Standards-Based Technology and Engineering Education: 63rd Yearbook of the Council on Technology and Engineering Teacher Education (Contemporary Issues in Technology Education)

CTETE Yearbook Planning Committee
Officers of the Council (2022–2023)
Proposing a Yearbook
Previously Published Yearbooks
Preface
Contents
Editors and Contributors
Part I Introduction
1 Standards Overview
	1.1 The History of Standards in Technology and Engineering Education
		1.1.1 Precursors to STEL the Standards for Technological and Engineering Literacy
		1.1.2 The Standards for Technological and Engineering Literacy (STEL) Development Process
	1.2 Overview of the Yearbook
	1.3 The Role of Standards for Technological and Engineering Literacy
		1.3.1 Teacher Education
		1.3.2 Professional Development
		1.3.3 Marketing
	References
Part II Implementation of Standards-Based Programs
2 Implementing Standards: Lessons Learned from Science, Mathematics, and Information Technology
	2.1 Examining the Standards Development, Adoption, and Iteration Process
		2.1.1 Development
		2.1.2 Adoption
		2.1.3 Iteration
	2.2 Implementing Standards: Content and Curriculum
	2.3 Exploring Lessons Learned Through Implementation of the Standards
		2.3.1 National Level—Policy, Curriculum, and Assessment
		2.3.2 State Level—Standards Adoption, Professional Development, and Assessment
		2.3.3 District and School Levels—Translating Standards into Curriculum Models
		2.3.4 Classroom Level—Adopting Standards-Based Teaching Strategies
	2.4 Moving Forward: Overarching Recommendations for STEL
	References
3 The Standards for Technological and Engineering Literacy and Children’s Psychological Development: A Content Analysis of Engineering Concepts for PreK-Year6
	3.1 Introduction
	3.2 Theoretical Framework
	3.3 Concepts
	3.4 Knowledge Forms
	3.5 A Cultural-Historical View of Development
	3.6 How is Engineering Knowledge Constructed for the PreK-6 Student?
	3.7 Engineering Concepts for PreK-2
	3.8 Engineering Concepts for Yr3–Yr6
	3.9 Conclusion
	References
4 Standards-Based Technology and Engineering Curricula in Secondary Education: The Impact and Implications of the Standards for Technological and Engineering Literacy
	4.1 Introduction
	4.2 Current Standards-Based Resources
		4.2.1 Engineering byDesign
		4.2.2 Engineering the Future
		4.2.3 Project Lead the Way
		4.2.4 Framework for P-12 Engineering Learning
	4.3 Pedagogical Implications of STEL for Secondary Education
		4.3.1 Systems Thinking
		4.3.2 Creativity
		4.3.3 Making and Doing
		4.3.4 Critical Thinking
		4.3.5 Optimism
		4.3.6 Collaboration
		4.3.7 Communication
		4.3.8 Attention to Ethics
	4.4 Implications for Teacher Preparation
	4.5 Recommendations for Further Action
	4.6 Conclusion
	References
5 Best Practices for Technology and Engineering Education Teacher Preparation Programs
	5.1 Introduction
	5.2 Best Practices
	5.3 An Undergraduate Focus
	5.4 Standards-Based Courses
	5.5 An Active Student Club
	5.6 Integration of Both Content and Pedagogy into All Classes
	5.7 Conclusion
	References
6 Considerations in the Development of STEL-Aligned Professional Development Guidelines
	6.1 Introduction
	6.2 Professional Development Connected to the STEL: A Key Component of TED Teacher Preparation and Growth
	6.3 Focus and Format Considerations for TED Professional Development
		6.3.1 Alignment of PD with Science Standards
		6.3.2 Elements of TED PD in the U.S.
		6.3.3 Elements of TED PD Outside of the U.S.
		6.3.4 Elements of Integrative TED-Based PD
		6.3.5 PD Format Considerations
	6.4 Content Considerations for TED PD
		6.4.1 Developing Teacher’s Knowledge Through PD Experiences
		6.4.2 Preparation to Deliver Technology and Engineering Content and Practices
	6.5 Conclusions
	6.6 Recommendations
	6.7 Recommendations for Further Research
	References
Part III Positioning Standards-Based STEM Instruction Within the Broader Educational Context
7 Teaching a Standards-Based Curriculum: The School Administrator Perspective
	7.1 Introduction
	7.2 A Brief History of Standards-Based Instruction and the Accountability Movement
	7.3 Guiding Principles of Standards-Based School Instruction
		7.3.1 School-Based Standards for Achieving Growth and Proficiency Targets
		7.3.2 On the Ground with Standards-Based School Administrative Leadership
		7.3.3 The Contemporary Necessity of STEM Educational Standards—Especially Within High-Poverty Schools
		7.3.4 School-Based Response to Intervention and Multi-tiered System of Supports
	7.4 Wrapping Up the C.A.S-E. for Standards-Based School Leadership
	References
8 Communicating Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (STEL) to External Audiences
	8.1 Introduction
	8.2 Promoting STEL to External Audiences
		8.2.1 Website Content
		8.2.2 Webinars and Other Live Events
		8.2.3 Conferences
		8.2.4 News Releases
		8.2.5 Social Media
		8.2.6 Translations into Other Languages
	8.3 Lessons Learned
	8.4 Conclusion
	References
9 Areas of Research for STEL Practitioners
	9.1 Introduction
	9.2 “Classical” Types of Educational Research into Standards for Technological Literacy
		9.2.1 Theoretical Studies
		9.2.2 Empirical Studies
		9.2.3 Value and Limitations of Classical Studies
	9.3 Contemporary Types of Educational Research into Standards for Technological Literacy
		9.3.1 Design-Based Research
		9.3.2 Action Research and Ethnography
		9.3.3 Teachers as Researchers
	9.4 Concluding Remarks
	References
Part IV International Implementation of Standards-Based Curriculum
10 International Applicability of Standards for Technological and Engineering Literacy
	10.1 The Internationality of ITEEA
	10.2 ITEEA and Standards
	10.3 What Do the Standards State About Their International Applicability?
	10.4 How Have the ITEEA Standards Been Used Internationally in the Past, and How Might They Be Used in the Future?
	10.5 What Are Some Issues and Conceptions of the Use of the Standards?
	10.6 Conclusion
	References
11 Standards-Based Programme Planning and Implementation of Technology and Engineering in Nigeria
	11.1 Adopting STEL in Nigeria and Africa at Large
	11.2 Basic Science and Technology Education Curriculum Implementation in Nigeria
	11.3 Senior Science and Technical Education Curriculum Implementation in Nigeria
	11.4 Strengths and Weakness of STEM in Nigeria
		11.4.1 Strength of STEM Education in Nigeria
		11.4.2 Weaknesses of STEM Education in Nigeria
	11.5 STEM Education in Nigeria and Standards for Technological and Engineering Literacy (STEL)
	References
12 The Impact of International Technology Education Standards on the Development of a National Curriculum: A Case Study in Korea
	12.1 Introduction: The Need for New Perspectives in Technology Education
	12.2 Technology Education in Korean Elementary Schools
	12.3 Technology Education in Korean Secondary Schools
	12.4 Translating STEL into Korean
	12.5 The Impact of STEL on the 2022 Korean National Curriculum
	12.6 Conclusion
	References
13 The Application of International Models for Standards-Based STEM Education in Taiwan: A Case Study
	13.1 Standards-Based Curriculum Development in Taiwan
	13.2 The Reformation of Technology Curriculum in Taiwan
		13.2.1 Implementation of STEL Within Taiwan’s Current Technology Education
		13.2.2 Examples in Implementing Technology Curriculum Guidelines
	13.3 Future Opportunities and Challenges
	References
14 Features of Quality and Assessment Standards in Newly Reformed Irish Junior Cycle Technology Education
	14.1 Introduction: Technology Education in Ireland
	14.2 A New Framework for Technology Education
	14.3 Contemporary Technology Education in Ireland
	14.4 Centrality of the Teacher and Learner
	14.5 Implementation of Standards Through Assessment
	14.6 Concluding Comments
	References
15 Technology and Engineering Education Standards in an Innovative European Collaborative STEM Project: Lessons from Ireland and Sweden
	15.1 Introduction
	15.2 Development of the ATS STEM Conceptual Framework
	15.3 Translating Educational Standards
	15.4 Illustrative Examples of STEM Activities Within the ATS STEM Project
	15.5 Examples from Irish Case Study Research
	15.6 Examples from Sweden Case Study Research
	15.7 Conclusion
	References
16 The Impacts and Relationship of STEL and Technology Education in Estonia
	16.1 Introduction
	16.2 Technology Education Curriculum in Estonia
	16.3 STEM Education and Research in Estonia
	16.4 Using STEM Elements to Train Teachers at Estonian Universities
	16.5 Conclusion
	References
Part V Critical Perspectives on Standards-Based Educational Programs
17 Learning Standards: A Journey from Evangelist to Skeptic
	17.1 A Journey from Standards Evangelist to Standards Skeptic
	17.2 The Purpose of Standards
		17.2.1 Industry Standards
		17.2.2 Education Standards
	17.3 Why is There Skepticism About Education Standards?
		17.3.1 Pros and Cons of Using Standards
		17.3.2 Common Core State Standards in the U.S.
		17.3.3 Politics, Money, and Common Core Standards
	17.4 From Standards to Thematic Ideas in T&E Instruction
		17.4.1 Using Standards Constructively as Focal Points for Instruction
		17.4.2 A Curricular Example
		17.4.3 Design-Based Learning Activities as Instructional Drivers
	17.5 Flow Theory
		17.5.1 Teaching with Flow as the Goal
		17.5.2 The Value of Enabling and Encouraging Student Bird Walks
		17.5.3 What’s It All About, Alfie?
	17.6 Summary and Conclusions
	Appendix: Commentary on Standards for Technological and Engineering Literacy
	References
18 Lenses for Critiquing and Improving the Standards: Design, Indigeneity, Access and Equity, and Literacy
	18.1 A Design Perspective
	18.2 An Indigenous Perspective
		18.2.1 Theoretical Underpinning
		18.2.2 ITEEA as a STEM Organization
		18.2.3 Globalization of STEM Curricula
		18.2.4 STEL
		18.2.5 Literacy Redefined to Fit the Purpose
		18.2.6 Trans-/Inter-/Multi-disciplinarity of STEM
		18.2.7 Collaborative Learning Approaches
	18.3 An Equity and Access Perspective
		18.3.1 Introduction
		18.3.2 Motivation
		18.3.3 Critiquing and Improving the STEL Standards on Equity, Access, and Its Intersections
		18.3.4 Concluding Thoughts
	18.4 A Literacy Perspective
		18.4.1 Critique of the STEL from a Literacy Perspective
		18.4.2 Connotative Meanings in/of DE&T
		18.4.3 Meaning-Making Through DE&T
	References