A K-12 Engineering Model Based Upon the Standards for Technological Literacy Kendall N. Starkweather, Ph.D. Executive Director/CEO International Technology Education Association

INNOVATION A necessity to thrive in a world of challenge and change

Creating Innovators  Educate next-generation innovators  Deepen science and engineering skills  Explore knowledge intersections  Equip workers for change  Support collaborative creativity  Energize entrepreneurship  Reward long-term strategy  Build world-class infrastructure  Invest in frontier research  Attract global talent  Create high-wage jobs

Assumptions/Realizations  That a nation’s future and prosperity are tied to its ability to invent and innovate in a highly sophisticated, technological society.  That innovation can be taught at the K-12 level giving practice to students thinking like creators, inventors, and designers.  That engineering concepts can be taught at the earliest ages just like music, art, science, mathematics, and other school subjects.  That the engineering community has a content base and standards that are uniquely its own – known as technological literacy.  That K-12 engineering and design is for ALL students.  That K-12 teaching and learning can be directed towards creating a nation of thinkers with expertise in technology, innovation, design, and engineering. (TIDE).

TIDETIDE echnology nnovation esign ngineering

1)Agree on an exciting vision for its future. 2)Transform engineering education to help achieve the vision. 3)Build a clear image of the new roles for engineers, including as broad- based technology leaders, in the mind of the public and prospective students who can replenish and improve the talent base of an aging engineering workforce. Engineer Vision

Characteristics of a K-12 Model  Qualified teachers  Curriculum/programs reflecting technological literacy  Engineering laboratory facilities  TIDE experiences

Qualified Teachers  Must have faith in the intelligence of youth.  Awareness and skill to teach all ability levels.  Experience in design thinking with open-ended learning experiences.  Basic knowledge in human development and learning.  Background in technical engineering materials, processes, and procedures.  Degree from a fully accredited college of education.

Curriculum/Programs Reflecting Technological Literacy  Based on the latest research pertaining to teaching and learning.  Based on content standards for learning pertaining to STEM subjects.  Heavy emphasis on TIDE characteristics and Standards for Technological Literacy: Nature of Technology Technology & Society Design Abilities for a Technological World The Designed World  Contains activities and experiences designed to follow a continuum of learning. (A holistic approach rather than a series of splintered activities!)

Curriculum/Programs Reflecting Technological Literacy (cont.)  A fully articulated program starting at the elementary level and proceeding through high school: Elementary/Primary School Focus – awareness Middle School Focus – experience High School Focus – more in-depth technical learning  Based on: Professional development standards for teachers Assessment standards for students Program standards for learning

Engineering Laboratory Facilities  Created as a result of planned curriculum/content to be taught.  Setting reflective of engineering laboratory.  Allows for the use of materials, tools, and equipment used in designing, fabricating, experimenting, testing, and prototyping.

 The Characteristics and Scope of Technology  The Core Concepts of Technology  Relationships Among Technologies and the Connections Between Technology and Other Fields Nature of Technology  The Cultural, Social, Economic, and Political Effects of Technology  The Effects of Technology on the Environment  The Role of Society in the Development and Use of Technology  The Influence of Technology on History Technology and Society

 The Attributes of Design  Engineering Design  The Role of Troubleshooting, Research and Development, Invention and Innovation, and Experimentation in Problem Solving Design  Apply Design Processes  Use and Maintain Technological Products and Systems  Assess the Impact of Products and Systems Abilities for a Technological World

 Medical Technologies  Agricultural and Related Biotechnologies  Energy and Power Technologies  Information and Communication  Transportation Technologies  Manufacturing Technologies  Construction Technologies The Designed World

 REALIZE that engineering and innovation has a content base, K-12 pipeline subject area, and an infrastructure that is uniquely its own.  Take a lead in K-12 education as the advocate for innovation in our schools.  Become familiar with the nature and characteristics of innovation.  Internalize how teaching students about TIDE is a basis for creating a world of innovators.  Inform parents, school boards, administrators, academia, and other publics of how K-12 TIDE education contributes to our innovative culture.  Educate fellow teachers on the virtues and importance of innovation Leading Engineering and Innovation

 Make a concerted effort to teach about the importance of thinking like an innovator.  Structure activities to give students experience in invention and innovation.  Dare to create an exciting active course based on innovation.  Invite local product developers and manufacturers into the classroom to share experiences.  Have students search the daily papers to become aware of innovations and how to identify them.  Relate the interconnectedness of technology, design, and engineering to innovation. Leading Engineering and Innovation (cont.)

Kendall N. Starkweather, Ph.D. Executive Director/CEO International Technology Education Association 1914 Association Drive Reston, VA