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Florida Agricultural and Mechanical University

Professional Education Unit

Tallahassee, Florida 32307

COURSE SYLLABUS

Course Number: EIA 1049

Prerequisite(s): None

Course Title: Introduction to Teaching Technology

Education

Course Credit: 3 Course Hours: 3

College Education

Department: Workforce Education and

Development

Required Text(s): Brusic, S., Fales, J. & Kuetemeyer, V.F. (2004).

Technology – Today and Tomorrow (Teacher Annotated Edition).

New York: Glenco McGraw-Hill

Supplies: TBA and TaskStream

Faculty Name: Dr. David White Term and Year: Fall 2010

Place and Time: MST 114 11: 00 am to 12:15pm T/R

Office Location: MST 119

Telephone: 599-3406

e-mail: david.white@famu.edu

Office Hours

Monday

10:00am-

2:00pm

Tuesday Wednesday

10:00am-

2:00pm

Thursday

12:30pm-

2:30pm

Friday Saturday

Course Description

This course provides the opportunity for each Technology Education student to begin the professional development phase

as it relates to the philosophy along with the theory and practice of Technology Education. Modeling activities will

connect curriculum and pedagogical methods within lecture and laboratory environments. Students will also conduct 15

hours of selected 6-12 school observations (Freshman standing).

Course Purpose

To engage potential Technology Education students in the structure of the FAMU Technology Education Teacher

Education Program and to outline the knowledge, skills, and dispositions that Technology Teachers must possess to be

successful.

TASKSTREAM CODE: 22B8UU

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The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an

integrated approach to providing educational experiences that result in exemplary professional educators.

The Framework is comprised of six themes with the mission of developing high quality classroom teachers,

administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives

to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework.

DIVERSITY

• CF 1

• Through this focal area, the FAMU professional education candidate will:

CF:

1.1 (K)

Understand diverse backgrounds of individuals.

F: 5,6,7

I: 3

TECHNOLOGY

•CF 2

•Through this focal area, the FAMU professional education candidate will:

CF:

2.1 (S)

Use of available technology and software to support

student learning.

F: 4,12

I: 6

CF:

2.4 (K)

Understand fundamental concepts in technology.

F: 2,12

I: 6

VALUES

•CF3

•Through this focal area, the FAMU professional education candidate will:

CF:

3.5(D)

Recognize the importance of peer relationships in

establishing a climate for learning.

F: 7,2

I: 5,10

Professional Education Unit Conceptual Framework

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CRITICAL THINKING

•CF4

•Through this focal area, the FAMU professional education candidate will:

CF: 4.1

(K)

Understand a variety of instructional/professional strategies to

encourage student development of critical thinking and

performance.

F:4,7 I: 4

PROFESSIONALISM

CF 5

Through this focal area, the FAMU professional education candidate will:

CF: 5.1 (K) Know the content F: 8 I: 1

CF: 5.3 (D) Demonstrate commitment to professional growth &

development.

F:3,7 I: 9

CF: 5.4

(K,S)

Use major concepts, principles, theories & research related

to the development of children and adults.

F: 7

I: 2

CF: 5.5 (S) Construct learning opportunities that support student

development & acquisition of knowledge & motivation.

F: 7

I: 5

CF:

5.7 (S,D)

Display appropriate code of conduct including dress,

language, and respective behavior.

F: 9

I:5,9

Academic Learning Compact

This course falls under the courses offered in the Department of Workforce Education and Development and is

thus covered by the associated Academic Learning Compacts (ALCs). ALCs answer three basic questions: What

will students learn by the end of their academic programs? Have they learned what they have been taught by

their professors? How do we measure these quantities? For details regarding the Department of Workforce

Education and Development, ALCs, go to: http://www.famu.edu/assessment and click on Academic Learning

Compacts.

Overall Goals of the Course

The overall goal of this course is to prepare candidates to become creative problem solvers and reflective practitioners

within the content area of Technology Education provided within the course.

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Matrix for Alignment with Standards and the

The Florida Agricultural and Mechanical University

College of Education Conceptual Framework

Standards with which the course objectives are aligned:

The Florida A & M University College of Education and Human Services Conceptual Framework (FAMU CF)

Florida Educator Accomplished Practices (FEAP)

Florida Subject Area Competencies - Technology Education 6-12 (FSAC)

International Technology Education Association (ITEA)

Interstate New Teacher Assessment and Support Consortium (INTASC)

Course Objectives INTASC

FSAC (FS)

ITEA (I)

FAMU CF (CF)

FEAP (FE)

Assessment (All assessments/lectures/readings will be covered on

either the Midterm or Final Examination)

Knowledge/Content

1) Explain and implement the practices

established in the Technology Education

Teacher Education Program Policies and

Procedures document.

2, 4, 6

FS: 1, 12,

13

I: 1, 11

CF: 2.1, 4.1

FE: 4, 7, 12

FAMU TE Student & Teacher

Guidelines for Field

Experience Quiz;

Field Experience Guidelines

Worksheet

2) Compare and contrast the fundamental

tenets of Technology Education today with its

antecedents and analyze how historical

developments have impacted current practices.

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FS: 1.5,

12.2

I: 7

CF: 4.1

FE: 4, 7

Historical Antecedents of

Technology Education

Worksheet

Skills/Performance

3) Develop, explain, and defend a personal

philosophy of Technology Education that is

consistent with local, state and national

standards.

1, 4 FS: 12.2

I: 1, 2

CF: 4.1

FE: 4, 7

Technology Education

Philosophy Statement

“Why Are You Here”

Worksheet

4) Evaluate and explain the significance and

impact of local, state, and national academic

standards for Technology Education.

2, 6 FS: 12

I: 3

CF: 2.1 5.4

FE: 4, 7, 12

Technology for all Americans

Worksheet

Discussion Board 1

5) Classify technologies in the broad systems

areas and differentiate between science,

technology, engineering, and mathematics

(STEM)

2, 6 FS: 12.1&7

I: 3

CF: 2.1 5.4

FE: 4, 7, 12

Discussion Board 2

TE Curriculum Quiz

6) Compare Technology Education curricula

and instructional methodologies at various

educational levels to local, state, and national

standards and practices.

2 FS: 12.4

I: 3

CF: 5.4

FE: 7

Technology Education

Standards Quiz

Engineering by Design

Worksheet

7) Analyze technological trends and their

relation to careers, the economy, and

educational needs of society.

2

FS: 1.5,

12.4

I: 1, 4, 5, 6

CF: 5.4

FE: 7 Technology Education

Research Report/Presentation

Dispositions/Professionalism

8) Explain the processes involved in securing

and maintaining a professional teaching

certificate in Florida.

9 FS: 12

I: 1, 2, 3

CF: 5.3

FE: 3, 7 Technology Education Safety

and Liability Worksheet

9) Identify and explain the benefits, issues and

opportunities related to teaching, in general,

and more specifically, to teaching Technology

Education by participating in a series of field

experiences.

6, 9 FS: 14.1&6

I: 6

CF: 2.1, 5.3

FE: 3, 4, 7, 12

Field Experience Forms and

Reports

Discussion Board 3

10) Develop a professional portfolio that will

expand throughout the life of the academic

career and beyond.

6, 9

FS: 14.5 &

6

I: 4

CF: 2.1, 5.3

FE: 3, 4, 7, 12 TaskStream Artifact

Submission

Specific Behavioral Objectives

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1. Exploration of Technology as a Human Phenomenon

A. The evolution, design and use of tools and techniques

B. An introduction to the timeline of human technology

C. An introduction to technology and culture

D. An introduction to technology and human values

2. An Introduction to the Academic Discipline of Technology Education

A. The historic antecedents of Technology Education

B. Contemporary Technology Education theory and design

a. The systems paradigm

b. The design and technology paradigm

3. An Introduction to Pedagogy and the Teaching Profession A. An introduction to the Psychology of Learning

B. An introduction to the Domains of Learning

C. An introduction to Multiple Intelligence Theory and Learning Style

D. The Universal Models of Teaching

E. Designing learning activities

F. Assessing learning activities

G. What it means to be a professional educator

H. Professional and accreditation associations

4. Policy and Procedures Manual

A. Introduction to Advisement

B. Undergraduate Catalog

C. Clearance Checks

D. Health Tests

E. Florida Technology Education Certification Teacher Exam

F. Graduation

G. Technology Education Distribution Sheet

H. Approved Technical Electives

I. Procedures to Prepare for Course Registration

J. Field Experience Approval Forms

K. Report Forms for Field Experiences

L. Technology Education Program Completion Checklist

M. Technology Education Program Model

A variety of methods may be employed, including, but not limited to: lecture/discussion, field

experience, guest speakers, audiovisual materials, computer applications, demonstrations, presentations

and lab activities. This course meets for three lecture hours with several Blackboard assignments per

week. Additionally, students must complete 15 hours of field experience, read relevant sections in

current outside resources, including web-based documents and word- process assignments and have

regularly available email, Internet and World Wide Web access.

Topical Outline

Teaching Methods

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1. Quizzes

2. Midterm and Final Examinations 3. Worksheet Assignments 4. Field Experience Reports 5. Blackboard Discussion Boards 6. Presentation Evaluation 8. Research Paper 9. Philosophy Paper

Quizzes (8) 10 pts each 80

Worksheet Assignments (6) 10 pts. each 60 Field Experiences and all forms (3) 70 pts. each 210 Blackboard Discussion Boards (3) 25 pts. each 75 Class Presentation 75 Research Paper 75 Philosophy Paper 75 Midterm 150 Final Exam 200 Total 1000 pts

FIELD EXPERIENCES AND REPORTS: Students in this course must complete all field experiences (15 hours minimum) and reports with a grade of “C” or better. If a field

experience report is less than a “C” (at least 73%) the report must be redone. Failure to complete all required field experiences and

reports with a grade of C or better will result in a failing grade for this course.

Grades will be determined using a percentage of total points. The grading scale, with minimum percentages for each grade is

provided below. This grading scale will be applied to individual evaluated activities as well as to the student’s final grade.

PERCENTAGE GRADE Extra Credit Opportunities:

90-100% ...................... A TECA membership +1 activity = 25 points

80-89% ........................ B FTEA membership = 10 points

70-79% ........................ C ITEA membership = 10 points

60-69% ........................ D Other Negotiated Activities (conferences, workshops, etc.) = up to 10 points

Below 60% .................. F (can’t be initiated in the last five weeks of the semester)

Verification of Extra Credit (only acceptable means): TECA – TECA President will submit a list of names of TECA members

FTEA – copy of membership card, or copy of cover of FTEA Journal showing name and mailing address

ITEA – copy of membership card, or copy of cover of The Technology Teacher showing name and mailing address

Dispositions As a component of student assessment, the College of Education has instituted a system for monitoring the

professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and

Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student

which will be turned in to the department chair and kept in the student’s file. If a problem arises during the semester, a

disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s

department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See

Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy

includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.).

Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure

that each member of the University community be permitted to work or attend classes in an environment free from any

form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and

Methods of Evaluation

Grading Criteria

Course Policies

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sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University

and employment.

Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the

Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56.

ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor

of accommodations required to insure participation in this course. Documentation of disability is required and should be

submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the

LDEC at (850) 599-3180.

Additional Course Policies:

1. Attendance: Attendance is required for all class meetings. It is the responsibility of the student to make up

any work/assignments missed due to illness or personal excuses. The student’s final grade will be reduced

one letter grade for each absence beyond two unexcused absences. All excused absences must be reported

to and verified through the FAMU College of Education.

2. Quizzes: There are 8 quizzes throughout the semester worth 10 points each. Tentative dates on which

quizzes will be given will be posted on the class BlackBoard site. There will be no make-ups for missed

quizzes without an acceptable excuse.

3. Final Exam: There will be a comprehensive exam at the end of the course. The final will be approximately

equal in value to all of the quizzes.

4. Computer/Web/Email Applications: A variety of graded activities in this course will be conducted using

email, the web and BlackBoard. Students are required to use their FAMU email/Blackboard account and to

know how to use file attachment features. Also, students must use Microsoft© Word© for all word-

processed files, must be able to use Microsoft© Excel©, and will prepare a Microsoft© PowerPoint©

presentation, and must be able to use an Internet browser. Some web-based resources will be formatted as

PDF files. Students should have access to and know how to use Adobe© Acrobat Reader©. Grades will be

posted on BlackBoard. Computer access for students is provided at a number of locations on campus.

Students may access their FAMU email from other email accounts or computer systems that are not on the

FAMU campus. However, it is the student’s responsibility to make sure the email and other computer

systems are operational.

5. Spelling: Correct spelling is required for all work. Spelling a word incorrectly on any graded item will

result in a loss of one-half point for each time the word is misspelled.

6. Writing Assignments: Students will complete several writing assignments. Writing assignments must be

word-processed using Microsoft© Word©.

7. Portfolio: Students are required to purchase a TaskStream account. Three assigned artifacts must be

uploaded to your TaskStream portfolio to pass this class.

8. Professionalism: Students are expected to conduct themselves in a professional manner at all time while in

class. Evaluation of the student’s professionalism will be an important part of the assessment program in

this course.

9. Reading: Students are expected to read handouts, web pages, web-based documents, etc. to prepare for

lectures, quizzes and tests; as well as prepare for research and writing activities through reference reading.

10. Research: Several evaluated activities require the student to conduct research. Under normal conditions,

the University library resources will meet all the student’s research needs. Internet research activities will

also be conducted.

11. Safety: It is the student’s responsibility to adhere to and practice proper safety procedures in the use and

operation of the tools, materials, machines, and processes required in this course. Safety eyewear is

required when working in any technology labs during course or when participating in hands-on lab

experiences. All students must provide and use their own personal safety eyewear. Students will not

be permitted to work in any Technology Education laboratory without approved safety eyewear-no

exceptions.

12. Laboratory: This class has an integrated lecture and lab. Some days may be all lectures or all labs or a

combination of both depending on the class progress and activities.

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13. Presentations: Students will prepare and deliver one presentation. Presentations must be supported by

multimedia (typically PowerPoint). Students will also make several informal presentations during class as

part of a group or as an individual.

14. Deadlines: All evaluated activities must be submitted on the deadlines identified. Ten percent (10%) will

be deducted from the student’s grade for each day the activity is submitted late.

15. Plagiarism and Ethical Behavior: Students are expected to do their own work and act respectfully to each

other and most importantly, the instructor. If student are caught cheating in any way, they may receive a

failing grade for the course, dismissal from the program or dismissal from the University.

Students with Disabilities:

Reserve the right to decide when to self-identify and when to request accommodations.

Will register with the Equal Opportunity Programs Office (EOP) each semester to receive

accommodations.

Will present the EOP Accommodation Approval Notice to faculty when requesting accommodations.

May be required to communicate with faculty for accommodations that specifically involve the faculty.

Contact Info: Equal Opportunity Programs Office 676 Ardelia Court Tallahassee, FL 32307 (850) 599-

3076/3219.

FAMU Technology Education Student Equity Statement:

Florida A&M University is committed to the human rights, dignity and social equity of all individuals;

therefore, in accordance with University policy, the Technology Education Program will maintain a “no

tolerance” policy with regard to behavior associated with: sexual connotations, physical gestures, inappropriate

language or graphics on clothing. As potential future teachers, it is the expectation of the Technology

Education Faculty that all Technology Education Majors and those who are enrolled in Technology Education

classes reflect strong professional integrity and act in a manner worthy of the University and the Technology

Education Program. The Technology Education Faculty will address any issues according to the University

policy in order to create a safe and comfortable learning environment for all students.

If a student feels that any misconduct as described above has occurred against them, witnesses, or is told of an

incident of perceived misconduct then he/she should report the incident to the Equal Opportunity Programs

Office. Reports of any incidents will be held in the strictest of confidence. Contact Info: Equal Opportunity

Programs Office 676 Ardelia Court Tallahassee, FL 32307 (850) 599-3076/3219.

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Forms for Field Experiences:

Download all forms (Letter of Introduction to Teacher & Principal; Field Experience Instructor Pre-Approval Form;

Teacher & Principal Approval Form; Field Experience Report Form (via Blackboard). You should save these documents to

your computer (you will be using them several times). Print out a copy of each document and bring them to class with your

name in the top right corner of each page. Please write legibly. This assignment is designed to get you familar with using

technology (Blackboard) to complete tasks in addition to the professional dispositions of completing assignments on time.

Throughout the semester you will be using Blackboard to retrieve and submit several forms, review PowerPoints for class

discussions, and complete worksheets.

Please refer to the FAMU Technology Education Field Experience Guide for specific criteria for field observations Course Objective 1: FAMU CF: 4.1, 5.4; FEAPS: 4, 7; FSAC: 1,12,13; ITEA: 1, 11; INTASC: 2, 4

Course Objective 9: FAMU CF: 3.5, 5.5; FEAPS: 2, 3, 5, 6, 7, 9, 11, 12; FSAC: 14.1, 6; ITEA: 6, INTASC: 1. 2. 3. 5. 7. 9. 10

Discussion Boards:

You will have three discussion board assignments throughout the semester. Through discussion boards, you will identify

and self-reflect with regard to your views and opinions regarding technology education issues such as standards,

philosophies, and technology as it relates to different grade levels. Information will be provided related to discussion board

topics: however, critical thinking on your part to express your opinions and views are essential. Furthermore you will

demonstrate your professional skills by responding to your peer’s discussion board responses. The following topics will be

on the discussion boards:

Discussion Board 1: Standards have become a way of life in k-12 education (and higher education as well!). Some are

mandatory such as those within the "No Child Left Behind Act". After reading about the Florida Subject Area Competencies

- Technology Education 6-12 standards, discuss your views on standardized curriculums and standards in general. Find at

least one web source or article to back-up your argument and provide the link or file. 250 word minimum. Additionally,

comment on at least two of your classmate’s submissions. BE SURE TO BE PROFESSIONAL WITH YOUR COMMENTS! Course Objective 4: FAMU CF: 5.4; FEAPS: 7; FSAC: 12; ITEA: 3; INASC: 2

Discussion Board 2 - After one of your visitations, either middle or high school, write 250 words about constructivism. Did

you see this occurring? If so, how? If not, how would you go about incorporating constructivism in that classroom?

Additionally, comment on at least two of your classmate’s submissions. BE SURE TO BE PROFESSIONAL WITH YOUR

COMMENTS! (Due after any visit.) Additionally, comment on at least two of your classmate’s submissions. Course Objective 5: FAMU CF: 2.4; FSAC: 12.1, 7; ITEA: 3; INTASC: 6

Discussion Board 3 - Now that you have had a taste of different classroom settings, explore what grade level you want (or

might want) to teach. Explain why or why not you made a decision about grade levels. 250 words. (Due after completion of

all visits. Additionally, comment on at least two of your classmate’s submissions. BE SURE TO BE PROFESSIONAL WITH YOUR

COMMENTS! Course Objective 9: FAMU CF: 3.5, 5.5; FEAPS: 2, 3, 5, 6, 7, 9, 11, 12; FSAC: 14.1, 6; ITEA: 6, INTASC: 1. 2. 3. 5. 7. 9. 10

Worksheets - You will have 6 worksheets throughout the semester. The worksheets are designed to identify characteristics

of a professional teacher and compare them to your individual characteristics in addition to relating them to professional

certification requirements, organizations, standards and opportunities within technology education field.

Worksheet 1 - Introduction to Teaching Technology Education Field Experience Program Student Guidelines. This

worksheet is designed to assess your understanding of the requirements that are needed for your school visitations. The

school visitations are your first opportunity to witness a professional educator teaching pedagogical methods within a live

classroom setting. Your understanding of the policies and procedures when visiting a classroom is a vital component to your

becoming an educator. You will identify criteria for a visit such as the sequence of the paperwork, identifying schools and

cooperating teachers, and security clearances need to visit a school. Course Objective 1: FAMUCF: 2.1, 4.1; FEAPS: 4, 7, 12; FSAC: 1, 12, 13; ITEA: 1, 11; INTASC: 2, 4, 6

Worksheet 2 - “Why Are You Here?” Worksheet: What are your reasons for wanting to become a teacher? Why did you

choose Technology Education? 250 word minimum. Course Objective 3: FAMU CF: 4.1; FEAPS: 4, 7; FSAC: 12.2; ITEA: 1, 2; INTASC: 1, 4

Assignments

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Worksheet 3 – Historical Antecedents of Technology Education – This worksheet is designed to provide you with historical

knowledge regarding Technology Education at both the State and National levels as well as Florida A&M. Course Objective 2: FAMU CF: 4.1; FEAPS: 4, 7; FSAC: 1.5, 12.2; ITEA: 7; INTASC: 9

Worksheet 4 – TFAA Worksheet: The Technology For All Americans Project is the catalyst for why we teach Technology

to students in k-12 schools. This worksheet will provide you with key terms used in technology education along with other

pertinent information and reasons why all citizens should be technologically literate. Course Objective 4: FAMU CF: 5.4; FEAPS: 7; FSAC: 12; ITEA: 3; INASC: 2

Worksheet 5 – Engineering by Design (EbD): Engineering by Design is Standards based Model Program that is fast

becoming the premier method of teaching technology education in k-12 settings. This worksheet will provide with important

aspects of EbD that you will use throughout your academic career in the FAMU Technology Education Program. Course Objective 6: FAMU CF: 5.4; FEAPS: 4, 7, 12; FSAC: 12.4; ITEA: 3; INTASC: 2

Worksheet 6 – Safety and Liability Worksheet: All educators must know the law as pertains to teaching. With that said, two

very important aspects of Technology Education Programs are laboratory safety and teacher liability in cases of laboratory

accidents or individual student behavior issues. You will take this worksheet with you on a field observation and work with a

cooperating teacher to complete the required information. Course Objective 8: FAMU CF: 5.3; FEAPS: 3, 7; FSAC: 12, ITEA: 1, 2, 3; INTASC: 2

Research Paper: Introduction: research and write a paper about the impact of a current, emerging, or future technological developments on

Technology Education. Details:

1. Identify a current, emerging, or future technology of interest. Several ideas are listed below. Your topic must be

pre-approved. 2. Prepare a 3-page paper that covers the following topics:

• Technology Operations - How does the technology work? What are its basic operational features? Research the

technology and determine how it works, what it does, how it operates, etc.

• STEM Application – How is or can this technology be integrated into STEM (Science, Technology, Engineering

& Math) education? What learning activities could students do, if any, at the middle, or high school level in STEM

subjects?

• Standards Impact – How would the integration of this technology into STEM education be related to the Florida

Academic Content Standards for Technology Education and/or the Standards for Technological Literacy?

The paper should be word-processed, 12 point type, Times or Arial regular font, .75-inch margins all around, line spacing of

1.5, and not exceed three pages. Papers will be submitted to Blackboard and will be checked on TurnItIn.com, so do not

plagiarize.

Possible Technologies to be researched –artificial intelligence, GPS, blue tooth, genetic engineering, green building,

alternative energy sources, nanotubes, nanorobots, nanofactories, DVD, biopharmaceuticals, autonomous/robotic vehicles,

space elevator, MEMS, robotic surgery, smart implants, RFID, smart buildings, smart or intelligent highways, consumer

robotics, hybrid engines, rapid proto virtual work/life/reality, typing, stereo lithography, OLEDs, maglev trains, self-

assembly nanotechnologies, wireless, PDAs, smart phones, electronic payment via debit or credit cards, VoIP, biometrics,

wave power, geothermal energy, DNA evidence testing, home testing for drugs, genetic markers, other medical factors,

software for web based social networks (MySpace, Facebook, etc.), computer security, WiFi, any aspect of PC operations

(i.e., RAM, flash memory, FireWire, hard drive storage, wireless mouse, scanner, etc.), DSL, cable TV, cable internet,

LASIK surgery,You are not limited to this list, but your topic must be pre-approved. Course Objective 7: FAMU CF: 5.4; FEAPS: 7; FSAC: 1.5, 12.4; ITEA: 1, 4, 5, 6; INTASC: 2

Class Presentation:

Research Focus: This assignment allows you to further develop your interest and knowledge base pertaining to the area of

technology you used for your research paper. Additionally, this will help you develop the public speaking skills all educators

need to teach. The goal for this assignment is to develop a quality research project that you will be proud to use as a teaching

aid in your future classroom. The format must be in PowerPoint, and you will make a presentation no longer than 10 minutes

and no shorter than 7 minutes. Course Objective 7: FAMU CF: 5.4; FEAPS: 7; FSAC: 1.5, 12.4; ITEA: 1, 4, 5, 6; INTASC: 2

Philosophy Statement: You will write your first philosophy paper based on what you have learned in this class. You will provide your personal

beliefs regarding a description of both technology and technology education, and how you think Technology Education

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should be taught. You will draw your conclusions from completed worksheets, lectures, presentations, and your research

paper/presentation. Course Objective 3: FAMU CF: 4.1; FEAPS: 4, 7; FSAC: 12.2; ITEA: 1, 2; INTASC: 1, 4

Lecture/Topics Assignments/Lab

(All PowerPoints Available via Blackboard)

Week 1

Introduction and Orientation

EIA 1049 Introduction to Teaching Technology

Education Field Experience Program Student

Guidelines

Regulations and COE Forms

Using Blackboard in this Course

Using TaskStream in The College of Education

Read the EIA 1049 Introduction to Teaching Technology Education Field Experience Program Student Guidelines

Download all forms (Letter of Introduction to Teacher & Principal; Field Experience

Instructor Pre-Approval Form; Teacher & Principal Approval Form; Field Experience Report Form via Blackboard). Submit a copy of each form

EIA 1049 Introduction to Teaching Technology Education Field Experience Program

Student Guidelines Worksheet

Purchase TaskStream and explore its capabilities.

Week 2

Lecture: Three Questions: Why? What? How?

Technology Education Associations

Technology Education at FAMU

Quiz 1

Review the PowerPoints: Three Questions: Why? What? How? and Technology Education

Associations and Technology Education at FAMU Read Chapters 1-3 of the Text. Be

prepared to discuss these topics in class

Evidence of Leon County credentials for field observations due

“Why are You Here” Worksheet

Week 3

Lecture: Historical Antecedents of Technology Education at

FAMU TE Policies & Procedures Manual

Quiz 2

Historical Antecedents of Technology Education Worksheet Review the TE Policies and Procedures Manual available via Blackboard. Be prepared to

discuss these topics in class.

Introduction to Research Paper

Week 4

Lecture: TE Program Goals and Objectives at FAMU

Defining Technology Florida Standards for Technology Education

Quiz 3

Review the PowerPoints: TE Program Goals and Objectives at FAMU; Defining

Technology, and Florida Standards for Technology Education. Read Chapters 4 and 5 of

the Text. Be prepared to discuss these topics in class.

Research Paper Proposal Due

Week 5

Lecture: Admission to Teacher Education at FAMU Technology for All Americans Introduction

(ITEA) Standards For Technological Literacy

Quiz 4

Review the PowerPoints: Admission to Teacher Education at FAMU and Technology for

All Americans Introduction. Read Chapter 6-7 of Text. Be prepared to discuss these topics in class.

Field Experience Report 1 Due

TFAA Worksheet

Week 6

Lecture:

Blackboard Discussion Board 1 Introduction

Quiz 5

Review the PowerPoint: Florida Educational Professional Practices and be prepared to

discuss this topic in class.

Group Project introduction

Discussion Board 1

Week 7

Lecture: Teaching Tech Ed in the Middle School

Teaching Tech Ed in the High School

Review for Midterm

Review the PowerPoints: (ITEA) Standards For Technological Literacy, Teaching Tech

Ed in the Middle School, and Teaching Tech Ed in the High School. Be prepared to discuss

these topics in class. Group Project – Standards Based Technology Education Proposal Due

Week 8 Midterm

Week 9

Lecture: Technology Systems Why Study Technology Education?

Review the PowerPoints: Technology Systems and Why Study Technology Education? The

PowerPoints are available via Blackboard. Be prepared to discuss these topics in class. Read Chapters 8-9 of Text. Be prepared to discuss these topics in class.

Week 10

Lecture: FACS, FEAPS, Sunshine State, ITEA Standards

Quiz 6

Review the PowerPoint: FACS, FEAPS, Sunshine State, ITEA Standards. Be prepared to

discuss these topics in class.

Research Report Due*

Turn in Group Project PowerPoint presentations via Blackboard.

Week 11

Lecture:

Philosophy of Technology Education -

Constructivism in the classroom

Discussion Board 2 Field Experience Report 2 Due

Group Project Presentations*

Week 12

Lecture: Safety and Liability issues in the

Technology Education Classroom Science, Technology, Engineering and Mathematics

(STEM)

Quiz 7

Engineering by Design Worksheet

Review The Florida Department of Education Technology Education Website (www.fldoe.org/workforce/programs/te_home.asp). Subscribe to “Tech Flash” list serve

(it’s free!) Print out your conformation and bring it to class.

Week 13

Lecture: Technological Problem Solving

Technological and Engineering Design Processes

Quiz 8

Review the PowerPoints: LiveText, Technological Problem Solving and Technological and

Engineering Design Processes. Be prepared to discuss these topics in class. Read Chapters

10-11 of Text Extra Credit Options DUE

Week 14

Lecture:

Students with special needs in the Technology

Education Classroom

Discussion Board 3

Safety and Liability Worksheet Due

Week 15

Lecture: What’s Next ? Understanding your

responsibilities as a FAMU Technology Education

Major

Field Experience Report 3 Due

Technology Education Philosophy Statement*

Week 16 Review for Final Exam

ALL WORK DUE

Course Calendar (Tentative)

12

Week 17 Final Exam

* Denotes TaskStream Artifact Submission

Syllabus Reference Materials: California University of Pennsylvania (http://www.cup.edu)

Florida Department of Education Website (http://www.fldoe.org)

Florida 2007-08 Technology Education Career Education Curriculum Frameworks

(http://www.fldoe.org:workforce:dwdframe:te_frame07.asp)

Florida Technology Education Association Website (http://www.ftea.com)

Illinois State University (http://www.ilstu.edu)

International Technology Education Association (http://www.iteaconnect.org)

The Ohio State University (http://www.osu.edu)

Course References:

Bybee, R. (2000). Achieving Technological Literacy: A National Imperative. The Technology Teacher, 60(1): 23–28.

Dym, C. L., Agogino, A. M., Eris, Ozgur,E., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking,

teaching, and learning. Journal of Engineering Education, 95(1),103-120.

Hailey, C. E., Erickson, T., Becker, K., & Thomas, T. (2005). National center for engineering and technology

education. The Technology Teacher, 64(5),23-26.

Lewis, T. (2004). A turn to engineering: The continuing struggle of technology education for legitimatization as a

school subject. Journal of Technology Education, 16(1), 21-39.

ITEA. (2000/2002/2007). Standards for Technological Literacy: Content for the Study of Technology. Reston, VA:

Author.

ITEA. (2003). Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and

Program Standards. Reston, VA: Author.

National Academy of Engineering (NAE), & National Research Council (NRC). (2002). Technically Speaking: Why

All Americans Need to Know More About Technology. (G. Pearson & T. Young, Eds.). Washington, DC:

National Academy Press.

Rose, L.C., & Dugger, W.E. (2001). ITEA/Gallup Poll Reveals What Americans Think About Technology. The

Technology Teacher, 61(6), insert.

Rose, L.C., Gallup, A.M., Dugger, W.E., & Starkweather, K.N. (2004). The Second Installment of the ITEA/Gallup

Poll and What It Reveals as to How Americans Think About Technology. The Technology Teacher, 64(1), insert.

Wicklein, R. C. (2006). Five good reason for engineering design as the focus for technology education.

The Technology Teacher, 65(7), 25-29.

References and Supplementary Materials

13

College of Education

Student Professional Dispositions

Spring 2010

Candidate’s Name: _______________________ Student ID: ___________ Program Area: _________________

Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1

The candidate

consistently and

thoroughly demonstrates

indicators of

performance.

(90–100 %)

The candidate usually

and extensively

demonstrates

indicators of

performance.

(89-80%)

The candidate sometimes

and adequately

demonstrates indicators

of performance.

(79-70%)

The candidate rarely or

never and

inappropriately or

superficially

demonstrates indicators

of performance.

Professionalism : The Teacher Candidate demonstrates professionalism

(Please use a to indicate level of performance.)

Outcome

F

(4)

A

(3)

M

(2)

U

(1)

Punctuality

Does not exceed three unexcused absences, per university catalog 2009-2010

In class at or before specified time, per Registrar

Attends class, field experiences, meetings

Appropriate dress and grooming

Completes assignments on or before due date

Emotional Management

o Handles feeling appropriately

o Reacts reasonably to situations

o Finds a healthy balance between emotions

Demonstrates the appropriate use of personal technology during class

Follows established protocol and procedures

Follows established procedures and policies

Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1

The candidate

consistently and

thoroughly demonstrates

indicators of

performance.

(90–100 %)

The candidate usually

and extensively

demonstrates

indicators of

performance.

(89-80%)

The candidate sometimes

and adequately

demonstrates indicators

of performance.

(79-70%)

The candidate rarely or

never and

inappropriately or

superficially

demonstrates indicators

of performance.

Effective Communication: The Teacher Candidate demonstrates effective communication

skills

(Please use a to indicate level of performance.)

Outcome

F

(4)

A

(3)

M

(2)

U

(1)

Uses standard English language in various settings

Uses appropriate tone of voice for the setting

Clearly articulates concepts (avoids words such as you know, um, uh-uh, and okay)

14

Models appropriate respectful communication that is not demeaning or harmful (avoids

loud outbursts and profanity)

Avoids confrontational behavior

15

Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1

The candidate

consistently and

thoroughly

demonstrates indicators

of performance.

(90–100 %)

The candidate usually

and extensively

demonstrates

indicators of

performance.

(89-80%)

The candidate sometimes

and adequately

demonstrates indicators

of performance.

(79-70%)

The candidate rarely or

never and

inappropriately or

superficially

demonstrates indicators

of performance.

Respectful Behavior: The Teacher Candidate demonstrates respectful behavior

(Please use a to indicate level of performance.)

Outcome

F

(4)

A

(3)

M

(2)

U

(1)

Considers opinions of others with an open mind (respects diversity)

Listens to others in a variety of settings

Provides equitable learning opportunities for all

Considers background interests and attitudes

Reacts reasonably to situations (avoids verbal confrontational behavior)

Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1

The candidate

consistently and

thoroughly

demonstrates indicators

of performance.

(90–100 %)

The candidate usually

and extensively

demonstrates

indicators of

performance.

(89-80%)

The candidate sometimes

and adequately

demonstrates indicators

of performance.

(79-70%)

The candidate rarely or

never and

inappropriately or

superficially

demonstrates indicators

of performance.

Ethical Behavior: The Teacher Candidate demonstrates ethical behavior

(Please use a to indicate level of performance.)

Outcome

F

(4)

A

(3)

M

(2)

U

(1)

Demonstrates academic honesty

o Avoids plagiarizing

Demonstrate honesty inside and outside of the classroom

Demonstrates trustworthiness

Understands the importance of professional code of ethics

Advocates fairness

Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1

The candidate

consistently and

thoroughly

demonstrates indicators

of performance.

(90–100 %)

The candidate usually

and extensively

demonstrates

indicators of

performance.

(89-80%)

The candidate sometimes

and adequately

demonstrates indicators

of performance.

(79-70%)

The candidate rarely or

never and

inappropriately or

superficially

demonstrates indicators

of performance.

Reflective Behavior: The Teacher Candidate demonstrates reflective behavior

(Please use a to indicate level of performance.)

Outcome

F

(4)

A

(3)

M

(2)

U

(1)

Accepts feedback and suggestions, and incorporates in subsequent practice in various

settings

Demonstrates accurate self-analysis regarding ones strengths and weaknesses