Vol 66, No. 4 - International Technology and Engineering Educators ...

Table 1. Example of technology education integration with other academic areas.
(Courtesy of the VisTE Project: Visualization in Technology Education.)
*Prosthetics
(Unit from
VisTE
materials)
*Biometrics
(Unit from
VisTE
materials)
*2-D
Modeling/
Insulation
(Unit from
VisTE
materials)
English
Write a report
on the current
technologies
used in
prosthetics
Write about
ethics and
privacy issues
Write a data
manipulation
report
Calculate
volume and
work area
Calculate
physical
positioning
Graph X and
Y data-driven
models
*Materials published through Delmar Learning
** International Technology Education Association, 2000/2002
Math Science History Technology **STL
Discuss medical
anatomy and
physiology
Discuss
physical and
behavioral
characteristics
Research
biotechnologies
and insulation
used to control
temperature
Make a photojournal
of
current and
past uses of
prosthetics
Create timeline
of development
of devices
Create timeline
for the use of
insulation
Research,
design, create
physical
prosthetic
Design a
behavioral/
physical device
Present
visualizations
on how
insulation
works
11
6
8
14
3
11
6
15
8
9
10
20
There are multiple methods of measuring the success
of the integration. The end-of-grade test assessment is
an indicator of integration success, given that programspecific
competencies are addressed in the process. Student
surveys and teacher logs can also be used to determine the
perception of effectiveness. Evaluation of student portfolios
provides an indication of the success of the integration.
All of these materials should be brought to the following
summer in-service to further analyze the integration and
to incorporate changes to the model for the following year.
Follow-up qualitative interviews of teachers, students, and
parents can provide further insight into the successes and
failures in the integration process that are not otherwise
directly measurable.
Conclusions:
Successful integration is hindered by compartmentalized
education. Many times educators, including technology
teachers, become territorial over content and subject
matter. Direct continuity between content across subject
areas serves as an agent that conveys relevance to students
by allowing them to observe a sequential process in
place of disconnected educational components. Merging
content requires extensive preparation on the part of the
instructor in order to provide the greatest benefit to the
student. A natural progression between integral curricular
components enhances student outcomes.
References
Berry, R.Q., Reed, P.A., Ritz, J.M., Lin, C.Y., Hsiung, S.
& Frazier, W. (2005). STEM initiatives: Stimulating
students to improve science and mathematics
achievement. The Technology Teacher, 64(1), 23-29.
International Technology Education Association.
(2000/2002). Standards for technological literacy:
Content for the study of technology. Reston, VA: Author.
Powers, S.E. & DeWaters, J. (2004). Creating project-based
learning experiences university-k-12 partnerships.
Published Proceedings of the American Society
for Engineering Education Frontiers in Education
Conference, Savannah, GA, Session F3D.
Schafer, M.R., Sullivan, J.F., & Yowell, J.L. (2003). Standardsbased
engineering curricula as a vehicle for k-12
science and math integration. Published Proceedings
of the American Society for Engineering Education
Frontiers in Education Conference, Boulder, CO,
Session F3A.
Venville, G., Rennie, L., & Wallace, J. (2004). Decision
making and sources of knowledge: How students
tackle integrated tasks in science, technology, and
mathematics. Research in Science Education, 34,
115-135.
Aaron C. Clark, Ed.D., is an associate
professor in the Department of Mathematics,
Science, and Technology Education at North
Carolina State University in Raleigh, NC. He
can be reached via email at aaron_clark@
ncsu.edu.
Jeremy V. Ernst, Ed.D., is a visiting
assistant professor in the Department of
Mathematics, Science, and Technology
Education at North Carolina State
University in Raleigh, NC. He can be reached
via email at jeremy_ernst@ncsu.edu.
26 • The Technology Teacher • December/January 2007