Educators of Technical, Technology and STEM education continue with us, to advocate for hands-on skilled training. Thought leaders from around the country have discussed ways to accomplish this through education reform. C. M. Rubin published a discussion with Charles Fadel.
Contemporary education is failing our students because we are stuck in a curriculum designed for a different century, We need to re-examine college entrance requirements (and their tests). They hold change hostage to antiquated and incomplete requirements. Massive adaptation must be demanded by parents and educators alike. Without these changes, we will be unable to adapt curricula to reflect modern needs. It starts with creating a framework for WHAT we need to teach, which must be comprehensive yet concise and actionable
GLOBAL WARMING Experiments–
Conduct experiments with a model atmosphere to learn about Earth’s climate system, weather, and atmosphere. Explore the hydrological cycle. Conduct experiments to model wind and ocean currents. Learn how human activity influences the climate with experiments involving carbon dioxide and the greenhouse effect. Investigate the potential consequences of global warming on humans, ecosystems, and the world’s economies, and learn what we can do to protect the climate.
Technology in Action
The following set of facts are called the Ten Pillars of Economic Wisdom. These basic laws of economics were developed by The Economic Foundation of New York. It might be called a guide for human's economic life. These ten rules show how simply the economic truth can be told.
a Winner says, “Let’s find out”
a loser says, “nobody knows”
when a Winner makes a mistake he says,
“I was wrong”
when a loser makes a mistake he says,
“it wasn't my fault”
a Winner goes through a problem.
a loser goes around it, and never gets past it.
a Winner makes commitments.
a loser makes promises.
a Winner says “ I’m good,
but not as good as I ought to be”
a loser says
“I'm not as bad as a lot of other people”
a Winner tries to learn from those who are superior.
a loser tries to tear down those who are superior.
a Winner says “There ought to be a better way”
a loser says “That’s the way its always been done here”
Article for Review
Visualization and model building are skills that technology instructors have been providing their students for some time. Using visualization and the ability to replicate a model are skills that can be enhanced when students are introduced to communication simulation and the process of developing simulated representations of reality. In this article, the authors explain how to develop and design a communication simulation using a physical security analysis of a computer laboratory as the theme of the activity. Communication simulation from the authors’ viewpoint is the use of technology and visualization to allow the student to communicate by using a model
Computer developed simulations are new teaching tools that faculty are starting to use in their classrooms. In this paper, the authors look at one type of simulation, communication, which can be implemented into the classroom using a physical security analysis from a technology/visualization perspective. However, to disseminate this article to a broader audience and to be consistent with the understanding of the terminology used throughout the narrative several terms will be defined using Wikipedia as the resource. As Clark Aldrich states (2009, p. xxxii), “The lack of common terms is a huge problem, and it has substantially hindered the development of the simulation space. Sponsors, developers, and students have not been able to communicate intelligently.”
Follow The Money
In order to improve the critical STEM education in the nation’s K-12 schools, National Education Foundation (NEF), the national non-profit leader in bridging the STEM (Science, Technology, Engineering, Math) divides, has launched a multimillion dollar grant program in partnership with TEKSystems and Pearson.
Any school district/school with 35% or more students on Free/Reduced cost lunch is eligible. Apply at http://www.cyberlearning.org/adoptgrant. NEF will award 100 grants in 2013-14 school year, with at least one in each state.
As juniors in high school, we are concerned about our future. Since we have started high school, we have taken on challenging classes in an effort to prepare ourselves for higher education. We all started taking high school level classes in middle school in preparation to take college classes that we are currently enrolled in as high school students.
Our high school requires more STEM (Science, Technology, Engineering, and Mathematics) courses to graduate than what Idaho currently requires for graduation. We have spent hours preparing for and taking standardized tests including ISATs, civics exam, biology EOC (End of Course) assessment, and college entrance exams. In addition to all of our academic endeavors, we have all participated in community service activities and extracurriculars. Our class dreams big, and we are not afraid to put forth the extra effort to achieve those dreams.
The Art of the Future
These are stories of high school students and teachers (and public and private partners acting through networks) to do “real world” scientific research and development (R&D) and engineering design. This is the new face of advanced technological education in America’s high schools and community colleges. Job profiles are provided by the National Science Foundation Advanced Technological Education initiative.
“Confronting the CTE Stigma” is a new report developed from statewide surveys conducted by the Research and Curriculum Unit at Mississippi State. Julie Jordan, director of the RCU, said studies indicate that Mississippi students in CTE programs graduate from high school at higher rates than their non-CTE peers. Additionally, CTE prepares students for middle skill-level jobs, “an employment niche where growth is projected to outpace both high- and low-skill occupations.”
In the first phase of the RCU’s study, slightly more than 400 Mississippi adults were interviewed about their attitudes toward CTE. Of that group:
—45 percent were unable to name a single CTE program offered by local schools;
—44 percent said students who were disadvantaged in some way—not college-bound, residing in poverty or having poor grades—would benefit most from CTE participation; and
—48 percent agreed CTE could benefit the college-bound.
Requiring that high school students spend more hours in classrooms to meet “academic standards” sacrifices, and has clearly impacted, the dire need to give students more opportunities to learn a trade. We’re talking producing more carpenters, welders, plumbers, electricians, masons, mechanics, woodworkers, and other skilled craftsmen.
And while we’re encouraged by state and federal legislation to enhance career and technical education — formerly known as vocational-technical education, or vo-tech — it’s also clear that nothing will change unless the powers-that-be at the state and U.S. Departments of Education accede to the change and stop forcing local school districts to adhere to their “academics first” policies or else.
Made available through Siemens Cooperates with Education, the effort is designed to give high school and technical school graduates a basic-to-advanced machine tool knowledge that will benefit them in their future careers as CNC (Computer Numerical Control) machinists. L.E.A.P. starts with Sinutrain, a PC-based, control-identical training system. This software turns any PC screen into an exact representation of the Sinumerik Operate graphical user interface. The numeric kernel (NC) that drives Sinutrain also powers the Sinumerik 828D and 840D sl controls. Comprehensive knowledge doesn’t require investing in a machine, as all courses can be taught on a PC.
In a lab at Reading Area Community College, Benjamin Eckenrode stands in front of a blue wall rigged with pistons, pumps and gauges. It’s a pneumatic troubleshooting system, designed to teach students how to identify and solve problems with manufacturing equipment.Eckenrode’s assignment is to figure out why the piston isn’t moving. The high school senior is taking this college class as part of a program to prepare more young people for careers in the technical trades.
It’s still possible to get an entry-level factory job with just a diploma paying maybe $17 an hour, said Bonnie Spayd, executive director of the Schmidt Technology and Training Center at the college. But with a little extra training, her students can make $20 to $30 an hour, plus benefits
Bringing manufacturing back to America, creating high-wage jobs was one of our campaign promises and themes, and it resonated with everybody. It was really something what happened. States that hadn’t been won in many, many years were -- they came over to our fold. A lot of it had to do with the jobs, and other reasons -- but jobs. And I'm delivering on everything that we've said. In fact, people are saying they've never seen so much happen in 30 days of a presidency. We've delivered on a lot. And I think Mark can explain, and Mark can probably say some of the things we're doing for the auto industry. We're going to be doing for many of the industries.
As you know, the United States lost one-third of our manufacturing jobs since NAFTA. That's an unbelievable number and statistic. And 70,000 factories closed since China joined the WTO -- 70,000 factories.
California has dramatically increased resources to its system of community colleges, and industries throughout the state are gaining new ground as a result of the system’s focus on the "New World of Work." More than 113 institutions serving more than 1 million students make up the California Community Colleges System, which has made gains in public funding during a growing culture of divestment from public support for two- and four-year colleges.The budget has increased nearly $1.2 billion, a trend that system officials attribute specifically to its emphasis on workforce development. A signature part of that effort has been the system’s "Strong Workforce Task Force,"’
Samsung Electronics America (SEA) announced the launch of the company’s 6th annual Samsung Solve for Tomorrow (#SamsungSolve) program and the call for entry submissions. Samsung’s flagship citizenship initiative is one of many innovative programs designed to address the growing education gap and career development shortage in science, technology, engineering and math (STEM) in the U.S.
Provided by TryEngineering - http://www.tryengineering.org/lesson_detail.php?lesson=32
The Infrared Investigations lesson explores how engineers have to test components or systems within a product to make sure it meets customer needs. Students explore infrared and products or systems in which engineers have integrated infrared technology. Student teams are given a challenge of testing the limitations of infrared in a standard television remote control to devise a way to point infrared around a corner or between two rooms.
Lesson focuses on how infrared technology is used by engineers creating equipment and system for a variety of industries. Teams of students explore the application of infrared in remote controls, test materials that encourage or prevent infrared transmission, and develop systems that allow transmission of infrared in restricted environments.
Advance CTE's selection committee chose 11 programs for their track records of blending demanding academic work with work-based learning and internships created in partnership with business and community organizations. “CTE should prepare all students for success in both postsecondary education and careers, and these programs of study do exactly that,” said Kimberly Green, Advance CTE Executive Director. “The eleven award winners were chosen, in part, due to their dedication to ensuring access to and supporting success for all students. We hope these programs of study serve as a model for leaders across the country by demonstrating what high-quality CTE looks like and can offer to students and communities. Here is the list of winners, along with the career cluster each one represents.