of learning within the continuum of content areas such as language arts, social studies, art, music, etc. Additionally, I-STEM Education crosses into and supports all educational environments and academic levels. (Adapted from Sanders & Wells, 2010 and Wells & Ernst, 2015) The key is delivering first class Professional Development at the early primary grades up through high school and to have world class teacher preparation programs pre-servicing and in-servicing teachers to be at their best! At the end of the day, ITEEA s goal is to reach out and collaborate with technology and engineering educators globally to expand the educational outreach and ultimately improve our collective capacity to meet the needs of all students and build a strong workforce for the future!

4 Slide 4 Where Are We Now and Where Are We Going in Technology and Engineering Education? Our profession of technology and engineering education has grown over the past century to reflect the necessary changes our society has faced regarding the need to teach all citizens to understand and interact effectively in the world in which they live and adapt to on a daily basis. Moving from industrial arts, that included the content and practices of, and about the world of work through industrial materials, visual communications, and energy, power and transportation to Technology Education -- and now growing into Technology and Engineering education is a natural progression to meet the human needs, wants, and opportunities facing all of humankind on a daily basis.

5 Slide 5 The Study of Technology and Engineering 技术与工程学习 Many countries in the world have been and are now implementing the study of technology and engineering to increase their capabilities. We are seeing an increase in many countries throughout the world implementing the study of technology and engineering to increase their capabilities. China should be congratulated along with ITEEA s China International Center and excellent leadership for their important work in developing, delivering, and growing technology and engineering education through integrative STEM education.

6 Slide 6 In the United States, as well as in other countries, there is confusion about the term and meaning of technology and engineering education. In the United States as well as in other countries, there is confusion about the term and meaning of technology and engineering education. The USA has recently conducted and released national results from the first national assessment of educational progress in specifically Technology and Engineering Literacy Assessment (TEL) in grade 8. This TEL assessment affords the opportunity for education to exhibit how the instructional practices and learning in the PreK-8 grades have introduced a knowledge base for all students to succeed in becoming technology and engineering literate! Furthermore, this means that the T and E of STEM is set to take center stage as a significant part of the core instructional practices in the future in grades Pre-K 12. What this means for education, is that it challenges all of us to fully and energetically create public awareness, support, and the necessary resources for educators to employ in assuring that ALL students have gained the confidence in their overall academic skillset. This identifies that in education, everyone must come to understand what it means for ALL students to become technologically and engineering literate! We define this as: Technology and Engineering literacy is the capacity to use, understand, and evaluate technology as well as to understand technological and engineering principles and strategies needed to develop solutions and achieve goals -- technology and engineering literacy involves the mastery of a set of tools needed to participate intelligently and thoughtfully in society.

7 Slide 7 Science vs. Technology 科学 vs 技术 Deals with the natural world. Is very concerned with what is (exists) in the natural world. (i.e.: Biology, Chemistry, Physics, Astronomy, Geology, etc.) Deals with how humans modify, change, alter, or control the natural world. Is very concerned with what can or should be designed, made, or developed from natural world materials and substances to satisfy human needs and wants [Science and Technology as defined by STL] Science deals with the natural world. Technology, deals with how humans modify, change, alter, or control the natural world. Science is very concerned with what is (exists) in the natural world. For example, biology, chemistry, physics, astronomy, geology, earth and space science, and so on. Technology is ultimately concerned with what can or should be designed, made, or developed from natural world materials and substances to satisfy human needs, wants, and opportunities.

8 Slide 8 Science vs. Technology (Continued) Is concerned with processes that seek out the meaning of the natural world by inquiring, discovering what is, exploring, and using the Scientific Method. Is concerned with such processes that we use to alter/change the natural world such as Invention, Innovation, Practical Problem Solving, and Design. [Review slide content then summarize with the following] Science has a focus on discovering and exploring while technology invents, innovates and designs engineered solutions to human needs, wants and opportunities - Science is concerned with processes that seek out the meaning of the natural world by inquiry, discovering what is, exploring, and using the scientific method through experimentation. Technology and engineering is concerned with such processes that we use to alter/change the natural world such as invention, innovation, practical problem solving, and engineering design.

9 Slide 9 While technology and science have the natural and human made world as a common denominator, they are similar yet very different. Technology is not any more applied science than science is applied technology. [Review slide content] While technology and science have a common denominator being the natural world, they are similar yet very different. Technology is not any more applied science than science is applied technology.

10 Slide 10 Blending of Technology and Science 技术与科学的融合 Bio-Technology Engineering Nano-Technology Engineering Agri-Science Engineering Applied Optics Engineering Biological Engineering And many others [Review slide content] In today s world, we now have more of a Blending of Technology and Science : For Example: Bio-Technology Engineering, Nano- Technology Engineering, Agri-Science Engineering, Applied Optics Engineering, Biological Engineering, And many others.

11 Slide 11 Who is a technologically and engineering literate person? One who understands: What technology is and how it is engineered Technology is created through engineering design How the use of technology and engineering shapes society and, in turn, How society shapes technology development A person who is comfortable with and objective about the use of technology and engineering practices neither scared of it nor infatuated with it. [Review slide content] Who is a technologically and engineering literate person? This person is one who understands: What technology is and how it is engineered; How technology is created through human ingenuity and engineering design Habits of mind ; How the use of technology and engineering design shapes society and in turn, How society shapes the development of technology; A person who is comfortable with and objective about the use of technology and engineering practices neither scared of it nor infatuated with it. In the USA, the NAE (National Academy of Engineers) has identified the engineering habits of mind and are aligned with what many believe are essential skills for citizens in the 21st century. These include (1) systems thinking, (2) creativity, (3) optimism, (4) collaboration, (5) communication, and (6) ethical considerations. Systems thinking equips students to recognize essential interconnections in the technological world and to appreciate that systems may have unexpected effects that cannot be predicted from the behavior of individual subsystems. Creativity is inherent in the engineering design process. Optimism reflects a world view in which possibilities and opportunities can be found in every challenge and every technology can be improved. Engineering is a team sport ; collaboration leverages the perspectives, knowledge, and capabilities of team members to address design challenges. Communication is essential to effective collaboration, to understanding the particular wants and needs of a customer, and to explaining and justifying the final design solution. Ethical considerations draw attention to the impacts of engineering on people and the environment, including possible unintended consequences of a technology, the potential disproportionate advantages or disadvantages for certain groups or individuals, and other issues.

12 Slide 12 Technological and Engineering Literacy( 技术与工程素养 )Involves: Much more than knowledge about computers and digital electronics. Gaining a degree of knowledge about the nature, behavior, power, and consequences of technology from a real world perspective. (Designing Under Constraints) [Review slide content] Technology and engineering literacy involves much more than knowledge about computers and digital electronics. It involves gaining a degree of knowledge about the nature, behavior, power, and consequences of technology and engineering from a real world perspective. It is owning a process to design under constraints. For every human need, want, or challenge, there are 7 resources to utilize in gaining solutions. Tools and machines, materials, information, people, capital, energy, and time all of which are under constraints not unlimited in any resource.

13 Slide 13 So how( 如何教 ) do we educate our people to be technologically and engineering literate???????? [Review slide content] The big question is: How do we educate our people to be technologically and engineering literate? AND... [Next Slide]

14 Slide 14 What Content ( 内容 )should be taught in the study of technology that will provide technological and engineering literacy for all students? What content should be taught in the study of technology and engineering that will provide both technological and engineering literacy for all, yes all students?

15 Slide 15 There is a growing movement in some countries to teach the integrative subjects of Science, Technology, Engineering, and Mathematics (STEM). [Review slide content] There is a growing movement in some countries to teach the integrative subjects of Science, Technology, Engineering, and Mathematics as STEM.

16 Slide 16 Standards for Technological Literacy (STL)( 技术素养标准 ) (ITEA, 2000/2002/2007) presents the content for what every student should know and be able to do in order to be technologically literate. Review slide content] Standards for Technological Literacy (STL)(ITEA, 2000,2002/2007) presents the content for what every student should know and be able to do in order to be technologically and engineering literate. The past 50 years has taken us from Industrial arts to Technology Education to Technology and Engineering Education. The focus and goal is to deliver technology and engineering literacy! ITEEA s belief is Technology and Engineering Bring STEM To Life! it is what engages the students to learn by doing.

17 Slide 17 Technological and Engineering Literacy 技术与工程素养 Technology and engineering literacy is the capacity to use, understand, and evaluate technology as well as to understand technological and engineering principles and strategies needed to develop solutions and achieve goals! Technology and engineering literacy involves the mastery of a set of tools needed to participate intelligently and thoughtfully in society! Defining and understanding Technology and Engineering Literacy is a key to then effectively delivering I-STEM Education. A working definition I use for Technology and engineering literacy is: Technology and engineering literacy is the capacity to use, understand, and evaluate technology as well as to understand technological and engineering principles and strategies needed to develop solutions and achieve goals! Technology and engineering literacy involves the mastery of a set of tools needed to participate intelligently and thoughtfully in society!

18 Slide 18 Integrative STEM Education (I-STEM Education) I-STEM 教育 Integrative STEM Education refers to technological/engineering design-based learning approaches that intentionally integrate content and process of science and/or mathematics education with content and process of technology and/or engineering education. Integrative STEM education may be enhanced through further integration with other school subjects, such as language arts, social studies, art, etc. (Wells & Ernst, : As adapted from Sanders/Wells program documents ) Integrative STEM Education (I-STEM Education) is operationally defined as The application of technological and engineering design based pedagogical approaches to intentionally teach content and practices of science and mathematics education through the content and practices of technology and engineering education. Integrative STEM Education is equally applicable at the natural intersections of learning within the continuum of content areas, educational environments, and academic levels. (Wells & Ernst, : As adapted from Sanders/Wells program documents ) lead into TedTalk - I- STEM Education Defined: After reviewing the slide, provide example in the next slide by using the Ted Talk Video by Jane Chen.

19 Slide 19 What STEM Looks Like Ted Talk Video of Jane Chen s Project! A Warm Embrace That Saves Lives! The following TedTalk provides a rich and meaningful example of Integrative STEM Education in action. Jane Chen innovation based on human wants and needs and employs the designing under constraints model through engineering habits of mind!

20 Slide 20 整合的 STEM 教育 The opportunity is now for our profession to take a center stage in addressing and building student capacity to design real-world solutions! The Maker movement is great it is fun and exciting to see students of all ages actively engaged in doing and making, however, there is more to learning when doing then just the Building of a project. Focusing on the four areas of curriculum, assessment, professional development, and research, ITEEA s professional resource arm is the STEM Center for Teaching and Learning (1998). The STEM Center provides a bold and necessary platform that provides solid Curriculum, Assessment, Professional Development, and Research for our field.

21 Slide 21 What is Engineering bydesign (EbD)? 基于设计的工程教育 (EbD) ITEEA s STEM-Center for Teaching and Learning s has developed a critically needed standards-based national model for Grades K-12 that delivers Technological and Engineering Literacy. Engineering bydesign is a national Model Program that was developed in with the collaboration and leadership of a consortium of states, ITEEA Institutional Members, and the Science, Mathematics and Engineering (STEM) Community. The model, called Engineering bydesign is built on the Standards for Technological Literacy (ITEEA); Principles and Standards for School Mathematics (NCTM); and Project 2061, Benchmarks for Science Literacy (AAAS). More recently (2012) the entire K-12 program has cross walked with the Common Core State Standards including the Next Generation Science Standards. Engineering bydesign s major goal at inception was to develop a standards-based model and be able to replicate and scale the model around the world. The way to ensure that the EbD content was delivered consistently was to create EbD-Network Schools. Each school signs an agreement that enables them to access new curriculum and to pilot new innovations to the curriculum and assessments. EbD-BUZZ is the new delivery platform for Engineering bydesign.

22 Slide Engineering through design improves life. 2. Technology has affected and continues to affect everyday life. 3. Technology drives invention and innovation and is a thinking and doing process. 4. Technologies are combined to make technological systems. 5. Technology creates issues and impacts that change the way people live and interact. 6. Technology is the basis for improving on the past and creating the future. 7. Technology and Engineering, combined with Integrative STEM Education approaches, teaches real-world problem solving. 8. Technology uses inquiry, engineering design, and systems thinking to produce solutions. 9. Technological and Engineering design is a process used to develop solutions for human wants and needs. 10.Technological applications create the designed world. 组织原则 These organizing principles have guided the EbD development process and continue to push the envelope in making it possible to deliver Integrative STEM Education in engaging and exciting ways for ALL students.

23 Slide 23 K-12 Standards-Based Integrative-STEM Model The CORE: Technology, Engineering, Environment, Mathematics and Science K-12 I-STEM 课程体系 K-6 EbD-TEEMS NxtGen. (Technology Engineering Environment & Mathematics) The EbD-TEEMS Building Blocks in Grades K-5 are designed to help students to understand the world around them and how technology plays a role in making it easier for them to live. Building Blocks at each Grade provide focused content as they relate to the Next Generation Science Standards and the Common Core State Standards for Mathematics and English Language Arts. All Building Blocks include an emphasis on reading in a STEM Context. The Grade 6 Building Block is designed as a capstone experience for K-6 elementary schools. It includes all the same concepts as the K-5 Building Blocks but is much more rigorous and includes activities related to robotics, coding, and solving problems attributed to technology. Grades 6-8 Middle School The middle school courses are designed to build on experiences at the elementary level by delving more deeply into The Nature of Technology and how can it be used to solve technological problems of the day. Exploring Technology (Grade 6) provides an overview for students about what are the elements of technology. Students learn that something as simple as a wheel, or as complex as a space vehicle are considered technology. Students are introduced to problem/project-based learning through the use of the engineering design process. They engage in hands-on lessons that provide a foundation for the next course in the sequence Invention and Innovation (Grade 7) uses the knowledge that students gain in 6 th Grade by identifying problems that can have technological solutions. Using the engineering design process they brainstorm solutions, research the best and the worst solutions based on criteria and constraints, and create, document, and present their best solutions.

24 Technological Systems (Grade 8) applies the knowledge and skills that student obtain in Grades 6 and 7 through the study of how the elements of technology can be combined to create a System or Systems. Here students learn how core technologies interact with each other to create technological systems to address human wants and needs. Grades 9-12 High School The high school program is based on the concept that students have learned about technology, that the core technologies can be combined to create systems and now apply that knowledge to the designed world. Through the study of medical, agricultural and biotechnologies, energy and power, information and communication, transportation, manufacturing, and construction technologies students engage in learning how technologies can be put to productive use around the globe. With the exception of Foundations of Technology and Engineering Design, courses may be delivered at different grade levels. Foundations of Technology (Grade 9) is the introduction to the designed world and provides students with the broad overview of how technologies improve all facets of the designed world. A more in-depth look at the engineering design process and how criteria and constraints affect decisions about design. Additionally, the course covers technology trade-offs, how failure can improve designs, and technology solutions can be good or bad. Technology and Society (Grades 10-11) is designed to focus on technological decision-making. What are the technological issues and impacts of a technological design? Student s research, design, and build solutions based on societal needs and wants. Technological Design (Grades 10-11) focuses on design elements when developing solutions to technological problems. While some solutions are more straight forward, others are more complex and require more design and modeling before a final design can be created and constructed. Advanced Design Applications (Grades 10-11) is an in-depth study of the designed world to include: manufacturing, energy and power, construction, and manufacturing technologies. The course objectives are aligned with engineering programs so students may receive post-secondary credit for this course. Advanced Technological Applications (Grades 10-12) is an in-depth study of the designed world to include: information and communication, medical, agriculture and related biotechnologies, and entertainment and recreation technologies. Engineering Design (Grade 12) is the Engineering bydesign capstone course and combines all previous study about the nature of technology and the designed world. One half of the year students explore complex problems and develop complex solutions. The 2nd half of the year students learn how to manage complex technological projects and prepare them for living and leading in a technological world.

25 Slide 24 Engineering for All Food: Vertical Farming Engineering for All Water: The World in Crisis Each six-week unit is based on NGSS Project Goals: o o o o Promoting the potential of engineering as a social good. Revisiting overarching themes (design, modeling, systems, resources, and human values) Using authentic social contexts for teaching and learning STEM ideas and practices. New Middle School Curricula 新中学课程 Using Informed Design as the core pedagogical methodology. The new courses being developed this year include the Engineering for ALL NSF funded project led by Hofstra University and assisted by ITEEA are on FOOD and water at the middle school grade levels. These two contexts provide a very rich and engaging integrative stem education approach at the middle school level. Project goals promote the potential of engineering as a social good. The overarching themes of design, modeling, systems, resources, and human values are driven home through a delivery of open-ended problem solving and utilizing engineering habits of mind. These units utilize authentic social contexts for teaching and learning stem ideas and practices.

26 Slide 25 Digital Initiatives 数字行动 Professional Learning Communities (PLCs) around Integrative STEM Education; I-STEM FocalPoints; EbD-BUZZ: Engineering bydesign PD / Author Development / NTEC Training / ATEC Certification; EbD-BUZZ: Network Schools Foundations of Technology Student Online Version 6E Learning bydesign [Explain Digital Initiatives] ITEEA is utilizing digital initiatives and taking advantage of the new website interface to help address professional development needs throughout our elementary, middle school, and high school levels. A few of these include implementing professional learning communities around integrative stem education, Engineering bydesign learning management system, Foundations of Technology online course and implementing the 6e- Learning bydesign model.

27 Slide 26 6E 教学模式 Each EbD lesson is developed using the 6E Learning bydesign instructional approach. (walk audience through model.

28 Slide 27 Do We Teach engineering or Engineering? 我们培养工程思维还是工程师? little e used as a verb to teach all students to think or learn to engineer or use engineering concepts big E used as a noun to prepare students to be Engineers career oriented DO WE TEACH engineering or ENGINEERING? Is it with a small e or Large E? This is an important concept for the participants to understand. Engineering bydesign is clearly about the little e used as a verb use engineering concepts. The VERY IMPORTANT concept on this slide is that EbD or engineering with a little e is for ALL students Engineering is for a limited audience (not everyone in the world is an Engineer) If we do the little e (EbD ) correctly, then it is true that we will be preparing students for the BIG E. Do we teach engineering or Engineering? Our core strength is teaching engineering as a verb to teach all students to think and learn to engineer or use engineering concepts in context. There will obviously be a natural fallout of some students becoming engineers, however this is not the primary goal.

29 Slide 28 I-STEM Education Professional Learning Community I-STEM 教育专业学习社区 Designing a community of practice for current teachers, preservice teachers, graduate students, and other stakeholders for successful implementation of Integrative STEM Education Example: Housed in ITEEA s LMS, EbD-BUZZ, and grounded in 10 monthly interactive online sessions during academic year comprised of presentations, discussions, networking, and Q&A opportunities. [Review slide content] Designing a community of practice for teachers, preservice teachers, graduate students, and other stakeholders for successful implementation of Integrative STEM education.

30 Slide 29 I-STEM Education Professional Learning Community PLC Course/Session Themes Nature and Definition of I-STEM Education Whole School Engagement; Funding Your Integrative STEM Education Initiatives Collaboration Among Disciplines: Integrative Themes, Projects, and Design Challenges Maximizing Your STEM Lab: Best Practices Collaborative Development of Formative and Summative Assessments Iterative Nature of Engineering Design Processes Teacher Leadership Opportunities; Classroom Management for Problem Identification, Problem Solving, and Creative Outcomes Field Testing and Action Research Getting the Word Out: Sharing, Advocacy, Conference Presentations, and Publication Now what? Stretch Goals, Avoiding Complacency, Continuous Improvement The STEM CTL has established these PLC Course/Session Themes Nature and Definition of I-STEM Education Whole School Engagement; Funding Your Integrative STEM Education Initiatives Collaboration Among Disciplines: Integrative Themes, Projects, and Design Challenges Maximizing Your STEM Lab: Best Practices Collaborative Development of Formative and Summative Assessments Iterative Nature of Engineering Design Processes Teacher Leadership Opportunities; Classroom Management for Problem Identification, Problem Solving, and Creative Outcomes Field Testing and Action Research Getting the Word Out: Sharing, Advocacy, Conference Presentations, and Publication Now what? Stretch Goals, Avoiding Complacency, Continuous Improvement

31 Slide 30 I-STEM FocalPoints; There are many definitions of what STEM is, but only one standards-based model that intentionally integrates content in context. Administrators and teachers alike will find strategies for integrating STEM for their school. Experience a new standards-based model for integrating STEM through I-STEM FocalPoints and how connecting the STEM dots can drive school reform and validate STEM content across Science, Technology and Engineering, Mathematics, English Language Arts, and NAE s Engineering Habits of Mind. Due for release during the Spring of 2017, there will be primers on implementation and a new way to look at standards to reduce the silo delivery of content across Science, Technology, Engineering, and Mathematics.

32 Slide 31 Why FocalPoints TM? Designers of integrated STEM experiences need to attend to the learning goals and learning progressions in the individual STEM subjects so as not to inadvertently undermine student learning in those subjects. Programs that prepare people to deliver integrated STEM instruction need to provide experiences that help these educators identify and make explicit to their students connections among the disciplines. Recommendations from the report; STEM integration in K-12 education: Status, prospects, and an agenda for research. National Research Council, So why Focal Points? Designers of integrated STEM experiences need to attend to the learning goals and learning progressions in the individual STEM subjects so as not to inadvertently undermine student learning in those subjects. Programs that prepare people to deliver integrated STEM instruction need to provide experiences that help these educators identify and make explicit to their students connections among the disciplines.

33 Slide 32 Envisioned through Scenarios 课例 FP # 3: Renewable Energy Resources Scenario Students will study the use and development of renewable energy resources. They will use engineering processes and design to generate energy using solar, wind, or water power to move an object for a specific amount of time or distance. Literature connections include The Boy Who Harnessed the Wind (by William Kamkwamba). Scenarios will be used in Focalpoints to provide a real-world challenge and engage students at any level:

34 Slide 33 Grade 5 Example 以五年级为例 DOMAIN (Primary) Knowing Thinking Doing ORGANIZATIONAL THEME I-STEM Content Nature of I-STEM I-STEM Impacts I-STEM Context Processes of I-STEM FocalPoint 1.0 (Matter, 5.0 (Discoveries and Measurement, and Inventions) Problem Solving) Recording and Understand structures graphing (5-G-A-2) and properties of the patterns of daily matter (Content changes associated NGSS 5-PS1-1) though with the orbits of the experimentation in Earth and Moon problem solving (STL (5ESS1-2) and the 10) using volumetric influence of these measurement (5-MD- discoveries to create C3) to solve an new technology in engineering problem history (sun dial, (ESTS1) sextant, compass, time) (STL-7) I-STEM Context (secondary) See also STL 13 for using information to identify patterns I-STEM Content (secondary) 2.0 (Impacts of Earth 6.0 (Natural and 3.0 (Designing with and Human Human made systems) substances) Activities) The Earth systems Applying the design Investigating interact in multiple process (STL 11) to impacts of ways to affect its combine two or more technology on the surface materials and substances to create a environment that processes (5-ESS2-1) new substance (NGSS 5- effect (STL -5) Earth that lead to PS1-4) for solving a and Human activity technologies to monitor problem or meet a need (5-ESS3-1NGSS) by these natural systems using evidence within integrating (radar for weather, sea multiple reference texts information from floor mapping, glacier as sources (W-5-9) multiple print or movement, maps (STL digital sources (RI-5-13). 7). I-STEM Content Nature of I-STEM (co- (secondary) Primary) I-STEM Content (Secondary) [Review slide content] students ability of knowing, thinking, and doing are integrally designed through the curricular focus for the content, skills, assessment, and resources needed to enable all students in becoming both technologically and engineering literate.

35 Slide 34 DOMAIN: Organizational Theme: Focal Point # 1: Grade 5 Example Knowing I-STEM Content (primary) I-STEM Context (Secondary) (Matter, Measurement, and Problem Solving) Understand structures and properties of matter (Content NGSS 5-PS1-1) though collaborative experimentation in problem solving (STL 10) using volumetric measurement (5-MD-C3) to solve an engineering problem (ESTS1). (NAE Habits of Mind: Collaboration) Enduring Understanding: Students will understand that matter is composed of particles too small to be seen by gathering data, taking measurements, and drawing conclusions in order to make informed engineering design solutions. Essential Questions: 1. How can technology be used to provide evidence to explain that matter exists on a very small scale even when it can t be seen? 2. Why are mass and volume measurements important to understanding properties of matter? 3. How can technology be designed and used to measure properties of matter? 4. How can the properties of matter be used to solve problems and create new technologies? Performance Expectations: Students who demonstrate an understanding can: 1. Develop a model to describe that matter is composed of particles too small to be seen. 2. Accurately measure volumes and mass of matter 3. Solve problems through creation of technologies that demonstrate their understanding of properties of matter. [Review slide content] the enduring understanding, essential questions, and performance expectations challenge the students to exceed their expectations.

36 Students Assessment Slide 35 40,000 EbD Online Assessment EbD 在线测试 37,000 * 35,000 30,000 25,000 20,000 15,000 10,000 5, DATA ON SCHOOLS IMPLEMENTING EbD the Engineering bydesign online student assessments have been a rich resource for us to gain data on how students are progressing. We will be utilizing this data in our Focal Points development and other research articles published in the future.

37 Slide 36 STEM Education: A National Imperative STEM 教育 : 国家的当务之急 The nation s STEM educators are working diligently to prepare this future workforce and the next generation of scientists, engineers, innovators, and entrepreneurs critical for future economic growth and prosperity. We need our Government to ensure the following: Equitable access to high-quality STEM learning experiences for all students and their communities; The promotion of STEM literacy and competencies for all students; STEM in the USA is taking on a collaborative approach. In 2014, The USA STEM Association Executive Directors/CEO s began meeting on a regular basis to create a platform that connects and supports our common goals. The groups consist of ITEEA International technology and Engineering Educators Association, NSTA National Science Teachers Association, ASEE American Society for Engineering Educators, NCTM National Council of Teachers of Mathematics, and ISTE International Society for Technology in Education. We recently produced a draft to share with the new president in November to show our commitment, as well as needs for government support of building strong STEM programs in K-12 and in higher education teacher preparation programs. The nation s STEM educators are working diligently to prepare this future workforce and the next generation of scientists, engineers, innovators, and entrepreneurs critical for future economic growth and prosperity. We need our Government to ensure the following: Equitable access to high-quality STEM learning experiences for all students and their communities; The promotion of STEM literacy and competencies for all students; Funding for innovation and technologies to implement STEM initiatives;

38 Slide 37 STEM Education: A National Imperative STEM 教育 : 国家的当务之急 Funding for innovation and technologies to implement STEM initiatives; Quality leadership and support for STEM in-service teachers and preservice providers (through discipline-specific and integrated STEM programs) that promote innovation and superlative STEM teaching and learning that includes integrated changes in research-based curriculum, technology, teacher professional development, and assessment, as well as strong school leadership; School- and state-defined strategies for achieving scale for STEM learning, and STEM school experiences that foster long-term sustainability; and Engagement in STEM education by multiple stakeholders from the business, professional, informal, research, and education communities and from elected officials all of which are vital to the success of STEM schools. Continuing the requests include: Funding for innovation and technologies to implement STEM initiatives; Quality leadership and support for STEM in-service teachers and preservice providers (through discipline-specific and integrated STEM programs) that promote innovation and superlative STEM teaching and learning that includes integrated changes in research-based curriculum, technology, teacher professional development, and assessment, as well as strong school leadership; School- and state-defined strategies for achieving scale for STEM learning, and STEM school experiences that foster long-term sustainability; and Engagement in STEM education by multiple stakeholders from the business, professional, informal, research, and education communities and from elected officials all of which are vital to the success of STEM schools. To achieve these goals, the new Administration must propose and strongly encourage Congress to provide the highest possible funding for the STEM-related programs outlined in the Every Student Succeeds Act. These programs are primarily in Title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) and Title IV-A (Student Support and Academic Enrichment Grants), which will provide funds for STEM instruction and supports to high-need students in targeted districts and schools.

39 Slide 38 ITEEA s International Center: China Website Resources ITEEA 中国中心网络资源 ITEEA s China Center: [Review slide content] Please be sure to visit the ITEEA International Center pages, which include a dedicated China Center page. We will be building additional resources with your input and the leadership of our partnership with Dr. Gu and Nanjing Normal University! Our goal is that you become a lifelong, active professional participant!

40 Slide 39 Journal Subscriptions: 期刊征订 Technology and Engineering Teacher 技术与工程教育教师 Dear ITEEA subscriber, Your electronic Technology and Engineering Teacher publication is here! In order to view the journal, you must be logged in to your account on the ITEEA website. Click on the link below and enjoy the Volume 76, No. 3, November 2016 issue of TET. We welcome any comments or suggestions you may have and hope you enjoy this informative publication at Please note that, with the advent of the updated ITEEA website, that you can now view each issue in either pdf or html format. In order to view the journal, you must be logged in to your account on the ITEEA website. Please keep in mind that many years worth of past issues are archived on the ITEEA website at The journal will be ed to you as a member of ITEEA through the International China Center. The website access with your member login and password will also give you access to each of the previous journals as well. This information is an example of the you will relieve for each published journal.

41 Slide 40 Journal Subscriptions: 期刊征订 Technology and Engineering Teacher Technology and Engineering Teacher is ITEEA's flagship journal. The journal is peer-reviewed and is a valuable part of your ITEEA membership. It is a useful, interesting tool for technology education professionals from elementary teachers to junior high, middle, and high school classroom teachers as well as teacher educators. Content includes reports of current trends in technology and engineering education, technology and learning activities, program articles, news, calendar, etc. Published eight times per year. As an international group member, you will regularly receive the Technology and Engineering Teacher is ITEEA's flagship journal. The journal is peer-reviewed and is a valuable part of your ITEEA membership. It is a useful, interesting tool for technology education professionals from elementary teachers to junior high, middle, and high school classroom teachers as well as teacher educators. Content includes reports of current trends in technology and engineering education, technology and learning activities, program articles, news, calendar, etc. Published eight times per year.

42 Slide 41 Children s Technology and Engineering Teacher 儿童技术与工程教育教师 Children's Technology and Engineering (CTE) Winner of ASAE's Gold Circle Award for Most Improved Journal and produced electronically four times each school year, Children's Technology and Engineering is a dynamic, practical journal for anyone interested in technological literacy in Grades K-6. Redesigned to allow ITEEA to nearly double the amount of content to provide more hands-on activities. Children's Technology and Engineering is a theme-based journal. The theme for Volume 21 ( school year): A Focus on Standards for Technological Literacy With the following subthemes for each issue: 21-1: The Nature of Technology 21-2: Technology and Society 21-3: Design and Abilities for a Technological World 21-4: The Designed World Additionally, each group member will have access to the Children's Technology and Engineering (CTE). The CTE is a Winner of ASAE's Gold Circle Award for Most Improved Journal and produced electronically four times each school year, Children's Technology and Engineering is a dynamic, practical journal for anyone interested in technological literacy in Grades K-6. Redesigned to allow ITEEA to nearly double the amount of content to provide more hands-on activities. Children's Technology and Engineering is a theme-based journal. The theme for Volume 21 ( school year): A Focus on Standards for Technological Literacy With the following subthemes for each issue: 21-1: The Nature of Technology 21-2: Technology and Society 21-3: Design and Abilities for a Technological World 21-4: The Designed World

43 Slide 42 The International Technology and Engineering Educators Association (ITEEA) Students Who Study Technology and Engineering Bring STEM to LIFE! ITEEA s goal is to produce students with a more conceptual understanding of technology and engineering and its place in society. These students are able to conceptualize and evaluate new technologies that they may have never before seen. By doing and making, children are able to become makers for the future. ITEEA s goal is to produce students with a more conceptual understanding of technology and engineering and its place in society. These students are able to conceptualize and evaluate new technologies that they may have never before seen. By doing and making, children are able to become makers for the future.

44 Slide 43 Creating Integration By Design! 创造融合 -- 通过设计 The end goal is Creating Integration by Design Seamlessly.

45 Slide 44 Leadership in Professional Organizations Being an Active Participant! 积极参与专业组织, 发挥引领作用 We must have all technology and engineering professional actively engaged in our professional association activities in order to gain a synergistic effect.

46 Slide 45 Our professional abilities are what the educational arena is asking, actually demanding of our students as they graduate and move into higher education and the world of work! Current initiatives such as the Common Core with NGSS combine perfectly with STL to move us to FRONT and CENTER! STEM CTL mention the goals and formation from leaders within our field!

47 Slide 46 In conclusion 结论 The power and promise of technology and engineering education must be further enhanced to assure that all people are technologically and engineering literate in the future. [Review slide content] in conclusion, the power and promise of technology and engineering education must be further enhance to ensure that all people are technologically and engineering literate for productive workforce in the future and citizens as contributors to society.

48 Slide 47 Reflection Questions, & Discussion - MOVE TO NEXT SLIDE AND HIGHLIGHT THE PROFESSIONAL URGENCY BEING FELT IN AND OUT OF OUR PROFESSION!

49 Slide 48 谢谢! 国际技术与工程教育协会中国中心 International Technology and Engineering Educators Association China Center Shie Shie, Thank you!