Goals and Objectives:
The goal of this research is to evaluate Techxcite, an experiential and inquiry-based curriculum in engineering/technology. The questions that the research seeks to investigate are: 1) Are the youth learning about engineering/technology from the specific curriculum modules? 2) Have the youth become more interested in engineering/technology as a result? The overall objective of the research is to measure youth competence and enthusiasm in science, engineering and technology.
Preparation:
Over the past three years WV 4-H program has been involve in the implementation of the Techxcite Curriculum. The implementation has occurred through working with youth in 4-H camps and in afterschool groups. The curriculum is intended to engage boys and girls, from rural and urban areas, in the rich and vibrant field of engineering through discovery-based Modules. Each Module consists of four or five activities that build upon each other. Youth get their hands on real world engineering design projects while learning how to work together in teams. Modules have helped youth to explore: Prosthetic limbs that help people who are disabled from a lost limb; Imaging of the human body; Harvesting solar energy to power cars or other systems; Transportation; and Wireless Remote Controls.
There are various reasons why West Virginia needs to partner with the Techxcite Program. And be involved in the subsequent research findings. According to the WV Department of Education, 60% of all WV third grade students taking the WESTEST in 2010 did not meet the standards in science and 70% of all WV ninth graders did not meet the standards. According to the Science and Engineering Readiness Index (SERI) which was created by the American Institute...
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...l research protocols were followed in Kanawha County as we offered three TechXcite solar car classes and one burglar alarm class at residential or day camps. Kanawha County was also selected to host a focus group of youth that completed the modules and then discussed their interest in science and attitudes towards the engineering modules. Focus group findings are not yet available.
Collaborators and Funding Sources:
This research project was a collaboration between WVU Extension Service and Duke University’s Pratt School of Engineering. WVU is one of several states where Techxcite program will be offered. The other states are California, Michigan, Missouri, Colorado, and Oklahoma. Duke University is the lead organization that developed the Techxcite curriculum modules, coordinates sub-sites for program implementation, and oversees evaluation and research processes.
Texas Center for Educational Technology. (1994). Technology helping year-round to rebuild the education puzzle at Driscoll ISD. Retrieved November 6, 2004, from www.tcet.unt.edu/images/i0601.pdf
[15] Electronic Engineering Times, February 12, 2001, 1261 words, Engineers Week Aim: to Reach Schoolgirls, Terry Costlow
Tenth grade Jayden Fowler is a quiet, contemplative dedicated young man who knows how to ‘make it loud’ for STEM. In the two year’s Jayden has been involved in FIRST FRC he has dedicated many hours during team meetings and during his personal time furthering his and other’s understanding of STEM and FIRST principles.
My field experience for EDUC 2130 was done at Rabun County Elementary STEM camp. The camp and its instructors had the goal of increasing the student’s awareness, knowledge, and interest in STEM. The student age groups I worked with went from kindergarten to 5th grade which gave me a wide range of behavioral, moral, and developmental stages to observe. The teachers running the program used many of the techniques we have discussed such as whole class discussions, small groups, and observational learning.
Contrary to what people might think, our education deserved some major changes in the ways technical education was being taught. By reading the historical and present legislation of technical education prior 1960, we end up discovering the articulation and the learning about federal technical legislation. Furthermore, it is essential to learn how this changing legislation, based on social and economic needs of the country, helped influence and shape technical education. In fact, in response to their responsibility, congress decided during the summer 2006 to pass the Carl D. Perkins Act of 2006, which is one of the most influential legislations in Career and Technical education to date.
Radcliffe, D., Wilson, H., Powell, D., & Tibbetts, B. (2008). Designing Next Generation Places of Learning: Collaboration at the Pedagogy-Space-Technology Nexus. St Lucia: University of Queensland.
In implementing STEM education, providing a robust professional development opportunity that is sustained is often most effective. (Sanders, 2009). In an evaluation of GUW performed by Joe E. Heimlich, Ph.D. and Renae Youngs, MA, participants completing professional development course viewed the program very favorably. Respondents liked the hands-on nature of the workshops and “doing the activities to help understand them better” before leading them with their students. Also, a number of individuals connected the fun they had in the workshops with their excitement to share what they learned with others.
I believe in providing students with many opportunities to express themselves, make discoveries, solve problems, and interact with their environment. Students need various tools and resources like technology
Technology in the 21st century is advancing rapidly fuelling the demand for a highly skilled workforce that is flexible and analytical as well as serve as driving forces for creativity, growth, critical thinking and lifelong learning. Technical vocational education and training (TVET) addresses the skills set needed for developing a competent workforce to meet the job requirements of the industry and respond to changes in technology and demographics that are currently defining future labour market demand for success in the 21st century (Wolf, 1995). The impact of the technological advancements and processes in the workplace has challenged TVET systems to design programs which deliver specific occupational skills training. As such, TVET institutions must be aware of the changes and revise and evaluate the curr...
Stitt-Gohdes, W. L., & Crews, T. B. (2004). The Delphi Technique: A Research Strategy for Career and Technical Education. Journal of Career and Technical Education, 20(2), 55-67. Retrieved February 12, 2014
Posner (2004, p. 36) discusses the importance of understanding the situational factors that lead to the development of a particular curriculum. This curriculum has been created as a response to the problem of technology skills and resources being typically isolated as a separate curriculum, rather than being integrated into the broader curricular areas. This leads to curricula that are often devoid of 21st century skills needed by students to ensure future success (Partnership for 21st Century Skills, 2004). The goal of the curriculum, therefore, is to focus on specific technology skills that can be readily integrated into other curricular areas without sacrificing critical objectives within those curricula and, in fact, enhancing the relevance and levels of engagement in those areas.
National Association for the Education of Young . (2006, April). Technology and Young Children—Ages 3 through 8. In National Association for the Education of Young Children Organization . Retrieved October 4, 2011, from http://www.naeyc.org/files/naeyc/file/positions/PSTECH98.PDF
Personal computers are not just toys; they are the largest resource of information known to man provided at the users’ fingertips! Even computer based gaming has a tremendous potential for practical and highly effective educational purposes. In its 2013 season, ID Tech Camps planned to add three new courses based around the Minecraft platform along with numerous other games; providing another tool for learning and preparation...
Nowadays, science becomes more fun for students and teachers. In the past, the students were sitting in their share listening to the teacher talking .Now the students encouraged in experimenting, thinking, building, observing, exploring, problem solving, and creating. One way to do that is by STEM activates. In this essay, I will discuss the value of inquiry-based, and how I implement it in STEM Day, I explain how students are assessed, how I build literacy skills and I will reflect on the STEM Day.
I myself was guilty of the common misconception of what technology refers to. I too, believed that technology only refers to devices with a plug. It wasn’t till recently after class and after reading Chapter 2 in STEM Lesson Essentials that I realized that technology expresses a profound multitude of products, processes and systems. While the students evolve and become STEM literate they need to be able to comprehend and determine technologies and their use in the world, and then reach out and fix or find away to make it even better then it already is. The addition of the T and E can make the traditional S and M come alive for our students. (Vaques, Sneider and Comer page