Technology Education Scope

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Technology EducationScope Sequence Presentation

• Proposed Scope and Sequence Presentation to State
  CTE Directors
• Greensboro, November 2007

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Color Code Black No Change Blue Name
Change Green New Course Red
Multiple Clusters
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Introduction to Engineering Design (PLTW)
Technology, Engineering and Design
Context/Big Ideas Introduction to Design
Process Introduction to Technical Sketching and
Drawing Measurement and Statistics Geometric
Shapes and Solids Dimensions and
Tolerances Advanced Modeling Skills Visual
Analysis Functional Analysis Structural
Analysis Product Improvement By Design Marketing
and Graphic Design Engineering Design Ethics
Context/Big Ideas Core Concepts of
Technology Technology and Its Evolution Over
Time Technology, Society, Economy, and the
Environment Principles of Design Design Concepts
and Principles Problem Solving Tools Tools and
Processes of Design Safety Physical
Modeling Testing Data Analysis Technical
Presentation and Report Writing
Core Concepts in Common Elements and Principles
of Design Factors of Design in Product
Development Technical Drawing Testing and
Analysis Technical Report Writing Physical
Modeling and Product Development
Concepts Unique to This Course Importance of
Technology to Humankind Core Concepts of
Technology How Technology Changes Over
Time Societal, Economic, and Environmental
Effects of Technology Comparing Forms and
Functions in Technology and Nature Applying Data
and Conceptual Modeling Techniques Virtual
Modeling Various TQM Tools
Concepts Unique to This Course History of
Measurement Dial Caliper measurement Applied
Statistics Calculating Properties Tolerances Auxil
iary and Section Views Exploding
Assemblies Assembly Animation Precision
Measurement Material and Property Analysis Finite
Element Analysis
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Technology EducationWhy Change the Current High
School Core Courses?

• 1 - The current TE high school core courses are
  structured around an old paradigm of systems
  courses and do NOT reflect new national science
  and technology standards well.

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Technology EducationWhy Change the Current High
School Core Courses?

• 2 - The current TE high school core courses lack
  depth, focus, and rigor.
• 3 Several of the current systems courses have
  low and falling enrollment (see attachment)

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Technology EducationOther Arguments for Change

• 1 Most high skill occupations require a high
  degree of general and technical literacy
• 2 There is a strong demand for engineers and
  engineering technicians
• 3 Generally, high skill occupations pay high
  wages

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Technology Education Other Arguments for Change

• 4 It is in the interest of the students,
  community, and the nation to develop literate,
  highly skilled individuals.

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Technology EducationWhat are the Proposed
Programs Primary Goals?

• Provide 21st Century Literacy Skills and
  Understandings
• Provide Focused and Accelerated Pre-Engineering
  Skills and Understandings
• Provide a State-of-the-Arts Computational Science
  Program for Application in Science, Technology,
  Engineering, Mathematics and the Arts

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Technology EducationWhat are the Primary
Strategies for Program Change?

• Alignment with national technology and science
  standards
• Technology for All Americans
• Science for All Americans
• National Science Standards

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What are the Primary Strategies for Program
Change?

• Focus on 21st Century skills and concepts,
  especially those of science, technology,
  engineering, mathematics, to include reading,
  writing, and the arts.
• Deliver the content through integrated instruction

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What are the Primary Strategies for Program
Change?

• Students should be enrolled in a comprehensive
  program that includes other technical areas (such
  as drafting), related academic areas (especially
  mathematics and sciences), and the visual arts.

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What are the Primary Strategies for Program
Change?

• Teachers and students should be supported and
  encouraged to participate in the Technology
  Student Association. As with all CTSO
  involvement, participation enhances the overall
  quality and prestige of the program as well as
  provide teachers and students with a vehicle for
  developing complex skills and understandings.

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The CurriculumWhat are the Enduring Concepts
that All Courses have in Common?

• Technical and academic communication
• Reading, writing, and research
• Development of graphic models (2D and 3D graphics
  and data and conceptually driven)
• An integrated and spiraling approach to the
  instruction of science, technology, engineering,
  mathematics and the arts.

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The CurriculumWhat are the Enduring Concepts
that All Courses have in Common?

• The use of authentic activities and the use of
  state-of-the-art technology
• Problem solving tools and strategies
• Teaming
• Creativity and higher order thinking
• Development of physical and virtual models
• Research and development

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Technology EducationCourse Descriptions

• Exploring Technology Design and Innovation
• Students participate in technological design,
  engineering design and experimentation. They
  apply creativity skills in the invention and
  innovation of new products, processes and systems
  as well as investigate the impact of invention
  and innovation on society. Students are
  introduced to how criteria, constraints and
  processes affect designs. They engage in
  visualization and modeling techniques, material
  science, testing, and data collection and
  reporting.

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Exploring Technology, Design Innovation
Unit A SAFETY, TECHNOLOGY, AND SOCIETY
1.00 Understand safety and technological
developments.. 1.01 Understand safety practices
in the technology lab. 1.02 Understand the
characteristics of technology. 1.03 Explain
factors that influence technological
developments. 2.00 Apply creativity techniques
using a problem solving process,
design and technological processes.
2.01 Understand creativity techniques using the
IDREAM problem- solving process. 2.02 Apply
creativity techniques using the IDREAM problem-
solving process. 2.03 Understand the design
process. 2.04 Understand technological
processes.
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Exploring Technology, Design Innovation
Unit B PRODUCTS IN THE WORLD OF
TECHNOLOGY 3.00 Apply the design process to
create a technological product. 3.01 Understand
concepts used to create technical
drawings. 3.02 Apply the design process to create
a technical drawing of a technological product.
3.03 Understand physical and virtual modeling
concepts used to create a technological product.
4.00 Understand data collection and reporting.
4.01 Understand how to collect data.
4.02 Understand how to interpret and report
data.
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Technology EducationCourse Descriptions

• Technology, Engineering and Design
• Technology and the skills, concepts, and
  principles used to develop it are the major
  emphasis of this course. The student is
  introduced to the nature and core concepts of
  technology, the elements and principles of
  design, basic engineering concepts, problem
  solving, teaming, and the development of physical
  and virtual models. Students conduct research and
  develop technical presentations and reports.

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Technology Engineering Design
Unit A NATURE OF TECHNOLOGY 1.00 Understand the
importance and core concepts of technology. 1.01
Understand the importance of technology to
humankind. 1.02 Understand the core concepts of
technology. 2.00 Understand the relationship
between technology and society. 2.01 Understand
how technology changes over time. 2.02 Understand
the societal, economic, and environmental effects
of technology.
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Technology Engineering Design
Unit B DESIGN ENGINEERING 3.00 Understand the
principles of technological design. 3.01 Understan
d the elements and principles of
design. 3.02 Compare the form and function of
designs found in the natural
world to those of the built world. 3.03 Understan
d the factors of design used in product
development. 4.00 Apply solutions to solve
technological problems. 4.01 Apply processes to
solve technological problems. 4.02 Apply
engineering design processes to solve
technological problems.
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Technology Engineering Design
Unit C TOOLS PROCESSES OF TECHNOLOGICAL
DESIGN 5.00 Apply technical drawing and
conceptual modeling techniques to solve
problems. 5.01 Apply technical drawings to
communicate design solutions. 5.02 Apply data and
conceptual modeling techniques to solve
problems. 6.00 Apply physical modeling techniques
to solve problems. 6.01 Understand safety
procedures in technology. 6.02 Apply physical
modeling techniques.
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Technology Engineering Design
Unit C TOOLS PROCESSES OF TECHNOLOGICAL DESIGN
continued 7.00 Apply techniques to evaluate
designs, prepare technical reports, and make a
product. 7.01 Apply testing and data analysis
methods to evaluate design. 7.02 Apply
techniques to produce a technical report. 7.03
Apply techniques to make a product.
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Technology EducationCourse Descriptions

• Technology Design
• This course continues to apply the skills,
  concepts and principles learned in Technology,
  Engineering, and Design with the focus narrowing
  to that of design. The design fields of graphics,
  industrial, and architecture receive major
  emphasis. Students apply advanced design and
  problem-solving tools in the development of
  physical and virtual models.

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Technology Design
Unit A ADVANCED DESIGN PROCESSES 1.00 Apply
advanced design processes. 1.01 Understand
advanced design processes. 1.02 Apply advanced
design processes. Unit B CONCEPTS AND TOOLS OF
DESIGN 2.00 Apply advanced design
concepts. 2.01 Understand advanced design
concepts. 2.02 Apply advanced design
concepts. 3.00 Apply design tools. 3.01 Understand
proper safety procedures. 3.02 Understand
problem solving processes. 3.03 Understand
portfolio development. 3.04 Apply design tools.
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Technology Design
Unit B GRAPHIC, INDUSTRIAL AND ARCHITECTURAL
DESIGN 4.00 Apply and critique graphic art
designs. 4.01 Understand graphic design
concepts. 4.02 Apply graphic design
concepts. 4.03 Critique graphic
designs. 5.00 Apply and critique industrial
designs. 5.01 Understand industrial design
concepts. 5.02 Apply industrial design
concepts. 5.03 Critique industrial designs.
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Technology Design
Unit B GRAPHIC, INDUSTRIAL AND ARCHITECTURAL
DESIGN continued 6.00 Apply and critique
architectural design. 6.01 Understand
architectural design concepts. 6.02 Apply
architectural design concepts. 6.03 Critique
architectural designs. Unit C PORTFOLIO
DESIGN PROJECT DEVELOPMENT 7.00 Portfolio
Development 8.00 Project Development 9.00 Project
Presentation
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Technology EducationCourse Descriptions

• Technology Engineering
• This course continues to apply the skills,
  concepts and principles learned in Technology,
  Engineering, and Design with the focus narrowing
  to that of engineering. Students explore various
  technological systems and engineering processes
  in related career fields. Topics include
  investigating technological system and design
  optimization and problem solving. Students will
  utilize CAD, physical and virtual modeling
  concepts to construct, test, collect and report
  data. Activities are structured to integrate
  physical and social sciences, mathematics, and
  language and fine arts.

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Technology EducationCourse Descriptions

• Introduction to Game Art and Design
• This course introduces the student to techniques
  used in the electronic game industry. Students
  will focus on the principles used in game design
  including mathematical and virtual modeling.
  Emphasis is placed on areas related to art,
  history, ethics, plot development, storyboarding,
  programming, 2D visual theory, and interactive
  play technologies. Students develop physical and
  virtual games using hands-on experiences and a
  variety of software.

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Technology EducationCourse Descriptions

• Advanced Game Art Design
• This course is a continuation in the study of
  game design and interactivity. Emphasis is placed
  on visual design, evaluating, scripting and
  networking protocols, and legal issues, as well
  as 3D visual theory. Students compile a game
  portfolio. Advance topics include the use of
  audio and visual effects, rendering, modeling,
  and animation techniques. Students work in
  collaborative teams to develop a final 3D game
  project.

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Technology EducationCourse Descriptions

• Virtual and Physical Modeling
• This course integrates science, technology,
  engineering, and mathematics through the building
  and development of models. Students use hand and
  lab tools to construct physical models and
  software to develop virtual models that apply
  algebraic concepts and principles that are used
  in the fields of science, technology and
  engineering. Algebraic concepts covered include
  geometric patterns, graph development and
  interpretation, constants and coefficients, and
  exponential functions.

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Technology EducationCourse Descriptions

• Things Common to All Courses
• Work-based learning strategies appropriate for
  this course include field trips, job shadowing,
  and internships. Technology Student Association
  leadership activities provide students with the
  opportunity to apply instructional competencies
  and workplace readiness skills to authentic
  experiences.

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Strategies for Implementation Questions of
Concern

• Will in-service training be required for the new
  core courses (TED, TD, TE)?
• While in-service training is not required, it is
  strongly encouraged. Along with an increased
  focus on design and engineering, these new
  courses contain new content as well as new
  strategies for delivering the curriculum.
  Together, these changes argue for training for
  both new and veteran teachers.
• Some teachers will need training in CAD and
  virtual modeling tools.

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Strategies for Implementation Questions of
Concern

• Will training be required for the new
  visualization courses (VPM, IGAD, AGAD)?
• Yes, similar licensing requirements as those
  needed to teach SciVis I II will be followed
  (40 hours of instruction for each course).

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Strategies for Implementation Questions of
Concern

• Will any of these courses require changes in
  equipment?
• Yes The core high school courses will require a
  ratio of one computer per student.
• The visualization courses already require a
  one-to-one ratio.
• There will be some additional equipment
  requirements for the course Technology and Design
  such as material testing equipment.

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Strategies for Implementation Questions of
Concern

• Will additional physical modeling tools be
  required?
• No. Existing requirements for hand tools and
  table top machines will remain virtually the
  same.

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Strategies for Implementation Questions of
Concern

• Will there be additional software requirements
  for the core courses?
• Yes. Programs will need 3D modeling software such
  as AutoDesk Inventor, or SolidWorks or ProDesktop
• AND
• Virtual modelers such as Rhino or 3D-MAX

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Strategies for Implementation Questions of
Concern

• What software will the Visualization Courses
  Require?
• Virtual and Physical Modeling requirements are
  the same as the core courses with minor
  exception.
• The SciVis and the Game Art and Design Sequence
  will require virtual modelers such as Rhino or
  3D-MAX.
• The gaming engine software is free.

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Strategies for Implementation Questions of
Concern

• What facility changes will be necessary?
• Facilities will need to accommodate the
  additional computer stations.

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What are the Primary Strategies for Program
Change?

• How will these changes affect modular programs?
• Programs having less than a 1 to 1 ratio of
  computers to students will have to purchase
  additional computers.
• As with the existing curriculum, modular
  curriculum must reflect the state curriculum.
• OR LEAs may use third-party curriculum through
  the program modification process

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Technology Education Program Changes Questions
of Concern

• QUESTIONS ANSWERS

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Technology Education Program Changes

• SURVEY

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Technology Education Program ChangesSurvey
Instructions

• Items 1 - 6
• A similar question was asked of the TE teachers
  at the last summer conference. We are interested
  in comparing their responses to yours.
• Please note that the value 5 superior

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Technology Education Program ChangesSurvey
Instructions

• Items 8 - 11
• If you have more than one TE facility, please
  place next to the appropriate letter (A E), the
  number of facilities meeting the corresponding
  description. For example for item 8, if you had
  three facilities, 2 being contemporary, the third
  being a lab/shop only, you would place a 2 next
  to the letter A, and a 1 next to the letter D.

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Technology Education Program ChangesSurvey
Instructions

• Items 12 17
• Please note that E Strongly Agree

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Technology Education Program ChangesSurvey
Instructions

• QUESTIONS?

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Technology Education Staff

• Brian Moye 919.807.3886
• bmoye_at_dpi.state.nc.us
• Nancy Shaw 919.622.5379
• nshaw_at_ee.duke.edu
• Tom Shown 919.807.3880
• tshown_at_dpi.state.nc.us
• Kathleen Squibb 919.807.3901
• ksquibb_at_dpi.state.nc.us
• David Wehbie 919.807.3816
• DWehbie_at_dpi.state.nc.us
• Chanda Pickett 919.807.3889
• CCPickett_at_dpi.state.nc.us

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Teacher Responses from Summer ConferenceSURVEY
RESULTS

• STOP!
• DO NOT SHARE UNTIL DIRECTORS RETURN SURVEYS

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Technology EducationSummer Conference Teachers
Survey Results

• Perceived Value of Program ( 107)
• Teacher 8.074766
• Students 7.35514
• Superintendent 6.82243
• Director 7.7943926
• Principal 7.6074767
• Counselors 7.818182 (only 11 responded)
• Parents 7.4018693

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Technology EducationSummer Conference Teachers
Survey Results

• Teachers Years of Service ( 107)
• 1 - 5 Years 0.44859812
• 6 15 Years 0.38317758
• lt 15 Years 0.1682243