The Journal of Technology Studies最新文献

{"title":"Networking Labs in the Online Environment: Indicators for Success.","authors":"Hilmi A. Lahoud, Jack P. Krichen","doi":"10.21061/jots.v36i2.a.4","DOIUrl":"https://doi.org/10.21061/jots.v36i2.a.4","url":null,"abstract":"Several techniques have been used to provide hands-on educational experiences to online learners, including remote labs, simulation software, and virtual labs, which offer a more structured environment, including simulations and scheduled asynchronous access to physical resources. This exploratory study investigated how these methods can be used from the learner's perspective to enhance the online learning experience by improving its effectiveness and maintaining students’ satisfaction while keeping the same level of standards and outcomes as face-to-face courses. Current and former online learners from several community and four-year colleges were surveyed to evaluate their experiences for utilizing different networking lab techniques. An analysis of survey results highlights the importance of lab accessibility to learner satisfaction and evaluates the interaction between learner experience and preference for networking labs. These results are used to recommend the best implementation practices and to guide future studies in online networking labs. Introduction Hands-on experience with network equipment is an essential aspect of learning computer networks, and historically it has been the mode of preparing professionals for careers in this field. It reinforces the conceptual framework of this discipline and provides the real-world experience demanded by employers in these professions (Nurul, 2006). The evolution of online learning and economic constraints have prompted the development of remote computer network laboratories and network simulation programs that closely mimic the operation of corporate computer networks (Lawson & Stackpole, 2006; Wong, Wolf, Gorinsky, & Turner, 2007) . To effectively prepare learners to transfer their learning in these environments to the enterprise, it is essential to compare the traditional network learning environment and the remote and virtual “simulated” environments. In particular, the impact of using an online learning context in conjunction with these lab scenarios must be explored because of the expanding number of online networking programs. Research exists that explores these relationships from the learner outcome perspective, but does not clearly indicate what aspects of the lab environments or learner characteristics might be related to these outcomes (Lawson & Stackpole, 2006). Because the online educational context can provide a flexible environment to accommodate individual learning characteristics, discovering these characteristics and the affect they have on learning will enable the development and maturation of more effective network labs. Background From the early days of distance learning, commonly referred to as Distance Education, and current online educational environments (elearning), teaching technical courses remotely has been a challenge. Educational institutions tried different aspects of teaching remote courses using hybrid methods, including video demonstrations, offline network labo","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122057224","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":"Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership.","authors":"C. Merrill, K. Devine, Joshua W. Brown, Ryan Brown","doi":"10.21061/jots.v36i2.a.3","DOIUrl":"https://doi.org/10.21061/jots.v36i2.a.3","url":null,"abstract":"In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science Partnership (MSP) grant, which was funded by the Federal Department of Education. The MSP is aimed at improving the content knowledge of mathematics teachers regarding the implementation of threedimensional (3-D) solid modeling in the mathematics classroom; the ultimate goal is to improve students’ learning in mathematics. The premise for this professional development grant can be found in the literature that suggests that there is a significant positive relationship between spatial visualization abilities and mathematical performance. Also, the literature implies that spatial ability and visual imagery play vital roles in mathematical thinking. Further, the professional development program maintains that spatial visualization and reasoning are core skills that all students should develop. Eight mathematics teachers from the PPSD and the LEA’s Mathematics Coordinator completed over 80 hours of professional development geared toward the improvement of teaching mathematics; they used 3-D solid modeling software (SolidWorks, 2009) during the summer and fall semesters of 2009 and during the spring 2010 semester, these teachers conducted action research projects based on their professional development. Formative and summative evaluation techniques were developed and","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132111152","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":"Factors Affecting College Students' Knowledge and Opinions of Genetically Modified Foods","authors":"C. Laux, G. Mosher, S. Freeman","doi":"10.21061/jots.v36i2.a.1","DOIUrl":"https://doi.org/10.21061/jots.v36i2.a.1","url":null,"abstract":"The use of biotechnology in food and agricultural applications has increased greatly during the past decade and is considered by many to be a controversial topic. Drawing upon a previous national study, a new survey was conducted of U.S. and international college students at a large, land-grant, Research University to determine factors that may affect opinions about genetically modified (GM) food products. Factors examined included nationality, discipline area of study, perceptions of safety, and awareness and levels of acceptance regarding GM food. Results indicated students born outside the United States had more negative opinions about genetically modified foods than did Americanborn students. Students who were studying a physical science-based curriculum had a more positive opinion of GM food than did students studying a curriculum that was not based in the physical science. In addition, students who reported a higher level of acceptance of genetically modified foods felt more positively about the safety of the technology. Introduction The use of biotechnology in food and agriculture has increased greatly during the past decade (Comstock, 2001; Knight, 2006). Global use of genetically modified (GM) plants has increased rapidly since their commercial introduction in 1996. Desirable traits (e.g., insect and herbicide resistance and improved nutritional content) have resulted in a large increase in the number of hectares planted globally. The prevalence of GM crops has increased every year since their introduction, and this will continue (James, 2008). Consumer opinions are important to the success of technological innovation in the marketplace. The purpose of this study was to examine college students’ opinions in the areas of awareness, acceptance, and safety of GM foods with regard to nationality and field of study. The survey model is based upon a national survey concerning biotechnology. Genetic modification of foods is one of many examples of the gap between scientists and nonscientists (Chappell & Hartz, 1998). Accordingly, Hoban (2001) stated that consumer awareness and understanding of biotechnology innovation has grown slowly. Despite the increased use of GM food products, GM technology is not well understood in the United States. Several recent surveys demonstrate this lack of understanding by the American public (Falk et al., 2002; Hallman & Hebden, 2005; Hallman, Hebden, Cuite, Aquino, & Lang, 2004). Although 60 to 70% of food products sold at supermarkets include ingredients using genetic modification, many consumers remain unaware of their use (Byrne, 2006). A lack of understanding among the public may lead to uncertainty about the safety of GM food products (Byrne, 2006, Hoban, 2001; Shanahan, 2003). Consumer opinion of GM food safety also differs by nationality (Knight, 2006). Research reveals that U.S. consumers are the least concerned about GM food safety issues whereas European and Asian consumers report more concern (Chern, ","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117009781","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":"Perceived Life Satisfaction of Workplace Specialist I Faculty and Mentors Participating in a First-Year STEM Teacher Training Project.","authors":"David Nickolich, Charles Feldhaus, Sam Cotton, Andrew J. Barrett, Jim Smallwood","doi":"10.21061/jots.v36i2.a.5","DOIUrl":"https://doi.org/10.21061/jots.v36i2.a.5","url":null,"abstract":"The purpose of this study was to measure perceived professional and personal life satisfaction of Indiana Workplace Specialist I (WS I) faculty and their mentors. Workplace Specialist I teachers are all first-year career and technical education (CTE) faculty who must complete the WS I training program to be eligible for the Workplace Specialist II teaching license. These new teachers bring significant professional skills and experience to the secondary classroom; however, none had completed traditional teachers college training before they were licensed. WS I faculty are assigned mentors during the first year of training. Mentors must have at least five years of kindergarten-12 (K-12) teaching experience, and typically they are CTE faculty members. During a WS I / Mentor training workshop, 84 first-year WS I faculty and 68 mentors were asked to take the Life Satisfaction Index for the Third Age (LSITA) in an effort to determine perceived overall life satisfaction; 105 total people participated in the study. Of these 105, 45 mentors perceived life satisfaction as higher than did the 60 first-year WS I CTE teachers. The results of the statistical analyses revealed statistical significance at the 0.1 level (0.068). When analyzing only participants (both mentors and WS I teachers who were 50 years of age or older, the results of the statistical analyses revealed a statistical significance at the 0.05 level (0.023) between the perceived life satisfaction results of the 10 first-year WS I faculty and the 28 mentors. Mentors who were 50 years of age or older had a higher level of perceived life satisfaction than did the first-year WS I faculty members of the same age group.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128351917","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":"Technology Education to Engineering: A Good Move?.","authors":"P. Williams","doi":"10.21061/JOTS.V36I2.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V36I2.A.2","url":null,"abstract":"Recent curriculum changes in the educational system of Australia have resulted in allowing optional Engineering course work to count for university entrance for students choosing to apply to a university. In other educational systems, Engineering is playing an increasingly important role, either as a stand-alone subject or as part of an integrated approach to Science, Mathematics, and Technology. These developments raise questions about the relationship between Engineering and Technology education, some of which are explored in this article. Introduction Curriculum agendas that include a proposed link between Technology and other curriculum areas rarely seem to favor Technology. When Science and Technology are offered in primary schools, science is prioritized, and consequently technology is not delivered well (Williams, 2001). This is a function of both primary school facilities and primary teacher training. Science and Technology offerings in secondary schools tend to be quite academic rather than practical (Williams, 1996). Numerous Science, Technology, and Mathematics (STM, SMT, or TSM) projects that have been developed around the world produce interestingly integrated curriculum ideas and projects, but these have rarely translated into embedded state or national curriculum approaches. This is partly because the school and curriculum emphasis on Science, Technology, and Mathematics is not equivalent across these areas. Even the earliest integrated approaches involving these subjects promoted reform in Science and Mathematics (LaPorte & Sanders, 1993) rather than the goals of Technology. Recently, Engineering, has been brought into the mix as a number of Science, Technology, Engineering and Math (STEM) projects have been developed, most significantly, in terms of numbers and influence, both in the United Kingdom and the United States. Again, the agenda for this type of amalgamation is not being driven by a desire to progress the goals of technology education; rather, it is being driven by a desire to improve Science and Mathematics education in order to increase the flow of STEM people into the workforce and to improve STEM literacy in the population (Barlex, 2008). Despite the idea that Mathematics and Science education can be improved by combining them with Engineering and Technology this has not been proved, and the concept of STEM literacy is a bit befuddling and ill defined. Much has been written about the synergistic relationships among Science, Mathematics, and Technology, particularly between Science and Technology. A succinct summary of these relationships has been provided by Kimbell and Perry (1991): Science provides explanations of how the world works, mathematics gives us numbers and procedures through which to explore it, and languages enable us to communicate within it. But uniquely, design & technology empowers us to change the made world. (p. 3) Allied with the STEM approach is a Technology education revisionary movement towar","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121155853","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":"Re-enJEANeering STEM Education: Math Options Summer Camp","authors":"V. Dave, Dawn G. Blasko, K. Holliday-Darr, J. Kremer, R. Edwards, Melanie Ford, Lucy Lenhardt, Barbara Hido","doi":"10.21061/jots.v36i1.a.5","DOIUrl":"https://doi.org/10.21061/jots.v36i1.a.5","url":null,"abstract":"Although the number of women majoring in engineering and engineering technology has increased in the last few decades, percentages lag behind those in other STEM disciplines. Young women often have misperceptions about the nature of engineering, and that leads to lack of interest. Engineering is often seen as men’s work. They do not understand how engineers can have a positive impact on society (Hersh, 2000). Math Options Summer Camp, a program that has been conducted during the past two summers, addresses these issues. The week-long camp was designed for girls entering ninth and tenth grade when they still have time to add math and science courses to their schedules. Unlike other summer STEM initiatives, this camp focused on the use of technology: an integrated jean bag project was used to introduce campers to different areas of engineering (electrical, mechanical, and plastics) in hands-on lab-based modules. In this article the camp is described and data on campers’ assessments of their experiences is provided. Workshop evaluations showed that the campers particularly enjoyed using technology in the labs and came away from the camp with a broader understanding of STEM careers. Introduction The demand for workers in the fields of science, technology, engineering, and math (STEM) is predicted to grow twice as fast as the overall rate of growth for workers in all occupations over the next five years in the United States (National Science Board, 2008). The question is: will there be enough people qualified to meet these demands? The National Center for Education Statistics predicts that the growth of undergraduate enrollments in the STEM fields over the next five years will only attribute to half of the demand for workers (U.S. Department of Education Institute of Education Sciences NCES, 2008). It is evident that something needs to be done to encourage young adults to enter these fields in order to prevent the United States from facing a severe shortage of engineers and scientists in the near future. One way of addressing the issue is to solve the problem of underrepresentation of women in many of the STEM fields. Table 1 shows the results of a 20-year study by the National Science Foundation (NSF, 2008). Women receiving undergraduate degrees are well represented in science, but they have a long way to go in technology, math, and engineering. Although the number of women in STEM fields is increasing overall, the numbers for math (26.8%), computer science (26.8%), and engineering (19.5%) are still woefully low. It is quite obvious that steps need to be taken to significantly increase the number of women in engineering and technology. Many factors contribute to the lack of women in the STEM fields, particularly in engineering and technology. One factor is that some girls find the requirements for higher level math and science to be intimidating while in middle school. This may result in a loss of confidence in their ability to do well in these areas","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117175088","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":"Using Motorsports Design Concepts to Further STEM Education","authors":"P. Hylton","doi":"10.21061/jots.v36i1.a.2","DOIUrl":"https://doi.org/10.21061/jots.v36i1.a.2","url":null,"abstract":"Few career paths are as dynamic, exciting, and engaging to potential Science, Technology, Engineering and Math (STEM) students as those in motorsports. Secondary school students, looking forward to their initial driver’s licenses and their first cars, are captivated by the speed and color of the sport. Indiana University Purdue University Indianapolis (IUPUI), which offers the first Bachelor’s Degree in Motorsports Engineering in the United States, has found motorsports to be an excellent mechanism for attracting STEM students, of both genders, regardless of demographic background. This article will discuss how this connection has been used to promote STEM growth. Introduction IUPUI has developed a program involving both Motorsports Engineering (Hylton, 2008) and Motorsports Engineering Technology (Hylton, 2007). With the rapid growth of academic motorsports programs, and the demonstrated interest by secondary school students who are investigating potential collegiate programs, it became clear that use of the technologies involved in motorsports was an excellent mechanism for engaging these students in STEM education. Concepts related to driving a race car or working on one were initially developed as components of broader pre-engineering curriculum modules associated with a summer camp (Campbell & Hylton, 2005) for students from low socioeconomic status and minority households. The concept of the friction circle, as shown in Figure 1, was introduced as a means of determining the limits of a car’s ability to travel around a corner at speed. The circle represents the limit of traction force that a race tire can supply. The tire’s capabilities can be used to supply forward acceleration, braking deceleration, lateral acceleration during cornering, or a combination of these. However, there is a limit to the traction force available from the tire, which results from its friction coefficient and the portion of the vehicle load that it is carrying. This limit is represented by the circumference of the circle. The vector combination of the forces on the tire cannot exceed the overall limit of the tire’s capabilities. Thus when the fore-aft (acceleration or deceleration) and lateral (sideways) force vectors are combined, the resultant must stay within the circle. Covertly, the objective of introducing the friction circle into the classroom module was to demonstrate the concept of vector math and to instruct students on how to use it. By using the theme of motorsports as a conveyance of STEM topics, the material was readily accepted by the students and they rose to the challenge. Motorsports Concepts In Curriculum In another example, students were challenged to develop an understanding of forces, couples, and moment arms. A torque wrench, like that used by the mechanics on a racecar, was utilized. This gave the students an opportunity to see how work was completed on the university’s racecar. In addition, it provided the opportunity for students to see how","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129616078","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":"Students' Attitudes toward STEM: Development of an Instrument for High School STEM-Based Programs.","authors":"M. Mahoney","doi":"10.21061/jots.v36i1.a.4","DOIUrl":"https://doi.org/10.21061/jots.v36i1.a.4","url":null,"abstract":"The intent of this study was to develop an instrument to measure the current level of attitude that students’ exhibit toward STEM education. The Concerns-Based Adoption Model, Taxonomy of Education Objectives – Handbook II, and other pertinent instruments were utilized as sources of inspiration for the instrument. The selected items were submitted to a panel of experts representative of STEM education. Initial pilot testing refined the instrument through principal components analysis and Cronbach’s alpha coefficients. The identified principal components aligned well with reviewed instruments. Reliability coefficients were strong for each of the principal components. Results of the combined analyses led to revisions of the instrument prior to a larger comparative study – a known-group comparison. A self-identified STEM-based high school program and a conventional college-preparatory program were compared. Principal components analysis and Cronbach’s alpha procedures were again applied to the data collected. The two samples were compared using three distinct independent variables – educational location, grade level, and gender. Each independent variable was analyzed for each principal component. MANOVA procedures were utilized. Male students indicated a statistically significant more positive attitude toward STEM when compared to the female students for the independent variable of gender. The statistical significance was demonstrated specifically for the content areas of technology and engineering. The results of the data analysis supported the proposed hypothesis. Based upon extensive review of the varied data analysis procedures implemented, the students’ attitudes towards the STEM instrument demonstrated positive examples of validity and reliability. Introduction In 1983, A Nation at Risk (National Commission on Excellence in Education [NCEE], 1983) established the resurgence for the science, technology, engineering, and mathematics (STEM) movement in education. The time is long past when American's destiny was assured simply by an abundance of natural resources and inexhaustible human enthusiasm, and by our relative isolation from the malignant problems of older civilizations. The world is indeed one global village. We live among determined, well-educated, and strongly motivated competitors. We compete with them for international standing and markets, not only with products but also with the ideas of our laboratories and neighborhood workshops. America's position in the world may once have been reasonably secure with only a few exceptionally well-trained men and women. It is no longer. (p. 10) The influence of this report and its recommendations are echoed in the feverish development of national standards produced by academic organizations such as the National Council of Teachers of Mathematics (NCTM), the American Association for the Advancement of Science (AAAS), the National Research Council (NRC), and the International Technology Education ","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127412689","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":"Staking the claim for the 'T\" in STEM","authors":"T. Kelley","doi":"10.21061/jots.v36i1.a.1","DOIUrl":"https://doi.org/10.21061/jots.v36i1.a.1","url":null,"abstract":"There are a number of examples in technology education history of multidisciplinary and interdisciplinary efforts linking technology education with other disciplines; however, there has never been a time in technology education where multidisciplinary and interdisciplinary efforts are not only promising but also may be essential for the prosperity of technology education. One important example of blurred boundaries caused by a multidisciplinary effort from our recent past was the Math, Science, and Technology (MST) movement in the early 1990s. The MST movement had an important impact on technology education, and a strong case can be made that the MST efforts of the 1990s paved the way for the recent STEM education initiatives. However, in this article, the author will seek to make the case that no previous multidisciplinary and interdisciplinary efforts within technology education’s history has such potential to impact the field greater than the recent Science, Technology, Engineering, and Mathematics (STEM) movement. Here, the terms multidisciplinary and interdisciplinary will be defined, a recent history of such efforts in technology education will be reviewed, how funding can and has blurred the mission of technology education will be explored, and the opportunities for technology education regarding STEM education will be presented.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130551917","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":"Trajectories of Mathematics and Technology Education Pointing to Engineering Design.","authors":"J. Daugherty, G. Reese, C. Merrill","doi":"10.21061/jots.v36i1.a.6","DOIUrl":"https://doi.org/10.21061/jots.v36i1.a.6","url":null,"abstract":"A brief examination and comparison of mathematics and technology education provides the background for a discussion of integration. In particular, members of each field have responded to the increasing pressures to better prepare students for the technologically rich, globally competitive future. Approaches based within each discipline are varied across curriculum and instructional strategies. However, when examining the disciplines’ historical paths, there are important similarities to consider in determining how best to affect student learning in both mathematics and technology education. The authors contend that engineering design is the appropriate contextual area for integrating mathematics in technology education. Trajectories of Mathematics and Technology Education Pointing To Engineering Design The national learning standards associated with mathematics and technology education indicate a relationship between the disciplines of mathematics and technology education. Mathematics is referred to 30 times in the Standards for Technological Literacy: Content for the Study of Technology (International Technology Education Association (ITEA), 2000/2002) and technology is used over 20 times in the National Council of Teachers of Mathematics’ Principles and Standards for School Mathematics (2000). For example, standard three in the Standards for Technological Literacy states that “students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study” (ITEA, 200/2002, p. 44). The Connections standard in the Principles and Standards for School Mathematics states that students will recognize and apply mathematics in contexts outside of mathematics, and the Problem Solving standard reads that students will solve problems that arise in mathematics and in other contexts. Both disciplines clearly include one another, at least in general terms. Their incorporation or relationship with each other appears to center on use. For example, upon review of these standards documents alone, the scope or purpose of technology in mathematics would appear to be that of instructional technology. Mathematics educators are primarily concerned with using technology to aid in instruction (e.g., computers, calculators, software) and facilitate student learning. Technology educators, on the other hand, are focused on how to use mathematics to understand, use, and design different technologies. Just as mathematics educators appear to see technology as a tool in service to solving mathematical problems, technology educators appear to see mathematics as a tool in service to solving technological problems (Merrill, Reese, & Daugherty, 2010). However, does a closer relationship exist between the two disciplines beside the onedimensional emphasis on use found in the standards? If a closer relationship were to exist, what might integrate the two disciplines? These two questions are the primary focus of this ar","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"10 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120842678","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}