Examination of Engineering Design in Curriculum Content and Assessment Practices of Secondary Technology Education Todd Kelley University of Georgia “A survey of present conditions is an essential guide to one’s thinking, whether in evaluating the course he is now following, or in embarking on a new venture. For any purpose, the starting point is important” (Hopkins, 1976, p. 135).

Rationale of the Study The field of technology education has a history of experiencing curriculum reforms that generate new program titles with little curriculum changes. Considering the history of resistance to change in the field of technology education, questions arise about the current curriculum shift to move to engineering design as a content focus. Where are we currently as a field regarding this new curriculum shift?

Rationale of the Study (Continued) “We must develop a clear understanding of the landscape (Status) of teaching and learning of engineering design in high schools and the associated research problems that we (NCETE) want to convey to the broader STEM community about the significance of our domain. We must understand the landscape so we can influence the landscape” (NCETE meeting report, Oct , 2006). “We must develop a clear understanding of the landscape (Status) of teaching and learning of engineering design in high schools and the associated research problems that we (NCETE) want to convey to the broader STEM community about the significance of our domain. We must understand the landscape so we can influence the landscape” (NCETE meeting report, Oct , 2006).

Rationale- Need for Research “While many have speculated regarding a new paradigm, there has been a void of research upon which to make such claims. Petrina concluded, ‘…evidence is suggestive that relatively little time has been spent investigating the practice of technology at the local, school-based level.’” (Sanders, 2001, p. 36) “While many have speculated regarding a new paradigm, there has been a void of research upon which to make such claims. Petrina concluded, ‘…evidence is suggestive that relatively little time has been spent investigating the practice of technology at the local, school-based level.’” (Sanders, 2001, p. 36) Ten status studies (10.9% of all articles) were published in the Journal of Technology Education between 1996 and Ten status studies (10.9% of all articles) were published in the Journal of Technology Education between 1996 and Some in the field of technology education are guilty in changing the nameplate on the door only (Clark, 2000) Some in the field of technology education are guilty in changing the nameplate on the door only (Clark, 2000)

Purpose of The Study The purpose of this descriptive study was to examine the current status of high school technology education programs regarding the teaching engineering design. Participants were drawn from the current International Technology Education Association (ITEA) membership database as of October Participants were drawn from the current International Technology Education Association (ITEA) membership database as of October A survey instrument was created using information from current research (Asunda & Hill, 2006; Rhodes & Childress, 2006; Smith, 2006; Gattie & Wicklein, 2005) to determine the current content and engineering design knowledge being taught in high school technology education programs. A survey instrument was created using information from current research (Asunda & Hill, 2006; Rhodes & Childress, 2006; Smith, 2006; Gattie & Wicklein, 2005) to determine the current content and engineering design knowledge being taught in high school technology education programs.

Research Questions 1. To what degree does the current curriculum content of secondary technology education programs reflect engineering design concepts? 2. To what degree do current assessment practices of secondary technology educators reflect engineering design concepts? 3. What selected challenges are identified by secondary technology educators in teaching engineering design?

Research Design a descriptive study looking at existing teaching practices of technology education teachers teaching engineering design Descriptive Research Studies: Descriptive Research Studies: inquire about the nature, frequency, or distribution of variables and /or relationships among variables. inquire about the nature, frequency, or distribution of variables and /or relationships among variables. make no attempt to manipulate variables but serve to provide descriptions of variables and/or the relationships among these variables (Ary, Jacobs, & Razavieh, 1990). make no attempt to manipulate variables but serve to provide descriptions of variables and/or the relationships among these variables (Ary, Jacobs, & Razavieh, 1990). seeks to describe a construct the way it is as it naturally occurs (Huck, Cormier, & Bounds, 1974). seeks to describe a construct the way it is as it naturally occurs (Huck, Cormier, & Bounds, 1974). Descriptive studies can help educators understand frequent curriculum implementation problems and other issues in current teaching practices (Gersten, n.d.). Descriptive studies can help educators understand frequent curriculum implementation problems and other issues in current teaching practices (Gersten, n.d.).

No Respect Descriptive studies do not get the respect they deserve Descriptive studies do not get the respect they deserve Timely descriptive studies can inform the research community Timely descriptive studies can inform the research community Descriptive studies results can launch other research projects Descriptive studies results can launch other research projects

Sample Size Krejcie and Morgan (1970) method for calculating sample size was used, the size of the sample that was needed for this study was 285, considering the population size for ITEA members (N) is 1043 teachers. Krejcie and Morgan (1970) method for calculating sample size was used, the size of the sample that was needed for this study was 285, considering the population size for ITEA members (N) is 1043 teachers. The original research design called for an increase of the initial mailing by 48.1 percent, the average success rate of an initial mailing (Gall et al; 2007). However, close communication with ITEA personnel revealed that ITEA survey mailings typically yield a 20-25% rate of return (Price, 2007). The original research design called for an increase of the initial mailing by 48.1 percent, the average success rate of an initial mailing (Gall et al; 2007). However, close communication with ITEA personnel revealed that ITEA survey mailings typically yield a 20-25% rate of return (Price, 2007). An invitation message was sent to all ITEA high school members that provided addresses. An invitation message was sent to all ITEA high school members that provided addresses.

Instrument The instrument contained of a set of questions with a Likert-type scale response format asking participants to rate their level of teacher practice regarding engineering design content and assessment practices by using a frequency and time table. The instrument contained of a set of questions with a Likert-type scale response format asking participants to rate their level of teacher practice regarding engineering design content and assessment practices by using a frequency and time table. How Often? (Frequency) How Many Minutes? (Time) LikertWordingTraditional (meets 5 days a week) BlockWordingTraditional (50 minutes per period) Block (90 minutes per period) 0Never00None 0 min. 1 A few times a year 5 days A few minutes per period 5 min. 9 min. 2 1 or 2 times a month 14 days (1.5*9.1) 7 days (1.5*4.6) Less than half the period 15 min. 30 min. 3 1 or 2 times a week 55 days (1.5*36.8) 28 days (1.5*18.4) About half 25 min. 45 min. 4 Nearly everyday 129 days (3.5*36.8) 64 days (3.5*18.4) More than half 37.5 min min. 5Daily 184 days 92 days Almost all period 50 min. 90 min.

Seven Categories of Engineering Design Content a) Engineering Design b) Engineering Analysis c) Application of Engineering Design d) Engineering Communication e) Design Thinking as It Relates to Engineering Design f) Engineering and Human Values g) Engineering Science

Sample Survey Instrument

Data Analysis Descriptive statistics including mean, median, mode, and standard deviation were reported regarding the dependent variables. Descriptive statistics including mean, median, mode, and standard deviation were reported regarding the dependent variables. Totals, means, and percentages were calculated for the independent variables Totals, means, and percentages were calculated for the independent variables

Results A total of 226 high school technology education teachers logged on and completed the survey. A total of 226 high school technology education teachers logged on and completed the survey. A complete report of results will be forthcoming. A complete report of results will be forthcoming.

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