SYLLABUS
CURRICULUM
IN TECHNOLOGY AND
INDUSTRIAL-VOCATIONAL EDUCATION
Winter Semester, 2002
Thursdays,
Sill Hall, Room 207
PROFESSORS: Dr. Phillip L. Cardon E-mail: phillip.cardon@emich.edu
Business & Technology Education
15 Goddard Hall
734-487-4330 (office)
734-487-7690 (FAX)
734-604-7784 (Cell)
OFFICE HOURS: Tuesday and Thursday
CATALOG
DESCRIPTION: Curriculum bases, the derivation of content, the formulation of objectives, the selection and organization of learning activities, and the selection and development of procedures for evaluating technology students and programs. Prerequisite: TEDU 250
STUDENT OUTCOMES:
After completing this course, the student will be able to:
1. Demonstrate a sound philosophical foundation regarding curriculum development in technology and industrial-vocational education through a writing activity, as evaluated by both the student and the instructor using a rubric.
2. Differentiate between selecting content for technology education and industrial vocational education through a content exercise, as evaluated by a rubric.
3. Consider the selection and organization of proper learning experiences for technology and industrial-vocational education curriculum through a standards-based exercise, as evaluated by a rubric.
4. Consider appropriate ways to evaluate students and programs in technology and industrial-vocational education through a student and program evaluation exercise, as evaluated by the instructor.
5. Understand and demonstrate knowledge about behavioral objectives, cognitive objectives, affective objectives, and psychomotor objectives, and establishing short and long term goals and objectives through activities and tests, as evaluated by the instructor.
6. Understand and use content standards for the development of curriculum in technology and industrial-vocational education through class activities, as evaluated by a rubric.
7. Demonstrate understanding of the current concepts regarding the function of the school, technology education, and industrial-vocational education through an inclusion journal and Academic Service-Learning, as evaluated by a rubric (COE CF #3).
8. Demonstrate abilities to disseminate curriculum research information through participation in a presentation, as evaluated by a rubric (COE CF #4).
9. Demonstrate understanding of technology or industrial-vocational education curriculum through case study analyses, as evaluated by a rubric (COE CF #5).
10. Identify, from content standards, several curriculum patterns or models in technology and industrial-vocational education and describe each in terms of its rationale, objectives, and representative learning experiences, through class activities, as evaluated by a rubric.
11. Create a concept map for technology or industrial-vocational education that demonstrates integration with general education topics, through an activity, as evaluated by a rubric (COE CF #6).
12. Describe the functional relationship that exists between curriculum development and laboratory designs in technology education through a written exercise, as evaluated by a rubric.
REQUIRED REFERENCES:
Technology
for all Americans (1996).
Standards for Technological Literacy (2000).
Pre-Student Teaching Packet/Card
Suggestions for a successful completion of the course
Technology is a fascinating subject, but it can also be challenging to understand. To be successful in the course, the following Aingredients@ are necessary:
1. TIME. You should budget for at least 3-6 hours of time outside of class every day the course meets to complete reading and homework assignments. It is also wise to budget time for office hour visits and meeting times with fellow students.
2. ATTENDANCE. The best way to know what is going on in the class is to attend class. Attendance will be taken, therefore, you will be expected to attend every class period. Remember, part of your grade depends on your class participation.
3. SUPPORT. I am the first person in your support network. I can clarify goals and objectives for the course, assignment instructions, and confusing concepts in the material we cover. Your fellow students (or a subset of them) are also a part of your support group. You can discuss course material and assignments with them: while you share with others your approach to assignments, you are also clarifying your own thinking. Family and friends are the third portion of your support group.
4. HONESTY. All students are expected to adhere to the EMU code of student conduct as described in the undergraduate catalog. Plagiarism, cheating, or other violations may result in a failing grade in the course and other disciplinary action. Plagiarism is defined as representing the work of another person as one=s own work. Referenced work should be cited appropriately, whether it is directly quoted, or the ideas are used more generally. I encourage students to discuss questions of class ethics with me if they arise.
5. COMMITMENT. Hopefully, you are taking this course because you are serious about technology. Make a commitment to yourself that you will complete all assignments by their deadline, that you will get any questions and doubts cleared up as they arise, and that you will be an active participant in class activities. Your learning will be more extensive and longer lasting if you use this approach to the course.
6. EXTRA CREDIT. The most effective way of improving one=s grade is to participate more actively in class. Additional papers or other assignments may be submitted for extra credit in cases of serious grade anxiety, only if all work is completed, with an instructor=s permission.
7. CAUCUS. Caucus will be used throughout the semester to enhance the communication process for the course, and will be a part of your grade. The URL is: http://www.caucus.emich.edu/. Please go to this site and click on Anew user@ if you have not used caucus before, or Aregistered user@ if you have used caucus. The username is: the first part of your EMU e-mail address. For example, my e-mail address is phillip.cardon@emich.edu, so I would enter phillip.cardon in the username box. When you enter the information, you will be required to type your password again. At the next menu, go to #4 AType a conference name@ and enter ATedu350 Fa00" in the box. Then press Ajoin@.
8. WRITTEN ASSIGNMENTS. It is expected that all assignments will be word processed and utilize computer technology for the creation of graphics, whenever possible. All work is to be submitted on white paper, 82 x 11 inches in size. Pages are to be collated in the proper order and fastened securely together with a staple. No report covers or binders are to be used, except as noted in particular assignments. Written assignments should adhere to the guidelines indicated in the Publication Manual of the American Psychological Association. Fifth Edition.
The instructor reserves the right to make changes in project/course requirements, due dates, materials, course calendar, etc. as necessary.
STATEMENT ON STUDENTS WITH DISABILITIES
If you have a verified physical, emotional, medical, learning, and/or other disability for which you need special accommodation within the learning environment of this course, you are encouraged to contact me and/or the EMU Dean of Students so that appropriate accommodations can be arranged.
You are under no obligation to disclose anything unless you wish to seek such accommodation. It is up to you, however, to make the initial request.
If you wish accommodation for a verifiable disability, EMU and the instructors are required to take all reasonable steps to so accommodate.
If you have other concerns about this course, We encourage you to contact us so that we can maximize the learning experiences for you.
EXPLANATION OF ASSIGNMENTS:
1. Case Study - Each student will be given a case study related to technology education or industrial-vocational education curriculum. This case study will be analyzed by the student with regard to curriculum and instruction embedded in philosophical, ethical, and multi cultural issues. (10 points)
2. Concept Map - A concept map delineating the integration of curriculum in technology education and industrial-vocational education programs and general education subjects. (10 points)
3. PRE-STUDENT TEACHING. A required part of this course is pre-student teaching. Each student must complete 24 hours of pre-student teaching in this course as part of the grade. A pro-rated grade will be given for less than 24 hours of pre-student teaching (10 points).
4. AS-L Activity/Paper - As part of this course, you are to complete an Academic Service-Learning (AS-L) assignment. AS-L will be discussed and explained during the course. AS-L is an instructional method which involves students in some form of required community service activity and uses that activity as a means of understanding course content. In the final paper, you will use your community service as a way of analyzing and understanding the curriculum in the school you choose to visit. In this way, you will be able to more easily see what is going on in the classroom, and have a better handle on this thing we call Acurriculum.@
Participation consists of: attendance; arriving to class on time and staying for the entire class; paying attention and being a courteous listener; participating in class and group activities; and contributing to the class discussions and activities. At the end of the term, students are asked to complete self-evaluations of their participation which is taken into consideration when assigning final participation grades. Pre-student teaching hours may not be obtained from participating in the AS-L activity.
More information regarding this assignment will be given in class. (20 points)
5. Journal - Each student will be required to keep a journal of all activities performed in the AS-L activity and action research, and with pre-student teaching experiences (10 points)
DEADLINES
All due dates are to be adhered to. Students will be penalized for late assignments. Late assignments will be accepted, but will result in 25% loss of grade for each class period they are late. Failure to properly identify your work will also result in a loss of 25%. The dates shown for a project or activity are subject to change. You will be advised of any changes. If you have a problem or conflict with a schedule date, it is your responsibility to make necessary arrangements to resolve it, and to advise the instructor IN WRITING as soon as reasonably possible.
GRADING/EVALUATION:
Grades will be determined according to the following:
Wright Article 5 points
Case Study 10 points
Concept Map 5 points
Course Participation 5 points
Caucus Participation 5 points
AS-L Activity/Paper 20 points
Pre-student teaching 10 points
Journal 10 points
Mid-Term Examination 10 points
Final Examination 20 points
100 points
The grading scale will be:
Points Grade Points Grade
94 A 77 C+
90 A- 73 C
87 B+ 70 C-
83 B 67 D+
80 B- 63 D
SCHEDULE:
Week 1 - Introductions, Course overview. Curriculum models. Wright article assigned.
Week 2 - Unit I, Perspectives on curriculum development. Wright article review due. Universal Systems model.
Week 3 - Unit II, Basic principles of curriculum and instruction. Integration of school subjects. Have AS-L site selected. Possible field trip to Tom Ogle=s school.
Week 4 - Unit III, Rationale and structure for the study of technology. Promoting technology education in the school curriculum.
Week 5 - National Standards for Technological
Literacy,
Week 6 - Unit V, Goals for technology education and industrial-vocational education. Instructional objectives. Technology education laboratories - MATE v.s. Traditional.
Week 7 - Mid-Term. Unit IV, The Nature of knowledge.
Week 8 - Mid-Term due. Unit VI, Curriculum change.
Week 9 - Unit VII, Student and program evaluation.
Week 10 - Case study analyses.
Week 11 - Professional development, professionalism.
Week 12 - AS-L discussions.
Week 13 - Concept maps activity.
Week 14 - Review & summary of course. AS-L wrap-up. Journals Due!
Week 15 - AS-L
Reports due! Final examination -
NOTE: The above schedule is likely to be changed during the semester.
BIBLIOGRAPHY
Eastern
Erekson, T. (1992). Technology education from the academic rationalist theoretical perspective. Journal of Technology Education,3(2),7-16.
Fogarty, R. (1991). The mindful
school: How to integrate the curricula.
International Technology Education Association
(1996). Technology for all Americans.
International Technology Education Association
(2000). Standards for Technological Literacy.
Johnson, S. D. (1992). A framework for technology education curricula which emphasizes intellectual processes. Journal of Technology Education,3(2),29-40.
Petrina, S. (1993). Under the corporate thumb: Troubles with our MATE (Modular Approach to Technology Education). Journal of Technology Education,5(1),72-80.
September-October, 1995. Listserve Discussion re: MATE.
Wright, R. T. (1995). Technology education curriculum
development efforts. In G. E. Martin (Ed.) Foundations
of technology education (p. 247-281).