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Massachusetts, Washington, D.C., Ohio, & World-wide -
Spreading Technology/Engineering Education
Awareness
MassTEC Express January 2013 Volume 4 Issue 3
http://www.edpubs.gov/document/ed005353p.pdf?ck=51
In this issue:
Next Generation Science Standards
ITEEA Conference
Great Happenings at Clinton Middle School
iSTEM
MassTEC Program of the Year
Great stuff from the Webmaster
Create a Cool Design Brief
and
Lots More!
So we must keep educating! Check
out MassTEC President Scott
Jewell’s note on page 3 and get your
voice heard.
Thanks to Mike Fitzgerald, DTE who noted on the ITEEA Ideagarden that there is a PowerPoint about “The Status of Technology & Engineering Education” in the United States on the ITEEA website http://iteea.org/ Check this out!
Take some time with the NGSS
documents and the PowerPoint© to
reflect on how you can spread the
word.
“We do not learn from experience...
we learn from reflecting on
experience." ~John Dewey
and
“The road to success is through
constant blundering"
~ Francis Wayland Parker
This too sounds like fun, and like
Technology /Engineering
Education!
THE
MASSTEC
EXPRESS NEWSLETTER
MassTEC Express January 2013 Volume 4 Issue 3 Features inside this
issue include:
From the President’s
Desk
3
ITEEA
Conference 4
Clinton Middle School
5
MassTEC
Conference Survey
6
iSTEM: 7
STEAMing up Massachusetts 8
Achievement Gaps
9
MassTEC Program of
the Year 10
Manufacturing's
Missing Generation 11
Lots More!
From the
Webmaster 15
Design Brief
16
Greetings!
A new year, new challenges,
a new commitment…
As educators, we often find that we
have to educate our peers in the
“core” courses, our school
counselors, our administrators, our
students’ parents, our communities,
and our politicians that there is so
much more to do to prepare our
future citizens for their futures than
just score well on some test. In fact,
educational theorists, like Sir
Kenneth Robinson, state that today’s
education is taking away the real
world connections and killing
creativity in what students learn to
increase seat time in tested subjects.
We TE/E teachers need to point out
that theory with no practical
application is wasted on students
who do not see the connections to
their world. In fact this is not a new
idea at all, one of my students at
NEU offered this capsule:
“Another [Francis Wayland]
Parker’s (1837-1902) theory that
advanced [Dewey’s] The School
and Society (1907) was called the
“theory of concentration.” With
this, Parker proposed that
students acquire knowledge by
employing the different modalities
of learning (Schmitt, 2010). Here,
students were attentive to a
lesson, but would then engage in hands-on activities to support this
lesson. This attentiveness and
subsequent engagement were,
according to Parker the twin
processes of mental and physical
learning (Schmitt). This final
engagement allowed the students
to connect the knowledge learned
with the action. Also known as
Parker’s illustrative teaching,
through each approach it was the
student experience, rather than
the subject matter being taught,
that embodied the curriculum
(Schmitt). “ ~Nicole Chiesa (used
with permission)
I responded with: Sounds like
Technology /Engineering
Education!
Dr. Ray McCarthy MassTEC Express Editor
c413.627.7043
MORE at http://www.masstec.org
TED Talks http://www.ted.com/talks/sunni_brown.html?fb_ref=talk
Columbus or Bust!
Ipswich-
From the MassTEC President’s Desk
Dear Members of the MassTEC Community;
In our continuing efforts to keep you informed of the changes affecting our profession and the need to help our students become
technologically literate, we would like to draw your attention to the latest draft of the Next Generation Science Standards
(NGSS). This draft has posed major changes in the standards that deal with Technology/Engineering. The stand-a-lone
standards for Technology/Engineering Education have been removed and technology/engineering sections have been rolled into
the science standards. The MassTEC Board of Directors is very disappointed with this paradigm shift.
The Board of Directors would like to make you aware of the following items:
NGSS has presented engineering in name only.
NGSS has presented engineering as just “an application of science.”
NGSS is limited to just “Engineering Design” however, Technology/Engineering Education is so much more than that.
Technology/Engineering Education also teaches students about:
Materials, Tools, Construction and Manufacturing
Technological Systems
Energy & Power Technologies
Communication
Bio-Technology
Due to the fact the NGSS embeds technology/engineering core ideas into traditional the sciences, engineering will be over-
looked and forgotten.
Technology/Engineering Education is a discipline in its own right with a history, way of thinking, content and practices
that supports the whole child’s development through authentic problem solving with real world applications.
Please take a few minutes and fill out the NGSS Survey form to express your opinion on this draft of the standards. Please feel
free to use or build off of any comments in this message when you express your opinion on the NGSS document.
The link to the Middle School Engineering Design NGSS Survey form is in the top right hand corner of the following web
page:
http://www.nextgenscience.org/msets-ed-engineering-design
The link to the High School Engineering Design NGSS Survey form is in the top right hand corner of the following web page:
http://www.nextgenscience.org/hsets-ed-engineering-design
In closing, once again the Board of Directors is very disappointed in the revised standards. We believe they are a step
backwards for our students here in Massachusetts and indeed the United States who will need to live in a competitive
technological world.
Sincerely .
Scott Jewell
President MassTEC
MassTEC Express January 2013 Volume 4 Issue 3
Page 3
Page 4 MassTEC Express January 2013 Volume 4 Issue 3
Columbus, Ohio -
Investing in People as Educational Change Agents This is ITEEA's 2012-2015 Strategic Plan, and it's aligned with this year's conference
theme, "Improving Technology and Engineering Education for All Students: A Plan of Action."
Educators from around the world will come together next March to help define that plan of action and
what it should be in our schools today and tomorrow. Your New Year's resolution should include
joining your colleagues in Columbus, Ohio, March 7-9, 2013.
It's also ITEEA's 75th Anniversary, and you'll experience sessions, workshops, and other special
activities like never before. "Celebration Central," a special area in the middle of the exhibit floor,
will offer:
Heritage-related displays and activities
Exhibitor Spotlights - hear about special offers and promotions from key exhibitors
Meet and Greet – your opportunity to meet key leaders, both past and present, and keynote speakers. Many
retired educators will be attending the Columbus conference. It's a great time to say "hello and thank you" to your former teachers and students.
Wheel of Fortune – spin the wheel to win special prizes
Soapbox Derby Racing Challenge, a Boomerang Display, and National Robotics Challenge displays
Exhibitor Recognition
Anniversary Reception Thursday evening
TEECA will once again hold its Awards Banquet and Closing Ceremony on Friday evening (March 8, from 6:00pm-8:00pm at
the Hyatt Hotel). Outstanding TEECA officers and clubs will be recognized during the annual awards program. The
competitive event winners from the Columbus conference will be announced. A dinner buffet will be served before the
awards and is included in student conference registration. If you are a teacher and want to attend this function, additional
tickets are available for $35 and can be purchased on the ITEEA registration form.
Registration is open: Save by registering online prior to February 1, 2013. ITEEA members save even more!
www.iteea.org/Conference/Registration.htm
Housing is open, and the ITEEA hotels (Hyatt and Red Roof Inn) offer a terrific value. Click www.iteea.org/housing to book
your room now to guarantee your hotel, as the room blocks are starting to fill. Daily Internet access is complimentary if you
book through the official ITEEA housing block.
This is the ONE educational event you won't want to miss in the New Year. Professional development and networking
opportunities await you next spring in Columbus as we celebrate 75 years together! You owe it to yourself to invest in this
once-in-a-lifetime experience.
Full conference details can be found at http://www.iteea.org/Conference/conferenceguide.htm.
Page 5 MassTEC Express January 2013 Volume 4 Issue 3
Clinton –
Spelling it out at Clinton Middle School
Friday, December 14, 2012
Shown with the Scrabble board and letters are (from left) Julia
Moran, David Baird, Devon LaPerle, Shail Patel, Roy Winn,
Principal Annemarie Sargent, Vice Principal Robert Rouleau,
teacher Scott Karpuk, Meaghan Onnembo, Isabelle Segelhorst and
Gabrielle Moscillo. Not shown are Matthew Duggan and Lexie
Whitney. (Green Scene photo/~Alexandria Rogers Green Scene
Staff)
"“This project motivated them about words and got them excited
about learning. As an educator, you’re constantly fighting
technology to teach higher order thinking skills." Scott Karpuk, Clinton Middle School Teacher [and MassTEC Board member]
In a world of increasing reliance on technology, the last thing you’d
expect kids to be interested in is the game of Scrabble. A group of
Clinton Middle School students in Scott Karpuk’s technology class
proved otherwise.
Ten students volunteered their free enrichment periods to build a
giant, to-scale Scrabble board. The students learned the importance
of team work, safe and efficient manufacturing, as well as basic
English, mathematics and engineering skills.
A group of students volunteered for the project. David Baird,
Matthew Duggan, Deven LaPerle, Julia Moran, Gabrielle Moscillo,
Meaghan Onnembo, Shail Patel, Isabelle Segelhorst, Lexie
Whitney and Roy Winn divvied up the work, and created a project
to be proud of.
The team set up different work stations to create the board, tiles,
and shelves for the game, as well as a podium and a crossword
mural. The podium built by the children was created to place a
dictionary, to emphasize the importance of the rules of the game, as
well as the roles of words and language in general.
“Creating a podium for the dictionary gives it (the dictionary) an
exulted place that emphasizes the importance of words,” Karpuk
said. “This project motivated them about words and got them
excited about learning. As an educator, you’re constantly fighting
technology to teach higher order thinking skills.”
Higher order thinking skills were certainly used by the students, as
all measurements and calculations for the construction of the board
and tiles was done by members of the group. The students used
arithmetic to divide the 8-by-8-foot board into sections to suit the
standard grid of 15-by-15 spaces in a traditional Scrabble board.
The children went so far as to create a giant 8-foot ruler to draw the
grid. This cross-curricular project connected multiple skills and
subjects for the students constructing it, as well as for any students
who may use it in the future.
Despite the customary 100 tiles in an average game of
Scrabble, the class created over 200 letter tiles, using an
estimated 20 to 30 Sharpies. They then color-coded the
board in shades of the school colors.
“It was really fun, but also a lot of work,” Matt said. “It
was worth it, though.”
The hard work of the students will hopefully go to good
use as the board has become a new resource for the school.
“I hope, in the future, teachers can take advantage of the
board to enhance their teaching,” Karpuk said. “This game
could become an interesting way to introduce vocabulary
for all teachers in the building.”
The students working on the project made signs for the
principal and vice principal. The gifts were met with “My
name is 13 points,” from Principal Annemarie Sargent and
a scolding on the points system from Vice Principal Robert
Rouleau, whose name only garnered 11 points.
Opening the eyes of his students to the importance of
words and communication was Karpuk’s ultimate goal.
“Communication is the most important skill you can teach
students,” Karpuk said. “It makes my heart happy when I
can generate excitement for learning in my students.”
Hopefully future classes using the board will both obtain
this excitement for learning, and a love for words the game
encourages. ~Alexandria Rogers GREEN SCENE STAFF
Page 6 MassTEC Express January 2013 Volume 4 Issue 3
Hudson-
MassTEC Conference Survey
The last MassTEC conference was the largest conference we have ever had, both in the number of teachers
and vendors who attended. At the conference we asked the attendees to complete a short survey. The
results of the survey proved to be informative.
Over 40% of the respondents told us that this was their first MassTEC conference and many of them
found out about the conference either through their school system or the mailing we send out in
September to each middle and high school.
An overwhelming majority enjoyed the workshops and found them worthwhile. There were a number
of suggestions for workshops for future conferences, and we will discuss these suggestions at a future
MassTEC board meeting. We hope to find teachers who can offer workshops based upon of the some of
the suggestions we received.
The last part of the survey asked if they would encourage a colleague to attend a future conference and
98% stated they would.
I thank everyone who completed the survey; your answers were very helpful as we plan for the future.
~Charlie Corley, DTE
Northampton -
Smith Vocational in Northampton gets
Grant for New Turning Machines
December 31, 2012
The horizon has expanded for Smith Vocational
and Agricultural High School students in
precision manufacturing jobs, thanks to a grant
from the Massachusetts Life Sciences Center.
The quasi-public center chose Smith out of a
pool of 35 applicants for the $100,000 grant,
which will be used to purchase two turning
machines that can be used to manufacture
precision products for industries such as
medicine and aerospace, where the standards for
parts and tools are high.
“Everything that’s high precision can be done on
these machines,” said manufacturing technology
teacher Jeffrey Lareau, who wrote the grant
application along with the high school’s
development coordinator Sarah Neelon.
The new machines will give Smith students the
ability to program and create more complicated
products. Currently, they do the design work on
computers and transfer it to computer-aided
manufacturing equipment. The new machines will
eliminate that step in the process and allow
products to be quickly and precisely replicated.
According to the high school, there is an expanding
workforce in the precision manufacturing industry
in Hampshire and Hampden counties. Experience
on the new machines will give Smith students an
advantage in the job market, Lareau said "Your
average machinist is 54 years old right now,” he
said.
Smith has about a dozen students from each grade
level in manufacturing technology. The
Northampton-based school, which accepts students
from throughout the county, offers a wide range of
courses in the trades, the sciences and agriculture
~ Fred Contrada, The Republican
Editor’s Note: When will the politicians and educational leaders get the news that America needs all types of smart people, including those
hands-on learners who are not respected nor rewarded in this era of “testmania.” Ultimately, education is becoming more and more
individualized— this is something Technology/Engineering has been doing for all these years—yet public education is still using a one size
fits all model that denigrates hands-on, minds-on learning.
Speak up with those politicians and educational leaders who you know. We have a great answer to turn education around: Technology/
Engineering Education!
~RMc
~
Page 7 MassTEC Express January 2013 Volume 4 Issue 3
Washington, D.C. -
A Special Tribute to the Leaders of the T&E of iSTEM
As I considered the first time that I was introduced to iSTEM
[iSTEM: integrated STEM versus separating everything out as
an individual discipline] and had written articles for the
MassTEC, I initially wanted to compose another technical article
on how Technology/Engineering Education is much needed in
schools at every level especially when considering the needs of
individuals with disabilities. I struggled on what to write as
there are so many great things to speak about when it comes to
the fantastic work that the T&E offers the world of education yet
many individuals will never experience T&E within their
educational careers. Then I realized that for me another article
advocating for the needs of T&E is not what I wanted to write
about this time around as the field is making great strides in their
respective locations to get the word out that the T&E is needed
in iSTEM. I needed to write an article to tell each of you thank
you for the job that you do in bringing the joy and happiness
back into learning.
As educators, you bring life into concepts that seem mundane in
a traditional classroom setting. Each of you are great in
challenging how students look at ideas, manipulate tasks, and
then create products that students may not always produce on
standardized assessments. Each of you affords students to think
outside the box using their minds and hands as they study math,
science, reading, and history to explain why they are working on
a project and how their success depends on their willingness not
to settle for failure but even more, learning from failure. Each of
you opens the doors of educational opportunities that remind
students that the greatest learning experiences are in the
development of the whole child. Yet, many students will never
experience this world if the T&E in iSTEM is not made a part of
the education culture as math and reading are to date.
So if no one else in education will say thank you for what you
do, I will. I appreciate as a non-iSTEM professional that
members within your group have embraced me and my writings
in helping others see the importance of what all of you do—teach
children to enjoy learning once more. I appreciate you as a
mother with a child with high functioning autism as when he has
meltdowns with solving three digit addition and subtraction as a
second grader I can use tools that a STEM (T&E professor)
professional shared with me in creating activities for my child
and changing these meltdowns in to upswing fun times. I
appreciate members of the T&E in iSTEM because even though
others fail to recognize the job well done you provide to students
and faculty within schools, as an organizational body you
continue to press forward and make the dreams and needs of
ALL students come true. Happiness is in learning and the T&E
in iSTEM has offered a lot of happiness to students for more
years than can be counted.
So thank you for all that you do on a job well done.
~April Lisbon-Peoples is a doctoral student at NEU
Blacksburg, Virginia -
iSTEM: INTEGRATIVE STEM EDUCATION
Date: Wed, 19 Dec 2012 12:05:29 -0500
Subject: [Ideagarden] Integrative STEM Ed (Defined/
Explained)
To: IdeaGarden List <[email protected]>
Dave / Gardeners All:
My apologies to Dave Janosz for being 11 months! late in
responding to his request (below) for an explanation of
"integrative STEM education." I began several replies...
but the bare bones "operational definition" [see web pdf]
on which our Integrative STEM Ed graduate program was
founded didn't seem sufficient. I aborted
several other attempts for similar reasons...
I recently wrote a paper [INTEGRATIVE STEM
EDUCATION AS “BEST PRACTICE”]
(http://www.sp2.upenn.edu/ostrc/stem/documents/
IntegrativeSTEM.pdf) that I think does a significantly
better job of explaining my views of "integrative STEM
education" than my other earlier attempts (emails, Web
posts, articles, conference papers, & presentations, etc. that
I have written since envisioning our Integrative STEM Ed
grad program in 2003.
I might add that I feel strongly that every Technology
educator should completely abandon the term "STEM
education" and replace it, instead," with "integrative
STEM education," (if you're talking about situating S&M
learning in the context of T&E activity) because "STEM
education" is generally used to marginalize K-12 T&E
education, while the operational definition of "integrative
STEM education" prevents, its use unless the S&M is
situated in the doing of technological /engineering design
activity. So while "STEM Ed" marginalizes TE,
"Integrative STEM Ed champions Technology Education!
One last brief point... Since most people outside our field
will not know what the "i" in iSTEM Ed" stands for... I
always spell it out ("integrative STEM ed") when using it
publicly... and encourage you to do the same.
I'd be happy to respond to any questions you might have
about what appears the paper I've attached (or about
integrative STEM education in general).
Cheers for the holidays!
--Mark
~Mark Sanders [email protected]
Editor’s Note:
Perhaps it is time for us to look into iSTEM in Massachusetts!
~RMc
Page 8 MassTEC Express January 2013 Volume 4 Issue 3
Amherst-
STEAMing up Massachusetts
education and apply them to how the financial, social and
environmental world works, there is a way to adapt our current
structure of education to be more relevant to our society and
meaningful to ALL our students no matter how they learn.
STEAM stands for; Science (the natural world) and
Technology (the human-made world) as the fundamental
elements of what everyone has to physically interpret the
world and go forward with to Engineer (create new
technology) and intellectually interpret through the broad
spectrum of the Arts (including social and liberal, fine,
language and manual) and that everything is based in having
an understanding of the pure language of Mathematics. In this
framework, traditional extension classes like Technology,
CTE, Engineering, Art, Music, Theatre, IT, etc. are shown to
have the value of giving students the opportunity to use their
skills learned in the core classes for a deeper transference of
learning among all disciplines and provide a venue of learning
that is more adaptable for engagement. More engagement
within this framework is based on a triad of goals; deeper and
broader learning, easier behavioral management and helping
students find a place for themselves in the world both in
pursuit of careers and socially. The framework offers ways to
team students that promotes each other’s skills and
weaknesses, group concepts into thematic projects & develop a
culture of life-long learners that includes advanced and
disabled learners for less individual exceptions. Educators like
this, as it helps them diminish planning time, discipline issues
and individual accommodation time. Students like this, as it
empowers them to have a place within a known society to feel
more safe learning and risking. Communities like this, as
students come out of school being better prepared to meet the
demands of the workplace beyond the rote skills they are
expected to know.
Since the development of STEAM Education, it has spread
across the United States (primarily in the South East and West
Coast) and this past year, schools have adopted the philosophy
and practice as a curricular guide across the grades as well as
for individual projects. Korea has mandated that all K-12
schools use the STEAM framework to promote deeper and
broader learning for all of their students. This year, schools in
other states, including Massachusetts are
looking into the framework and there is enough
call for administrator and educator training
here, that STEAM has opened an office in the
Valley region of Massachusetts. Georgette
Yakman, founding researcher, was born in
Western Mass and is more than happy to have a
valid reason to come back ‘home’ to New
England. More information can be found at
www.steamedu.com.
~ Georgette Yakman
2013 National STEM Video Game
Challenge Sponsors and Partners
Announced
The Joan Ganz Cooney Center at Sesame Workshop and E-
Line Media have revealed the participating sponsors and
partners for the 2013 National STEM Video Game
Challenge. For the third year, the AMD Foundation,
Microsoft’s Xbox 360 and the Entertainment Software
Association (ESA) will once again serve as key sponsors for
the Challenge. New partners include the Institute of
Museum and Library Services (IMLS) and the Hive NYC
Learning Network. Outreach partners and mentors
supporting youth and teacher participation for the 2013
challenge include BrainPop, the Corporation for Public
Broadcasting PBS KIDS Ready To Learn Initiative, Learning
Games Network and Edmodo.
The National STEM Video Game Challenge is an annual
competition that gets children interested in STEM (Science,
Technology, Engineering, and Math) learning by tapping into
students’ excitement for playing and making video games.
Middle and high school students across the country are
challenged to create original video games on any subject
matter of interest to them, individually or as teams, and to
submit their games for the chance to win important
recognition for themselves and their communities.
Last year more than 3,700 middle and high school youth
from around the United States participated in the 2012
Challenge. The 2013 Challenge will launch in January with a
new website that will include game design tools, activities,
and resources for students and mentors. More information
is available at www.stemchallenge.org.
Interdisciplinary STEAM
Education started in 2006 at
Virginia Tech and was first
implemented at elementary, middle
and high schools in that area. The
concept of STEAM is based on the
idea that the educational system
should formally reflect how the
world works in reality. Research,
theory and most importantly,
practice has shown that when you
take the formal ‘silos’ of
Why STEM education and minority
achievement gaps are interlinked Posted on January 2, 2013 By Hope Gillette Education
Economists agree – science, technology, engineering, and math
(STEM) education is critical to the future success of the United
States.
Yet even at the K-12 level, these subjects are not being given
the emphasis they deserve. According to a Huffington Post blog
by Stephen M. Coan, president of the Sea Research Foundation,
early education has focused primarily on reading and basic math,
ignoring the importance of advanced STEM education.
“For those who stay in school, most flock to non-STEM tracks
because these subjects turned them off at an early age. To
prepare students for the workforce or higher education, schools
must better advance STEM interest and mastery,” writes Coan.
Children with early evidence of skills in math or science courses
are often ushered into advanced classes; however, students who
may have talent but are not outwardly skilled in STEM areas are
allowed to take lower-level courses.
“All American children deserve this opportunity [to take STEM
education courses], not just those who demonstrate an early
aptitude or who are fortunate to attend such forward-looking
schools. Solutions are at hand, now we must act,” continues
Coan. “For our nation to flourish in the world economy we
must foster STEM interest and mastery in every school, every
year, beginning today.”
According of experts, the lack of attention to early STEM
education is not the only hurdle adding to growing lack of STEM
college graduates.
Educational gaps, such as those observed with minority groups
around the country do nothing to burden of some 3 million
unfilled STEM jobs.
According to George Washington University’s Face the Facts
initiative, professionals with STEM degrees earned an average of
$77,880 a year in 2009, but only 10.7 percent of diplomas
Women make up almost half of the work force yet only
represent approximately 11 percent of engineers
(Shutterstock photo)
Page 9 MassTEC Express January 2013 Volume 4 Issue 3
handed out during that year were for STEM courses. That translates
to approximately only one in every 10 diplomas issued in the higher
paying occupations of math, science, technology or engineering.
Demographics such as African-Americans, Latinos and American
Indians currently make up approximately 34 percent of the
population in the United States, but only account for 12 percent of
undergraduate degrees in engineering.
Women are also severely lacking in the STEM workforce, making up
approximately 10.8 percent of U.S. engineers yet representing 46
percent of the nation’s labor force.
Irving Pressley McPhail, president and chief executive officer of the
National Action Council for Minorities in Engineering Inc., wrote in a
U.S. News blog, the education system needs to evolve along with the
United States’ demographic.
“For the United States to continue to prosper and compete in the
flattening world, we must do more to recruit Latinos, the fastest
growing demographic in the country, as well as other
underrepresented minorities into the science, technology,
engineering and math fields,” he wrote. “Diversity drives innovation,
and its absence imperils our designs, our products, and our creativity. Therefore, the United States must recognize this hidden
talent pool in our country and begin utilizing private-sector funds to
dissolve America’s new dilemma.”
Despite the need to involve minority groups in STEM education and
recruit them into the workforce, obstacles still exist preventing
Latinos from accessing resources and STEM classes. Those barriers
include language skills, cultural stigmas and socioeconomic status.
Western Michigan University indicates study data suggest the parents
of Latino students often have low levels of formal education, and
therefore have little understanding of the value of a college
education. The lack of parental understanding translates into Latino
students having an overall perception that teachers expect less of
them as well as a difficulty understanding the specific steps needed to
obtain a higher education.
Funding is also an issue for many Hispanic students, however,
especially in the last few years, an effort to increase the number of
scholarships in STEM education, for Latinos, has been made and is
expected to increase the number of Hispanics enrolling in STEM
classes.
Before the issue of STEM education and jobs can be addressed,
experts agree the issue of minority education must be remedied.
Aiding Latinos achieve more STEM degrees and secure STEM jobs,
will translate into a stronger U.S. economy.
Editor’s Note: Since the beginning of “testmania,” Technology/Engineering
Education courses have been quietly dropped by middle and high
school leaders due to the perceived need of more “seat time” on the
tested subjects. Even today, when the Massachusetts Board of Higher
Education has accepted a academically oriented Technology/
Engineering Education course for a “Science Lab Credit” for
entrance into a Massachusetts college, there are still school systems
dropping Technology/Engineering Education. And T/EE is hardly
offered in inner cities!
See: Thomas Friedman: US needs to produce a more highly
skilled workforce http://www.postbulletin.com/news/stories/display.php?
id=1515574 ~RMc
Page 10 MassTEC Express January 2013 Volume 4 Issue 3
MassTEC Program of the Year 2012
McCall Middle School
Winchester, MA
Rich Monagle & Tom Awiszus
MassTEC
* Teacher of the Year * Program of the Year
Apply or Nominate Today! http://masstec.org/recognition/
Hudson-
POY—TOY
2013 Program of the Year and Teacher of the
Year Information Great things happen in the Technology
Education/Engineering classroom. MassTEC
would like to support recognition for those
individuals and groups who strive for excellence
and provide their students with the best
educational experiences.
We are doing this through two recognition
programs: Program of the Year, and Teacher of
the Year. The top two finalists of Teacher of the
Year will receive a free MassTEC membership,
admission to the following year’s MassTEC
conference and a year's membership to ITEA.
The top two finalists of Program of the Year will
receive a free MassTEC membership, admission
to the following year’s MassTEC conference.
The award recipient(s) will receive a one year
membership to ITEA for up to 3 members of the
department. MassTEC reserves the right to offer
additional memberships in the category of
Program of the Year due to extenuating
circumstances. MassTEC reserves the right to restrict
or reduce offerings of recognition due to unforeseen
circumstances or an interpretation contrary to the
intent of the offerings.
The recipients for the Teacher of the Year and
Program of the Year will be eligible to submit an
application to the International Technology
Education Educator Association (ITEEA) for
consideration for the ITEEA Teacher Excellent or the
Program Excellent Award. These awards will be
presented at their annual conference.
If you would like to recommend a program, or
teacher for recognition, the Awards and Publicity
Committee will send an invitation to the individual(s)
involved to apply for an award. Please send the name
and contact information of the nominated person or
program to Charles Corley, MassTEC Awards, 26
Cox St. Hudson 01749, or to: [email protected].
You may apply for the awards without an
invitation.
All applications need to be submitted no later than
Friday, September 6, 2013. The applications can be
found at the MassTEC web site http://masstec.org/
recognition/.
The Awards and Publicity Committee will
recommend the applicant finalists to the Executive
Board at its October meeting.
Teacher of the Year Application
Program of the Year Application
The Awards and Publicity Committee will
recommend the applicant finalists to the Executive
Board at Board’s October meeting.
~Charlie Corley, DTE [email protected]
MORE at http://www.masstec.org/
All applications need to be submitted no
later than Friday, September 6, 2013.
Page 11 MassTEC Express January 2013 Volume 4 Issue 3
Worcester-
Manufacturing's Missing
Generation http://www.massmac.org/toolbox/workforce_training.htm
We have all heard about the young convenience store clerk who
cannot make correct change for a simple transaction. Most of us
have undoubtedly experienced it. Now try to imagine the dilemma
that the "High Precision Advanced Machining" industry is facing
with respect to the critical shortage of technically skilled workers to
run their multi-million dollar machine tools!
The challenge is to attract the right people into manufacturing, train
them appropriately so they will be able to make complex
components that end up in aircraft or medical devices that we all
depend on.
The glaring lack of basic manufacturing skills education is
impacting US manufacturing in a significant way. One of the
fundamental reasons that these needs are not being met is that we do
not seem to guide our youth to consider careers in manufacturing.
Our schools (teachers and guidance counselors), parents, and
society, in general, do not seem to understand the opportunities that
exist in manufacturing today.
Instead, most of the focus is convincing our youth that they need to
go to college regardless of whether they are interested or qualified.
The result is a generation that, while some are well educated,
possess skills that are not in demand. They are not positioned to take
advantage of the numerous opportunities that exist. They find
themselves in meaningless jobs with no clear path to progress while
our manufacturing base, which is willing to compensate employees
well, is in desperate need of people with technical skills.
What so many companies are beginning to realize is that the main
problem that needs to be addressed that young people do not seem to
be interested in becoming a machinist. Is this due to a lack of
knowledge of the industry and its opportunities? Where are the
people going to come from to be part of the future of these
businesses? Can we provide them the information that can attract
them into this industry in sufficient numbers to support this vital
infrastructure? Can the situation be reversed before it is too late?
A major change needs to be made or in the not too distant future
Massachusetts, New England, and our entire country will lose
another industry as more manufacturing goes overseas.
So here we find ourselves struggling and wondering how to address
this problem. The good news is that there are people and
organizations who are working hard to tackle this serious issue.
RENEW, Worcester Technical High School, M.O.S.T. In Western MA, The Regional Employment Board of Hampden
County, together with the Western Massachusetts chapter of the
National Tooling and Machining Association and other industry
leaders have launched a project called Regional NetWorks
(RENEW). This network is designed to build capacity for training
the workforce, linking training providers, developing linkages along
the educational continuum; it includes an awareness component to
inform educators, parents, and students of the viability of high
technology precision machining as a career-directed, financially
rewarding profession.
Another goal of RENEW is to develop linkages with precision
machining companies and educational institutions to develop a
coordinated regional workforce development system by creating a
sustainable pipeline of future workers in the precision machining
cluster. A key component is to attract youth into this profession.
In Central MA, Skyline Technical Fund, Inc. has secured a grant that
focuses on the need for better trained workers with higher skills to
support manufactures and help them remain competitive. The Central
Mass. Institute for Workforce Development is designed to reduce
barriers and to connect potential and incumbent employees, employers,
and technical education and training providers, using the resources of
the new Worcester Technical High School. This program will have a
significant element that is designed to attract and train younger
employees into manufacturing.
The MassMEP, Massachusetts Manufacturing Partnership, is offering
M.O.S.T., Mobile Outreach Skills training that is designed to address
the skills shortage in manufacturing. This program in addition to
offering Core Manufacturing Technical Skills Training also trains
individuals to become CNC machine operators.
Manufacturing companies are willing to invest in skills development.
However, every business needs a payback to justify any investment.
There is a long term need and a desire by business to develop a
workforce that is adequately trained in sophisticated systems and
technology. There is also a need for a stable workforce that will allow
company’s to make the necessary investments in order to keep up with
the rapid evolution of new technology.
To accomplish this, employers need an educated, committed workforce
that will be around for 15 to 20 years, or more. They need younger
workers that are willing to take up the challenge in this exciting
industry.
How do we get young workers involved?
It has to start early.
There must be outreach to parents and students by industry and related
organizations.
A challenging meaningful curriculum must be developed that will
attract students and provide them with the relevant technical skills that
are in demand. This curriculum must include real world examples to
allow students to connect the theory with practical applications.
We need collaboration with business, educators, government, and
parents. Everyone with a stake in our economic future must step up
and participate. We need to solve the problem of manufacturing’s
missing generation.
This PDF titled "A Career in Toolmaking or Machining Technologies:
The Right Choice for Students, Community, & Country", by Harry
Moser, Charmilles Technology, outlines the importance and benefits of
a career in manufacturing. There is a future in manufacturing and
training opportunities are available across the state of Massachusetts.
~ Ted Bauer, Manager of Workforce Development Programs,
MassMEP at 508-831-7020 or [email protected].
Educators must participate and learn about manufacturing
opportunities and then share this knowledge with their students to
creating awareness.
My emphasis. RMc
Page 12 MassTEC Express January 2013 Volume 4 Issue 3
Edutopia-
Six Strategies for Differentiated Instruction in Project
-Based Learning
February 8, 2012
Project-Based Learning (PBL) naturally lends itself to
differentiated instruction. By design, it is student-centered,
student-driven and gives space for teachers to meet the needs
of students in a variety of ways. PBL can allow for effective
differentiation in assessment as well as daily management and
instruction. PBL experts will tell you this, but I often hear
teachers ask for real examples, specifics to help them
contextualize what it "looks like" in the classroom. In fact, the
inspiration for this blog came specifically from requests on
Twitter! We all need to try out specific ideas and strategies to
get our brains working in a different context. Here are some
specific differentiation strategies to use during a PBL project.
1) Differentiate Through Teams We all know that heterogeneous grouping works, but
sometimes homogenous grouping can be an effective way to
differentiate in a project. Sometimes in a novel- or literature-
based PBL project, it might be appropriate to differentiate by
grouping into reading level. That way, I can take groups that
need intensive work and ensure they are getting the
instruction they need. Pick appropriate times to break your
class into teams to create a structure for differentiated
instruction.
2) Reflection and Goal Setting Reflection is an essential component of PBL. Throughout the
project, students should be reflecting on their work and
setting goals for further learning. This is a great opportunity
for them to set personalized learning goals and for you to
target instruction specific to the goals they set.
3) Mini-Lessons This is probably one of my favorites. In addition to being a
great management strategy to prevent "time sucks" in class,
mini-lessons are a great way to differentiate instruction.
Perhaps you "offer" mini-lessons to support your students'
learning. After reflection and goal setting, this is a great way
to have them connect their goals to specific mini-lessons. Not
all students may need the mini-lesson, so you can offer or
demand it for the students who will really benefit.
4) Voice and Choice in Products Another essential component of PBL is student voice and
choice, both in terms of what students produce and how they
use their time. Specifically to products, you can utilize multiple
intelligences to create summative assessments or products
that allow students to show what they know in a variety of
ways. From written components to artistic or theatrical, you
can differentiate the way students are summatively assessed.
Again, it all depends on the standards you are assessing, but
don't let standards confine your thinking. Yes, you may have a
written component if you're assessing writing, but ask
yourself, "How can I allow for voice and choice here?"
Embrace possibilities for differentiated student summative
products.
5) Differentiate Through Formative Assessments Formative assessments can look the same for all students.
They can also look different. We know that students can
show what they've learned in different ways, as mentioned
above in terms of products produced as summative
assessment. In addition, as you check for understanding along
the way, you can formatively assess in different ways when
appropriate. Perhaps you are targeting collaboration as your
21st century skill in the project. You can differentiate a
formative assessment of this through a variety of ways.
Perhaps it's an oral conference. Perhaps it's a series of
written responses. Perhaps it is a graphic organizer or
collage.
6) Balance Teamwork and Individual Work Teamwork and collaboration occurs regularly in a PBL
project. We want to leverage collaboration as much as
content. However, there are times when individual
instruction and practice may be needed. Students learn in
teams, and they learn on their own. Make sure to balance
both, so that you are demanding a 21st century collaborative
environment while allowing time to meet students on an
individual basis. Often you can read the room during
collaborative work time and work with students individually,
but sometimes it is necessary to "take a break" from
teamwork. You need to differentiate the learning
environment because some students learn better on their
own, and others learn better in a team.
As you master the PBL process in your classroom, you will
intuitively find ways to differentiate instruction for your
students. You will design the project to scaffold content and
skills in a variety of ways. You will create formative and
summative assessments to allow for multiple intelligences,
and you will manage the process so that it allows you meet
students where they are and move them forward. http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller?
=utm_source=SilverpopMailing&utm_medium=email&utm_campaign=enews%20010213%20-email%20to%20those%20that%20did%20not%
20receive&utm_content=&spMailingID=5388711&spUserID=MzEyODkzNTU2NDkS1&spJobID=62384442&spReportIdNjIzODQ0NDIS1
MORE at
http://www.masstec.org
Interesting that PBL is now a hot idea: We’ve been doing this for over
113 years in Manual Arts, Industrial Arts, Industrial Technology
Education, Technology/Engineering Education and now looking at
Integrated STEM, we lead in Project-Based Learning ! ~ RMc
MassTEC Express January 2013 Volume 4 Issue 3 Page 13
MORE at http://www.masstec.org/
Minneapolis-
7 WAYS TO ENCOURAGE GIRLS IN
STEM http://www.startribune.com/local/south/183588981.html?refer=y
As part of "SciGirls," Twin Cities Public
Television does outreach to dozens of school
districts nationwide, touting the need to get more
girls involved in science, technology, engineering
and math classes. Part of the message is "the
SciGirl Seven," which producers say are proven
strategies that teachers, parents or organizations
can use to increase girls' interest in STEM courses.
The list:
Collaboration, especially when they can
participate and communicate fairly. "Girls
are energized by the social parts of science
-- working and learning together," the
producers note. "Girls are likely to
remember not only what they learned but
also how they learned it."
Girls are motivated by projects they find
personally relevant and meaningful.
Girls enjoy hands-on, open-ended projects and
investigations.
Girls are motivated when they can approach
projects in their own way, applying their
creativity, unique talents and preferred
learning styles.
Positive feedback helps, especially on things
they can control, such as effort, strategies
and behaviors.
Girls gain confidence and trust in their own
reasoning when encouraged to think
critically. "Cultivate an environment where
asking questions is a must," the producers
say.
Girls benefit from relationships with role
models and mentors.
~ Heron Marquez
For more on Education for All:
http://10x10act.org/girl-rising/
Editor’s Note:
So do all human beings!!!
Yet here and worldwide,
girls and women need to
be treated as valuable
equals to boys and men. ~RMc
Reston, Virginia-
Palestine-Technology for the 21st Century
December 17, 2012 – The International Technology and
Engineering Educators Association (ITEEA) was recently
represented by Senior Fellow, William E. Dugger, Jr. DTE,
who delivered a keynote presentation in Palestine for the
Technology for the 21st Century: Bridging Theory and Practice
conference.
Palestine is new to using ITEEA's Standards for Technological
Literacy: Content for the Study of Technology (STL) to provide
the mandated content for all students in their
curriculum. The World Bank is funding the project for the
quality improvement of learning, teaching, and curriculum
development in Palestine. With cooperation from the Teacher's
College at Columbia University in New York City as well as an
organizing group of faculty from three Palestinian
Universities, the team was introduced to ITEEA's
technological literacy standards through study visits to the
Teacher's College at Columbia University and Millersville
University of Pennsylvania. The goal is to adapt STL to the
Palestinian curriculum for the required study of technology.
Dr. Dugger attended the conference in Palestine on October 21-
24, 2012 and gave a keynote presentation on STL. Also, he
conducted a workshop on developing curriculum units on
biomedical technology for students in Palestine. He is the
former Director of ITEEA’s Technology for All Americans
Project and Professor Emeritus at Virginia Tech.
The full keynote presentation can be viewed and downloaded at
www.iteea.org/Resources/PressRoom/pressroom.htm.
For more information about ITEEA, go to www.iteea.org/.
Questions can be directed to [email protected] or 703-860-2100.
MassTEC Express January 2013 Volume 4 Issue 3
Note that this does not even begin to address the T&E workers in all applied fields…
Speak up with those politicians and educational leaders who you know.
We have a great answer to turn education around: Technology/Engineering Education!
~RMc
Page 14
From the Webmaster,
~Stephen VanVoorhis [email protected]
There is too much to list here!
Go to: http://www.masstec.org/ For amazing stuff!
Some times elder technology can be incorporated into a
system and enhance a students life. I have a older 4 pen
plotter that runs off of a serial printer port and A B Switch
box that I am not going to be incorporating in my lab. If you
can put this to use and can come to pick it up in south eastern
Massachusetts feel free to contact me at
PBS Design Squad has a Figit Factory Game where
students create circuits, a High School Standard. 12-21-
2012 http://masstec.org/fwr.htm#FFcircuitdesignsqad
How about some free video's about General Safety Video,
A Circular Saw Video, A Table Saw Video and A Miter
Saw, these video's are good for the high school environment.
12-21-2012 http://masstec.org/fwr.htm#SafetyVideos
LONG TERM SUBSTITUTE TECHNOLOGY/
ENGINEERING TEACHER, The Fowler School.
Maynard Public Schools Maynard, Massachusetts
The position is responsible for teaching students to develop a
range of knowledge and skills - in technology-based content,
tools and techniques. Students are in grades 5-8. The
curriculum is aligned with Massachusetts' frameworks and
includes the general areas of technology, the engineering
design process, communications, construction, transportation
and manufacturing. Teaching certification to use workshop
equipment, with the students, to design and create products is
desirable, though not essential. Additional skills may include
(but are not limited to) graphic design, data handling and
analysis, distance learning, research in technology, robotics,
computer literacy, and scientific investigation. The position
will begin the middle of January 2013 and continue through
to the end of the school year. See SchoolSpring.com to
apply. 12-19-2012
From I Robot- I wanted to alert you and your group to a
small promotion we are doing on Facebook. If you
like www.facebook.com/iRobotSPARK, there is an offer to
enter to win an iRobot Mint + 5200. The Mint is the newest
in our line of floor cleaning robots- it sweeps and mops. It
would do a great job cleaning a classroom, but more so is a
great example of technology for students to see. It’s very
simple, uses a navigation system similar to GPS and shows
Page 15 MassTEC Express January 2013 Volume 4 Issue 3
what a robot can do. 12-19-2012
The Massachusetts Department of Higher Education has
updated the guide for admissions to the Commonwealth’s
public universities and also created a flyer to inform
constituents of the new standards in mathematics and
science, as approved by the Board this year. 12-8-
2012 http://masstec.org/new.html#admissionsupdate
From the List serve- Several years ago, I was the Principal
Investigator for an NSF grant entitled Medibotics, and
worked with several co-PI’s from our Center of Pre-College
Programs. Medibtoics was a professional development
program for both middle and high school teachers in the
STEM areas (Math, Sciences and Technology Education)
that showed them how to use the LEGO® NXT Mindstorm
kits to assist in their teaching of STEM topics. We are now
looking for a second cohort of teachers outside NJ (in the
Northeast) for the project 12-8-2012 http://masstec.org/
new.html#medibotics
From the List serve - The Verizon Innovative App
Challenge (http://appchallenge.tsaweb.org/) provides the
opportunity for middle school and high school students,
working with a faculty advisor, to use their STEM
knowledge, their ingenuity, and their creativity to come up
with an original mobile app concept that incorporates STEM
and addresses a need or problem in their school or
community. Submission deadline 1-18-2013 The goal of the
Challenge is to provide an engaging and empowering
learning experience to increase student interest and
knowledge in STEM and mobile technology. Download the
Verizon Innovative App Challenge flyer (http://
appchallenge.tsaweb.org/about/AppChallenge-flyer2.pdf)
Share this flyer with others in your school and get your team
registered today! Participants can win a tablet and
$10,000 for their school.
VIDEO: Why LEGO is the BEST Company in the
World
MassTEC Express January 2013 Volume 4 Issue 3 Page 16
Many have asked if
we still had this
MassTEC Poster in
the 12 x 18 format.
Short answer: No.
However, you can
download it and
print with our
permission if you go
to:
http://
www.masstec.org/
conferencefolder/conference2009/
images/
TechEngED%
20LIVE%208x11%
20poster.pdf
India-
Cardboard Bike Helmet http://www.gizmag.com/cardboard-helmet/25380/?
utm_source=Gizmag+Subscribers&utm_campaign=5c4317665a-UA-2235360-4&utm_medium=email
December 11, 2012
Ani was inspired to create the Kranium following a nasty fall from
his bicycle which caused a cracked helmet and minor concussion.
Taking this experience as a cue to design a better helmet, he
looked toward the animal kingdom, and the woodpecker in
particular.
The Kranium is waterproof, and boasts some green credentials,
due to it being manufactured from recycled paper
The designer was struck by the woodpecker’s ability to withstand
repeated heavy impact, thanks to the bird’s unique corrugated
cartilage structure which separates beak from skull – this concept
gave rise to the Kranium’s honeycomb cardboard structure dubbed
"Dual Density Honey Comb Board," or D2.
While some bicycle riders may balk at the thought of trusting their
head to something as seemingly fragile as cardboard, the Kranium
boasts some rather impressive safety figures. These were enough
to secure the interest of Formula 1 team Force India, which is
incorporating the Kranium technology into its own helmet design.
Rather than remaining completely rigid, the helmet is designed to
allow a degree of flexing in order to help absorb impact force, of
which it can withstand up to three times as much as typical
expanded polystyrene (EPS) helmets, while remaining 15 percent
lighter. These figures derive from tests conducted by Ani and his
collaborators, in addition to safety testing laboratories such as
Germany’s Technischer Überwachungs-Verein and Head
Protection Evaluations, based in the UK.
Following two years spent in development, the Kranium is
currently scheduled to be released sometime in December, 2012,
price and availability TBA.
The video details the process of bringing the Kranium to market.
http://www.youtube.com/watch?v=rHUB1fDHE8Y
Create a
Cool Lesson Plan!
Editor’s Note:
Awesome Design elements in
this video! ~R.Mc.
Formula 1 team Force India is currently
implementing the Kranium technology
into its own helmet design.
As highlighted by the cardboard bicycle,
cardboard can be a surprisingly versatile
manufacturing material in the right hands.
Further proof of this comes via the
Kranium: a bicycle helmet constructed
from cardboard and designed by Royal
College of Art student Anirudha Surabhi,
which promises to be 15 percent lighter
than standard helmets, while absorbing up
to three times the impact energy during a
collision.
