Pdf technology education curriculum colchester
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TECHNOLOGY EDUCATION CURRICULUM 2006
Colchester Public Schools
What is a technologically literate person?
A person that understands with increasing sophistication what technology is, how it is created, how it shapes society, and in turn is shaped by society is technologically literate.
He or she can hear a story about technology on television or read it in the newspaper and evaluate its information intelligently, put that information in context, and form an opinion based on it.
A technologically literate person is comfortable with and objective about the use of technology, neither scared of it nor infatuated with it. Technological literacy is important to all students in order for them to understand why technology and its use is such an important force in our economy. Anyone can benefit by being familiar with it. Everyone from corporate executives to teachers to farmers to homemakers will be able to perform their jobs better if they are technologically literate.
Technological literacy benefits students who will choose technological careers: future engineers, aspiring architects, and students from many other fields. They can have a head start on their future with an education in technology.
From Standards for Technological Literacy: Content for the Study of Technology. International Technology Education Association, 2002.
Students in technology education classes become well-versed in the following skills:
General Reading Writing Word Processing Lab Report Design Self Assessment Following Directions Participation in class work
Academic Math Reading Writing Authentic Applications Critiquing Presentation Communications
Technology Education Design Sequencing Problem Solving Test Redesign Computer Skills
William J. Johnston Middle School Design and Engineering Course
The William J. Johnston Middle School (WJJMS) Design and Engineering course introduces our students to the world of technology through the concepts of design, invention, and innovation. Each year our students are engaged in a series of building activities that train them in the fundamentals of the design process, which is the process of creating things through planning. No matter what field of endeavor in technology, the system one uses to design and build are the same. It is the intent of the course to instill this into our students while at the same time familiarizing them with the various content areas of technology.
Technology can be loosely categorized into the four main areas of Structural Engineering, Transportation, Communications, and Production. The WJJMS Design and Engineering Course offer projects and instruction for students that relate to each of these subject areas in every grade level. As students progress from the 6th through the 8th grade their projects become increasingly sophisticated in scope and content. Upon completing this course, students will have a clearer understanding of what the world of technology is all about and some direction as to where there interests lie concerning future technological studies and careers.
In the 6th and 7th Grades all students at WJJMS come to Design and Engineering class for 45 days out of the year. In 8th Grade students are allowed to pick Design and Engineering as an option included with other Applied Academic classes such as Art, Music, and Family and Consumer Science. Consistently each year approximately ? of all 8th Graders choose to take Design and Engineering as one of their course options.
6th Grade students begin their Design and Engineering course time learning the fundamentals about the design process, the main content areas of technology, and then concentrate on structural engineering and applied physics. They culminate their initial studies with the individualized design, construction, and testing of balsa wood towers. They learn basic concepts relating to communication technology and then design and create electronic graphic projects such as fliers and business cards. They study concepts relating to transportation technology, such as the laws of motion, force, and work, and then experiment with them by designing, building, and testing propeller driven land and air vehicles.
7th Grade Design and Engineering students delve more deeply into transportation technology and materials processing through the venue of the CO2 Race Car project. This project, which takes about ? of our allotted time, allows students to design and build CO2 race cars and then compare their designs through actual racing and creativity analysis. They follow set procedures for the design and manufacture of their cars. 7th Graders then explore varying forms of communications technology by designing and building tri-fold brochures and advertisements and through experiences with digital photography and digital movie making. They also have the opportunity to build air and water propelled rockets and electrically operated motors.
Since 8th Graders are taking Design and Engineering by choice and since they have already achieved the learning of fundamental design and engineering concepts, they are given more latitude to shape which direction they would like to take in pursuing their
technological interests. Some students focus on more computer oriented projects such as designing and building a house on computer software, webpage design and creation, Power Point projects, and more digital photography and movie making. Others choose a more production oriented track concentrating on electronics and robotics, and structural design. These projects might include building continuity testers, wireless microphones, robotics kits, bridge building, and other structural oriented projects for the school or community, depending on the year.
While grade level projects vary from year to year, the core focus remains a rigorous training in the design process and its application to each area of technology. Being an activity based course, Design and Engineering frequently sparks the interests of all different types of students and can motivate them in many ways. It increases the technological literacy of all students, it serves as a strong motivator for mathematics and science learning, it provides a building block to problem solving skills development, and, it works as a catalyst for integrating knowledge from all academic disciplines.
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