MODULARTE “NEW APPROACHES IN TECHNOLOGY TRAINING – DEVELOPMENT AND INTEGRATION OF EUROPEAN MODULES IN TECHNOLOGY EDUCATION” (TR/05/B/P/PP/178 009) Lorenzo

MODULARTE“NEW APPROACHES IN TECHNOLOGY

TRAINING – DEVELOPMENT AND INTEGRATION OF EUROPEAN MODULES IN TECHNOLOGY

EDUCATION”(TR/05/B/P/PP/178 009)

Lorenzo Fiorito, Annalisa Del Prete, Aldo Minardo

Summary on National Summary on National project activityproject activity

Aries Formazione- National Activity

Work ProgramWork Program

The Italian partner was involved in all the work packages but particularly in:

WP3 Background analysis of technology education programs

WP5 Development of training modules

WP6 Development of training material and tools

WP7 Feedback and Evaluation

WP8 Valorization


Aims

To analyze the current structure of technology education programs in partner countries

To obtain a database of national bodies, vocational schools, professional institutions, educational institutions and enterprises involved with technology education (contact database).

WP3Background analysis of technology education programs – Identification of current training needs and new qualification needs


Country ReportCountry Report


WP3

Background analysis of technology education programs – Identification of current training needs and new qualification needs

The school types for Teaching of Technology in Italy are:

•University courses in the technological field

•Low secondary Schools Technology Education

•Mechanical Pathway, Technical and professional institutes

•Other Types of University Education

•School work alternances

•Higher technical education and training

•Regional post-secondary professional education


Technical Institutes1. Agricultural Expert2. Commerce expert 3. Surveyor4. Industrialist 5. Firm Expert in foreign languages6. Expert for the tourist sector

Common Two years Three years maturità

Diploma

University

• Electronics e Telecommunications, •Industrial Specialization: •Elettrotechnics,•Mechanics, •Chemistry, •Informatics



WP3



WP3


Professional Institutes1. Agriculture And Environment 2. Industry And Handicraft3. Hotels And Restaurants 4. Commercial, Tourist And Advertising Service

Common core Two years

Qualification Year

Two years maturità

ProfessionalQualification

Diploma

University

TechniciansMechanicTermic Electric

ElectronicChemical Optician

ItcDental



WP3


Diploma Degrees in Engineering

Civil Engineering Industrial Engineering Information Technology.

Telecommunication Engineering Electronic Engineering

Computer Science Engineering

Infrastructural Building

Aerospace Engineering Chemical Engineering Electrical Engineering

Mechanical Engineering Energy Engineering

Biomedical Engineering Environment and

Resources Engineering Automation Engineering Production and Logistic

Engineering



WP3


Teachers Background

School of Specialization (SSIS)School of Specialization (SSIS)

Duration: two years

Subjects: Technology Education in Low secondary school,Electronics (for the future technical and professional institution teachers ) Informatics ( for future teachers in technical and professional high schools), Special Pedagogy, Pedagogical common program, Didactics, Sociology of education.

Certification: the specialization gives the trainer the possibility to teach both in Low Secondary schools and High Secondary Schools.

As a part of WP3, an appropriate questionnaire was prepared and filled out by selected users from contact database.

The principal aim of the questionnaire was to put in evidence the differences in comprehension of technology education within the different partner countries, as well as to assess the possibility to establish specific, industry oriented modules, dealing with the needs of the business and industrial sector.

WP3

QuestionnaireQuestionnaire



WP3


On line surveyConclusions about “practice“practice””

Most users agree that Technology Education should be conducted in a manner to cover primary education, secondary education and higher education as well.

Most users think that Technology Education should be primarily conducted in a classroom environment, but they also think that a part of the formation should be carried out in a workshop environment.



WP3


On line surveyConclusions about “method”“method”

The users acknowledge the importance of Technology Education in bringing forth the vocational interests and talents of the students.

The importance in Technology Education of teaching both theoretical aspects and practical subjects is put in evidence by the users.

The method should comprise projects where knowledge is “transformed” into practice.

Technological studies should involve applying technological knowledge & processes to real world experiences using up-to-date resources.



WP3

On line surveyConclusions about “vocational guidance”“vocational guidance”

The results of vocational guidance questionnaire put in evidence the importance of allowing the students to recognize their own fields of interest, by involving them in different activities.

Vocation guidance may also involve survey trips, conferences, and meeting with professionals.

The primary aim of these activities is to allow the individuals talents of the students to emerge and develop.




WP3


On line surveyConclusions about “teacher“teacher””

The teacher should have both technological skills and human capabilities: In fact, he should have sufficient knowledge and experience in various technological subjects, but at the same time he should be able to encourage students to be autonomous and responsible



WP3


On line surveyConclusions about “teacher training“teacher training””

The users indicated that the a Technology Education teacher raising program should contain different fields of learning, such as technology culture, vocations, project studies, etc. Some doubts have been expressed about the affirmation that a raising program should be focused on industrial technology and design.

Modul 1(Fundamentals)

Modul 2(Systems/Procs.)

Modul 3(Inform./Comm.)

Modul 4(Sociotechn.)

Modul 5(Didactics)

GU Metalworking technology I + II

DNS Machine + product engineering I

UDE Power engineeringInform. transmission

Networking techn.

Didactics of teaching technology

CVTTechn. Drawing /

Documentation

Environmental systems I

STEP

Design Process Professional orientation concerning vocational elements of all modules

AF

Principles of elec-trical

engineering

Historical aspects of technology

VTU Machine + product engineering II

Environmental systems II


WP5

The development of methodology

Main Module 1Fundamentals

Module 1

Design process

Module 2

Principles of Electrical and Control Engineering

Structure – Module 2

Module 2Principles of Electrical and Control Engineering

Lecture 1Communication

Lecture 2Processing

WP5


WP5


Main Module 4Sociotechnology

Module 1

Environmental systems I and II

Module 2

Historical aspects of technology

Principles of Electrical and Control Engineering


WP5


Module 1CommunicationSubject areas

Communications Basics

Digital transmission of analog signals

Noise in Analog Communication Systems

Optimum Detection

Analog data

Digital data


WP5


Module 1Processing

Subject areas

Analog data

Feedback principles: application to Op Amps

Digital data

Digital Logic Elements

Multivibrators

Combinational logic circuits


WP5


Module 4-Historical aspects of technologySubject areas

Historical survey The steam engine. Machine tools and their products, Modern transport, Building constructionCoal and the metalsNew materials: coal-gas, petroleum and rubber; The rise of the modern chemical industry, Textiles, Pottery and glass, The electrical industryPrinting photography and cinema, Agriculture and food, Nuclear power techniques


Development of training modules-Determination of national exceptions - Integration of work related training and ICT

Development of a Course definition Title of the course Communication

Number of credits: 2

Teaching Methods (Student Workload)

Lecture /Recite/Lab./Project/Homework /Field study/Other

Objectives •To introduce students ...• To provide ....

Learning outcomes •The ability to ......• Knowledge of ......

Bibliographical references Communication systems. Author: Marcelo S. Alencar,Springer, 2005

Assessment criteria Midterm Exams/ Quizzes/Homework /Projects/Term Paper /Laboratory Work(practical work)/Other (please specify)/Committee Exam/Final Exam

Course content Week/subjects


WP5-WP6



WP5-WP6

Development of a Course definition Development of training modules-Determination of national exceptions - Integration of work related training and ICT

For each subject in the training material, some items have been analyzed in more detail, so as to complete the knowledge about the argument

Because of the similarity with some issues developed in Main Module 3, some overlaps that initially occurred were changed

The Main Module 4 was under the charge of the Greek Partner, thus a close collaboration with them allowed to set up common outcomes and objectives.


Feedback and EvaluationWP7

Aries Formazione prepared the Aries Formazione prepared the evaluation sheet for this issue. The evaluation sheet for this issue. The questionnaire consisted of 15 questionsquestionnaire consisted of 15 questions

Seminars

Questionnaires

The participants were teacher trainers The participants were teacher trainers in TE, specialists/academicians and in TE, specialists/academicians and school teachers, who represent the school teachers, who represent the target groups of the project.target groups of the project.

Feedback

Feedback and evaluation


Feedback and EvaluationWP7

methodologymethodologytraining materialstraining materialstraining tools training tools transnationality of the projecttransnationality of the project.

Evaluation

QuestionnaireAssessment criteria

Strongly agreeStrongly agree 4

AgreeAgree 3

DisagreeDisagree 2

Strongly DisagreeStrongly Disagree 1

I don’t knowI don’t know 0

Feedback and evaluation


ValorizationWP8

Valorisation

Valorisation

The preparation of a leaflet showing the course structure and subjects included in it and the aims of the project.

The leaflet also reports the partners of the project with their reference numbers.

It was translated into Italian and adjusted on the basis of the information useful for Italian teachers

Country Report Database Content:

1. Schools where technology education or equivalent courses are taught

2. Units and possible applications regarding the technology education or equivalent courses at different ages.

3. Background information 4. The National Educational system chart of the partner

countries and relevant legislations 5. Current status of Technology Education or equivalent

teacher training system in the partner countries 6. For the countries having specific Technology Education

programs, the specifications about the program and the specifications about the courses in the content of the progam

Documents

MODULARTE “NEW APPROACHES IN TECHNOLOGY TRAINING – DEVELOPMENT AND INTEGRATION OF EUROPEAN MODULES IN TECHNOLOGY EDUCATION” (TR/05/B/P/PP/178 009) Lorenzo