LITE Source
Winter 1996
Volume 1 Issue 2
LITE Board
of Directors
Executive Director: William E. Ball
President: Laurie Schmitt
Secretary: Wm. Sid Holodnick
Treasurer: Sandi Graff
At-Large Board Members: Jeffrey W. Bush, David Miller, Larry Rouse, Christine Bengston-LITE Source Editor
LITE Source Purpose: To provide educators with resources to enhance the integration and delivery of Technology Education in the K-14 curriculum.
LITE Source Editorial Policy: Materials appearing in this journal, including advertising, are expressions of the authors and do not necessarily reflect the official policy or the opinion of LITE, its officers or its staff.
Referee Policy: All professional articles in LITE Source are refereed, with the exception of selected activities and reports. Refereed articles are reviewed and approved by the Editorial Board before publication in LITE Source.
To Submit Articles: All articles should be sent directly to: LITE Source, 1028 Drexel Drive NE, Grand Rapids, MI 49505. For guidelines and article format write directly to the above address. Please submit five (5) copies; a copy on a high-density disk is also desired (please state which software package was used).
What is the Learning Institute
for Technology Education?
LITE is a nonprofit Michigan corporation dedicated
to assist in the integration of Technology Education in the schools. Teacher
inservice workshops (Technology Fests) will be organized and managed; Technology
Learning Activities (TLAs) will be published to keep teachers up-to-date
on happenings and materials in Technology Education.
To sum it up in one sentence, the Learning Institute for Technology Education will be a center of resources for Technology Education.
IN THIS ISSUE:
Facilities and ResourcesBy Sid Holodnick
Technology at Clague Middle School By Ed Ball
The Value of Technology Education By Barbara Todd
1995 Octoberfest: Constructing Knowledge by Design By Beth Price
EE: Habitats/Rain Forest By Michelle Crysler
MS: Food Production By Matthew Pagnani
TE Bits Compiled by Sid Holodnick
HS: Artifacts of Technology By George Granlund
Letter from the Editor
January 1996
Dear Readers:
As our second issue of The LITE Source goes into publication the holiday season is just over. I have had a rich and enjoyable time with family and friends. I am looking forward to this new year of 1996.
I would like to take this opportunity to thank some very creative people for their original ideas and creativity contributing to the Teddy Bear toy article in our first issue. It is my privilege to work with these talented ladies. Thank you Barbara Magnotta, Cheryl Smith, and Susan Walborn; we appreciate all your hard work and dedication to technology!
Be sure to check out the exciting articles in this issue. We have an article from past president (and our new Executive Director of LITE) of ITEA, Ed Ball. This article can be shared with your administrators to help further technology in your school. All three of our curriculum pieces are excellent from the early elementary to high school; be sure to read them for some "Monday Morning" ideas that you can use.
We want to hear from you! We welcome your articles, comments, and tips. Refer to the LITE Source editorial policy for submission information.
Sincerely,
Christine Bengston, Copy Editor
by Sid Holodnick, Technology Education Coordinator, Kent ISD
The role of the technology education facility is to provide the learner with the finest possible technological learning environment.
A practical work environment is an important resource or input into a well-planned curriculum. What we teach is often driven by what tools we have in the lab. In other words, the learning is often directed by the tools or equipment. Salespersons and vendors often play upon this kind of thinking. First we buy the newest tools and then we teach to that tool. It's important to plan the program and equipment around what is important to teach.
The New Lab
The dirty medieval sweat shops are generally a thing of the past, thanks to our child labor laws. A modern school lab should be pleasing to the eye and inviting to students and prospective students. The location of old shop lab was usually behind the gym. Just like real estate property the word is "Location, Location, Location." It's imperative to locate your new lab next to the science/math wing and near the library/media center. Many architects and principals do not understand Technology Education and thus do not know how to plan for its physical needs.
Renovating the Old Lab
One teacher in our area, after revising the curriculum, converted a machine shop into a modern lab by painting, seeking donated modular furniture and accenting with NASA posters. His enrollment rose from 35 to over 250 students. The school had to hire another teacher.
Renovating or remodeling an older shop lab is a challenge. With planning and commitment, a practical facility can become reality.
"The Constructive Process"
Construction Questions & Tips:
Is there a need to change?
What is the research relevant to the field of TE?
Have you listened?
Do they understand TE?
Do they know what the facilities should look like?
What is the budget?
Involve your students in designing the facilities.
Don't assume that the architect has communicated with the contractors.
Be visible, introduce yourself to the workers.
Physical Resources
Physical resources such as the facility, equipment and instructional materials are provided to assist in achieving the program goals and course objectives. The following is taken from a planning guide. The source is unknown.
Guidelines:
Technology education laboratories average 2500 square feet or 125 square feet per student, exclusive of ancillary space.
The number of students in a technology education course does not exceed the capacity and safety of the equipment and facilities at the 125 ft. per pupil criterion level.
Facilities meet existing local, state and federal health and safety standards.
Facilities are logically arranged and maintained with consideration given to effective teaching, safety, class management and economy.
At least 100 square feet of office space per teacher, within or adjacent to the technology lab, is provided.
Facilities are reviewed annually and modified as needed, to accommodate changes in the course objectives and changes in technology.
Accessibility for the handicapped is ensured through the elimination of architectural barriers.
Michael J. Dole (1991) researched the facilities or factors that affect technological problem solving. The overall findings revealed that:
1. Information rich and extended environments are very important.
2. Combinations of factors contribute to technological problem solving environments.
3. A variety of work areas are important for defining technological problems, generating/developing creative ideas for
technological solutions.
4. Implementing technological problem solving solutions requires resources beyond those found in most classrooms, libraries or laboratories.
The findings suggest that facilities for technological problem-solving activities should have:
Technology at Clague Middle School
by Ed Ball, Past President of ITEA, Clague Middle School, Ann Arbor, Michigan
In recent years, many reports have been published nationwide calling
for needed reforms in education. It is
odd that these reports cite many of the skills and experiences spelled
out in a contemporary technology education program. Yet most reports and
veteran educators do not recognize that technology education exists, let
alone that it is part of any solution. Technology education alone is not
a total solution, but programs like the one at Clague Middle School are
needed to provide today's students with appropriate education.
One must try to truly understand what technology education is before one can attempt to figure out its role in the educational experiences of students. It is common practice to discuss or read about technology education and find out later that the individuals who participated in the discussions perceived technology education as either computers and instructional hardware used across curricular disciplines, or as a vocational education course or curriculum. This is not technology education. Technology education's current uniqueness and positive image causes confusion and difficulty with different individual paradigms which continue to keep the education from gaining acceptance into the curricular changes and program support activities that are going on in schools today.
Clague Middle School is one of five middle schools in the Ann Arbor school district. It has approximately 470 students in the sixth through eighth grades. The students currently start their day in an advisory class, then go on to a schedule that is made up of four academic core classes and three electives.
The technology education department offers students the following course selections:
Exploratory - 6th grade required 9 week rotational class.
Physical Technology - 6th & 7th or 7th & 8th grade 9 week elective.
Information Technology - 6th & 7th or 7th & 8th grade 9 week elective.
Bio-related Technology - 6th & 7th or 7th & 8th grade 9 week elective.
Application of Technology - 7th and 8th grade 18 week elective.
And the department explains technology education in the following way:
The role of the technology education department at Clague Middle School is to advance technological literacy to all its students through classroom and laboratory experiences both in the department and cross-curricular departments.
The Technology Outcornes Diagram illustrates the focus of the computer media and technology departments quite clearly. Clague offers its students opportunities to become computer literate (top left circle) by working on skills in courses that focus on keyboarding, data base development and manipulation, and spreadsheet capabilities. Clague students also spend time becoming media literate (top right circle) with skill development in courses where students interact with graphic, electronic, and communication devices that are used today in business and industry. But the primary responsibility of the technology education curriculum is to help students become technologically literate. In other words, to help students understand what technology is and is not. Students look at how technology has political, social, cultural economic, and environmental impacts on the local and global community and how technology also allows humans to control occurrences that may be natural or human created.
To do all of this, the technology instructor must design experiences that are relevant and seep into curricular domains that historically have been taboo. You will notice too that in the illustration technology education utilizes opportunities that are part of the computer literacy and medial literacy domains. This provides students opportunities to apply what is taught in these domains but allows the technology education curriculum not to be driven by the primary responsibilities of each of the other two domain areas.
Program Objectives
The program at Clague follows the Michigan's 13 Essential Goals for Technology Education that was issued by the Michigan Department of Education a few years ago. Students are given relevant problems to solve that are technological in nature and link back to these 13 goals. The 13 goals were developed and validated by a number of Michigan-based associations and individuals who represented the private sector. The group was charged with connecting the goal statements to their individual or corporate needs. Curriculum development occurred following the validation process and problem-based units were put together for students to work through. These curriculum units represented real-life applications of business, research institutions and service oriented industries. The units illustrate current practices and problems that are being worked on by today's engineers, technicians and researchers. Students at Clague are designing and developing artificial arms and hands, egg crash vehicles with air bags, looking at the packaging of hazardous waste materials, and much more. All of this done in a hands-on setting, using both individualized instruction and teamwork.
This is not a science or math class. It is not a class offered to any particular or select group of students. It is a free elective that has continued to grow in popularity and success. Most of its popularity has come from word-of-mouth and students realizing the potential value of what these courses offer them as consumers of technology and users of it.
Facilities
The Technology Education Department at Clague has three laboratories for students to work in: Two are general laboratories used for the research and developing of technological devices generated by the students as possible solutions to their given problems. The third laboratory is used as a clean area and for focusing on the information technology activities. A simple visit would have you thinking it was a old industrial arts area where bird houses or shelving is made. Well, that is truly not the case, although visitors still have that bias (mostly because of old paradigms again).
These paradigms exist for many reasons. There's little time for administrators to look through the curriculum documentation. Visitors often come when students are not in the labs. Moreover, much of the equipment on hand is still the government surplus machines of WW II, and technology education was not a part of school until recently. Finally, most individuals continue to think of technology as computers or the latest gismo that plugs into the wall.
So the same public relations and old curriculum biases that plague Ann Arbor's technology curriculum reform efforts are similar to those around the state and country. All we continue to try and do here at Clague is stay focused on the direct customer . . . our student. We give them the most contemporary opportunities that are reflective of the world around them, prepare them for a technologically driven world; and bring to life the curriculum that is taught in the other discipline areas.
Today's core academic areas are still linear and sequential to the time and place they are delivered. Technology education utilizes a "just-in time academics" approach to its content: That is, some formulas and principles that are taught in mathematics or science can be delivered out of sequence, especially where students can see their academic relevance in a solution to their particular technological problem.
General Reaction
We have received feedback from many groups. Local businesses reacted in support of the program by providing information, materials and individuals to assist in the program's success and development. University personnel have assisted in the guidance and development of the program and our curriculum. Fellow teachers appreciate that subjects are being integrated into technology education curriculum, as well as the opportunity to work jointly on projects. A number of successful integrated activities have gone on throughout the school year.
Many parents have expressed their interest and excitement for the program. One parent in particular says that over the last few years it has been tough to get her children to come to school, but now they want to come to school (even when sick) because they don't want to miss their technology education class. In addition, feedback tools are given to the students to help the department continually improve. Students are very positive about the program and indicate that they'd like more opportunities and time to spend going deeper into the technology units.
Summary
There are many challenges that are unique to the technology education field and many that effect education as a whole. If you want to visit a technology education program, you need to prepare ahead of time to make sure what you visit is truly a technology education program. There are programs that have changed their names or have adopted the name "Technology Education," but are not at all technology education programs. National Standards for Technology Education are currently being developed under a project funded by the National Aeronautical Space Administration, National Science Foundation and the Department of Energy. These standards are aimed at the studying of technology and should not be confused with the use of technology for instructional purposes. It will take a while for technology education to become a natural part of the core curriculum. Yet, many districts have already accepted what technology education is all about and have positioned themselves in the delivering of relevant curriculum for their young people who will be positive contributors in the 21st century.
Early Elementary
Habitats/Rain Forest
Author/Authors: Michelle Crysler, Franklin Elementary School, Royal Oak, Michigan
Unit/Lesson Title: Habitats/Rain Forest
Grade Level: EE (Early Elementary)
First Grade (with 3rd/4th grade student helpers for research)
Design Brief: Students are to make a rain forest animal and create natural movement with the use of hydraulics or pneumatics.
Time: To construct, research, and display the unit took about 2 weeks.
Classroom Management: Much of the time the classroom was center-based. As assignments were finished, students worked on their projects. Research of 21 animals took about 2 hours. The research and editing was scheduled for about 15 minutes per day for 4 days that was staggered over 2 weeks due to scheduling of the 3rd/4th grade buddies.
The hot gluing of the animals in their environment was done in small groups. This took about 10 minutes per animal. At times, we would need 3 pairs of hands to hold each foot or portion of the creature to be sure that the animal would move naturally after it was glued. Each student had a different creature so the amount of "Wow!" time was multiplied as the students watched each creature "come alive."
During the instruction, technical vocabulary was used such as water pressure, hydraulics, and pneumatics. Young students are very capable of utilizing the vocabulary and enjoy it in the same way they engage scientific dinosaur names at a preschool age. Due to repetition and proper use during the course of instruction, their explanation of fluid power is more sophisticated and noticed by people in education and business. This also saved valuable instruction time as the student does not have to relearn the proper vocabulary at a later date.
I researched each animal ahead of time to be sure I could provide appropriate color and information to deter any research problems. One note of caution: I found in my research that some authors in error tend to combine the animals of the African rain forest or temperate rain forest with the South American or tropical rain forest animals. We chose to display the South American rain forest animals.
The room was divided by hanging large plastic green tablecloths with duct tape to the ceiling grid the night before the display. This took about one hour when I did it by myself. This way classes would tour the rain forest while we continued with other instruction. Trees were made from carpet rolls sawed to various heights and tied to the grid. The trunks of the trees were rubber stamped with hundreds of insects. Crepe paper served as vines. Styrofoam packing "peanuts" were placed on the floor below vinyl sheeting to create the spongy floor. A recording of rain forest animals played during the tour.
The display was during the winter months and guests were invited to shed their coats outside the room. The presentation was ½ hour before school began, allowing working parents to explore before work and enjoy juice, coffee, and a donut or a bagel in a tropical setting.
Matthew Pagnani, Seventh Grade Teacher, Bloomfield Hills Middle
School, Bloomfield Hills, Michigan
Author: Illinois State University; Part of the seventh grade
IMaST program. Written under a grant from the National Science Foundation.
Unit: Food Production module. Approximate length of module: 6 weeks.
Grade Level: Seventh grade in a true Middle School.
Design Brief: The student study the process of food production from seed to harvest. They will apply acquired knowledge in math and science to construct a unit that grows plants without soil (hydroponics).
Overall Outcome of unit: After learning of the food distribution problem in the world, the students will build a working hydroponics system of their own design. They are to utilize their understanding of plants and their knowledge of money management to build the unit. This information is also used to run a fictitious farm to achieve a profit.
Assessment: In groups of four, the students will place the proper components of a farm throughout a given plot of land. They are to choose growing areas based on information on soil quality, water retention and topography. They are to allocate land for keeping animals based on necessary spatial requirements of certain domestic farm animals.
References: This unit was written by the Center for Math, Science, and Technology at Illinois State University in Normal, Illinois and is part of a complete integrated curricula for seventh grade.
Other areas of related interest: Aquaponics.
High School
Artifacts of Technology : Origins, History, Impacts and Present Form
Procedures & Teacher Notes:
We spent the first part of the assignment developing personal logos to be placed on each page of the folio.
Students brainstormed 8 different logo designs, then narrowed it down to one design, then did 4 variations of that design, then selected the one they felt was the best.
I photocopied the sheets and they added color to each sheet.
Titles could be handmade or computer generated, but they were supposed to be consistent in design and size.
The first page had their design brief and considerations, the next few pages were research including examples of the early technology.
I accept photocopies of text and pictures, or they could rewrite the information. I encouraged them to include color to make the page more appealing. They were supposed to summarize the early developments and address how the technology changed human lives.
They were then to show their research of later developments and again summarize how far the technology has come.
I then provided them with an evaluation page for the end. I assess them on eye appeal, appropriateness of content, quality of content, obvious effort and team spirit (they worked in groups of two).
This was done with ninth graders. We'd like to thank George Granlund and students, Arthur Hills High School, Saginaw MI for this lesson.
Design Brief: Research an artifact of technology and prepare a design portfolio that details its origin, history, impacts, and present form. In addition, prepare a presentation of your findings to the class.
My goals/outcomes for this activity are:
It gives the student a sense that the history of a people is really a history of the technology that they developed.
It forces them to make a history connection between where we are as a species and where we have been.
The portfolio lends itself to organization. This pays big dividends in later assignments.
The arrangement of research findings on a page gives them a sense of visual balance.
The assignment shows them that research can be presented in different ways other than a "report" or science project type "poster".
It gives them a very broad definition of technology. They get to see just how pervasive it is.
Very little of the good research can be gotten from an encyclopedia on these topics. Many students are exposed to new avenues of information.
Limitations: No one could research weapons of any type. Only one group per class could research automobiles, televisions, telephones, and radio. Student presentations were limited to 35 minutes. Total time for the assignment was 25 days.
Presentation forms:
1. A simple poster board display that had a timeline and photos of the technology in its various stages of development. The poster needed to include explanatory captions.
2. Another type of presentation was what I called Now & Then. For this, students provided an example of the technology in its early state (antique), and another example of the same type of technology in its current state. The student orally compared ease of use, materials that it was/is made from, ways that it has changed life (impacts), etc.
3. The demonstration option was to actually show how the technology was used. Examples of this were: making fire with a fire bow or flint and steel, using a washboard to wash clothes, dipping candles, playing a guitar, making ice cream, and assembling a telephone.
LITE Thanks Outgoing Executive Director Harry PaDelford, Welcomes Ed Ball
When the LITE organization came into being in 1992 we were extremely fortunate to have Harry PaDelford step up to the challenge of Executive Director. Harry had retired from Eastern Michigan University and was involved with the national Center for Manufacturing Sciences' Mobile Technology Lab project. In his "spare" time he helped found the LITE organization. For that and all he did in the following 3 years we will forever be in his debt. Harry has decided to really retire now and spend some time with his lovely wife Fran, their children and grandchildren. We will miss Harry at the helm, but we certainly understand his desire to move on. We will not ever let Harry totally leave us, though. He has too much to offer education.
Into the Executive Director position we are delighted to welcome Wm. Ed Ball. Immediate Past-President of the International Technology Education Association and middle school Technology Education Teacher, Ed brings a wealth of experience and expertise this new role. Not a stranger to the organization, Ed has served on the LITE Board since its inception.
Please join the Board in thanking Harry and wishing him well, and in welcoming Ed. If you would like to write to Harry, you can still find him at 616 Collegewood Drive, Ypsilanti, MI 48197.
The Value of Technology Education
by Barbara Todd, Principal, Ottawa Hills Technology/Math Academy,
Grand Rapids Public Schools, Grand Rapids, Michigan
(Special Thanks To: Linda Peters, Sid Holodnick, and Bill Kirkwood
We could not have succeeded without your support!)
Technology Education encourages students to work cooperatively, collaboratively, and cross-curriculum. It also looks at reading as a whole language approach. Technology Education helps students develop problem-solving skills; to think critically; to make decisions; and to be adaptable.
We want our students to be able to compete with the rest of the world at a high technical level. We are falling behind in the areas of business, aerospace, medical, and the field of research. As educators we must teach our students the process to problem solving.
Technology Education is a necessity for the college-bound student. It is also for the special education and economically disadvantaged students. These students are creative and develop faster with a hands-on real life approach.
In five years we have grown as a school in the field of technology education. We did experience the pain of change and the difficulty in shifting our paradigms.
How did we go from knowing almost nothing about technology education to winners of the 1995 ITEA program excellence award?
It has been the staff and their dedication to excellence. The development of this program was driven by the staff, not from the central office. It was and is still difficult to find the time for planning, and the hours needed for professional training. The involvement in professional development was extensive. We had training in technology education, synergy, quality training, math, reading, cooperative learning, mastery learning, effective instruction, thematic instruction, and project read. Much of our training has been total staff participation. This has made the staff stronger. The training helped the staff see each other as intellectuals and develop personal relationships. The staff discussed instruction, implementation, and the impact on achievement in their classrooms. This is a principal's dreamto have a staff that works and thinks as a whole. My staff has made my job easy. It did not surprise me that our program was recognized internationally because the high staff commitment to our program.
Since I have this committed staff, what is my role as the principal? I encourage, listen, problem solve, I participate in every inservice, I am that cheerleader that never stops cheering, I try to communicate to the staff daily that I enjoy learning and seeing them grow, and ultimately seeing their students achieve and grow.
Tony Gordon, from England and now living in the Midland and Saginaw area said, "The value of Technology Education for students will help them be better equipped to tackle concerns and problems facing our world because TECHNOLOGY EDUCATION IS CONCERNED WITH: facing challenges that meet a purpose or respond to a need."
Technology education is for all students. It is an excellent way to produce technical workers for our society. It is our job to prepared students for the working force.
1995 Octoberfest:
Constructing Knowledge by Design
By Beth Price
Applied Technology
Grandville Public Schools
On October 14 I had the pleasure of attending the LITE workshop in
Lansing, Michigan. This day-long workshop provided many fun learning opportunities.
Participants could attend action labs, workshops, and meet with other professionals
in the technology field.
The morning session consisted of many different workshops to meet the needs of the varying grade levels. These workshops were great! The two that I attended were put on by applied technology teachers. Both of the workshops provided "hands-on" learning (which I prefer)! I was able to make my own prosthetic hand during one session and design my own tech folio in another. The workshops opened my eyes to some new teaching techniques and ideas available. What great stuff!
The action labs took place in the afternoon. Selected vendors provided demonstrations of their products and resources. What a great opportunity to check out all of the items you see in the catalogs! We were able to see how certain products are used and how they work. I was able to try them out myself as well. I poured through books that I had been interested in to see if they really did fit with my curriculum. Unfortunately, my wish list grew tremendously by the time the day was done, but it was well worth it!
This was a day well spent. Everyone was so friendly and helpful. The enthusiasm for technology was contagious. The LITE group had provided each of us with a three-ring binder filled with handouts for the day and room to take notes. This was a great idea! All of this new information was already organized when the day was over.
Compiled by Sid Holodnick
The significant problems of our times cannot be solved with the
same level of thinking that they were created.
-Albert Einstein
In school there is no shortage of winners. But we need the right system to find them and nourish them.
-W. Edwards Demming, Detroit, MI, 1993
In this country we pile content upon content, giving students theoretical knowledge... Other countries (Europe and Asia) operate from the premise that unless students can apply what they learn, it has limited value.
-Defining Excellence for American Schools, Dr. Willard R. Daggett, 1995
We communicate what we value through attention to planning, monitoring, modeling, confronting and celebrating.
-Richard DuFour
A good teacher is recognized by the important things he or she declines to teach.
-Robert Hutchins
What Work Requires of Schools: A SCANS Report for AMERICA 2000 (1991) identifies competencies in systems and technology which are directly related to the goals of Technology Education. The competent learner...knows how social, organizational and technological systems work and operate effectively with them suggests modifications to existing systems and develops new alternative systems to improve performance diagnoses deviations in systems' performance and corrects malfunctions, selects technologies, applies technology to tasks, and prevents, identifies or solves problems with equipment, including computers and other technologies. (p. xvii)
Society should be the beneficiary. We don't have customers in education - don't forget your horse sense.
-W. Edwards Demming
It Works For
Me
Technology Tips:
1. If you use tempera paints with some of your student projects, try hair spray to set the paint.
2. Save those Polaroid batteries! There is a valuable resource going to waste when you throw away the empty picture cartridge from your Polaroid camera. Instead of throwing it out, use the 5-volt battery inside to power many small electricity projects at school. HOW? When done with the Polaroid picture pack pull out the empty cartridge and inside of it is a 5-volt battery. Use pliers to break the plastic off the outside and pull out the flat 5-volt battery. Do not take off the plastic around the battery. To use, tape two wires to the shiny metal surface.
Calendar of
Events
March 8, 1996 (Leadership Night-Firefly Awards)
March 9, 1996: LITE Springfest, Okemos High School, March 30, 1996
ITEA Pre-Conference Workshop
Contact: 703-860-2100
ITEA Association
1914 Association Drive
Reston, VA 220911539
March 31-April 2, 1996
58th Annual ITEA Conference
May 9 & 10, 1996
MITES Conference