6-8 Technology Education Program Evaluation. Board of Education Program Report December 10, 2013

6-8 Technology Education

Program Evaluation

Board of Education

Program Report

December 10, 2013

Grades 5-8



Technology education means a program of instruction

designed to assist all students in meeting State intermediate

standards for technology. Technology education uses

concepts of science, mathematics, social science and language

arts in a hands-on, systems-based approach to problem

solving that guides students in the understanding, design and

development of systems, devices and products to serve

human needs and wants.



One unit of study must be completed by the end of eighth

grade.

Part 100 Requirements

High School

 Students first entering grade nine in the 2008-2009 school year and thereafter shall have earned at least 22 units of credit. Such units of credit shall incorporate the commencement level of the State learning standards in: English language arts; social studies; mathematics,

science, technology; the arts (including visual arts, music, dance and theatre); languages other than English; health, physical education, family and consumer sciences; and career development and

occupational studies.

 The State learning standards in technology may be met either through

a course in technology education or through an integrated course combining technology with mathematics and/or science. A

commencement-level course in technology education may be used as the third unit of credit in science or mathematics but not both.

Part 100 Requirements

Introduction and Overview of Process

The goal of the Guilderland Central School District Technology program is to strengthen students’ abilities to apply math and science concepts to

engineering applications and to encourage students to pursue STEM careers. The programs are aligned to the Common Core standards, the Next Generation Science Standards, the NYS MST Standards, and the NETS standards. Through the completion of the middle school courses and the optional high school course work, students will develop an understanding of engineering design practices through hands-on, project work. In the middle school program, students will have to the ability to choose projects that will expose them to a variety of technology applications. Students are encouraged to pursue high school courses where advanced engineering design concepts will be taught. Participation in these courses will open children’s eyes to potential careers in engineering, architecture, construction, and engineering technology.

Regardless of career goals, the course work will help students develop 21st

Century learning skills including problem solving, critical thinking, collaboration, and communication.

FMS Technology Education

The Technology Education program at Farnsworth Middle School begins in 6th _{grade as a twenty-week or semester-long course}

The program continues into the 7th _{and 8}th _{grade years for all students} This program meets and exceeds the New York State Education

Department’s Part 100 requirements for middle level programs Students are exposed to a variety of instructional methodologies, hands-on activities and learning opportunities that are meant to expose them to a wide variety of technologies

The curriculum is planned to develop students’ skills by spiraling their work with computers and applications such as Microsoft Office and CAD

Students leave the 8th _{grade having had multiple opportunities to apply} and create technology-based solutions to real world problems

Paxton Patterson Computer Modules

6

Each of the Paxton Patterson Action Labs includes ten days of instruction during a variety of Integrated Instructional Units (IIUs). The modules are based on a rich curriculum which incorporates multimedia, video and hands-on activities. Students, under the guidance of their teachers, are able to choose and participate in two of the following programs:

Alternative Energy Audio Communications Computer Graphics and Animation CNC – Computer Numeric Control Digital Music Electricity

Energy and Power

Environment and Ecology Flight Lasers Materials Processing Machines (Mechanisms) Robotics Structural Engineering Video Production

Utilizes the Paxton Patterson multimedia

learning system

Computer based instruction including audio,

video, and graphics

Students follow written directions as well as

read & understand technical writing

Uses integrated hands-on activities

Students can apply the concepts learned in

the module.

Engineering and Design

All students participate in a design project. Each year students are presented with first developing a design specific to a long-range project and then realizing this project through its production. Time and attention is given in the production labs to introduce them to machine operation and safety.

Students first introduction to a design project begins in 6th _grade.

student are introduced to the development of a design of an

ergonomic handle to their buck saw which they later translate into a finished product in the Production Lab.

7

th

_{Grade Design Project}

In 7th _{Grade their project culminates in the design, testing and production of}

a catapult. Through this design project they are exposed to machine and tool safely in a production lab. Computer Aided Design (CAD) software is used by students to create precise and accurate plans. Through the CAD software they are introduced to the components of both two dimensional and three dimensional drawing and design. Students also utilize the design software Inventor which is also used as part of the high school program, Project Lead the Way.

8

th

_{Grade Design Project}

In 8th _{grade this process is further developed through the Marble}

Mania project. Their skills in three dimensional drawing and collaboration are further extended.

Marble Mania

Grade 6 Technology

Students are introduced to:

digital citizenship and cyber-safety; library and media literacy;

basic computer skills;

Microsoft Office applications;

introduction to technology and engineering principles;

history and impacts of technologies on society and culture; manufacturing technologies;

flight technology unit through the Paxton Patterson lab program;

an introduction to the production lab through the buck saw design project

Grade 7 and 8 Technology

Along with the Design project, students participate in

two different Paxton Patterson Computer lab modules

over both their 7

_{grade and 8}

_{grade years of their}

choice. These include:

18

Alternative Energy

Audio Communications Computer Graphics and Animation

CNC – Computer Numeric Control

Digital Music Electricity

Energy and Power

Environment and Ecology Lasers Materials Processing Machines (Mechanisms) Robotics Structural Engineering Video Production

Middle School Program Costs

2009 -10 School Year Equipment $5,465.00

Supplies 8,000.00

Total $12,465.00

2010 -11 School Year Equipment 0

Supplies 8,000.00

Total $8,000.00

2011 -12 School Year Equipment $2,200.00

Supplies $8,000.00

Total $10,200.00

2012 -13 School Year Equipment $1,475.00

Supplies $7,500.00

Total $8,975.00

19

The introduction of the Paxton Patterson Computer Action Labs to the Technology program at Farnsworth Middle school occurred in 2003 for the 2003/2004 school year at an initial cost of $183,068.20. This included the Paxton Action Lab Modules, the Active data management and information network, the module identification signs, the PAL installation, the PAL

Teacher training and the expendables. The computers were purchased and the redesign of the labs was included as part of the FMS construction project completed in 2007. The computers are now due to be phased out and replaced through coordination with the Director of Technology.

Recommendations for the Middle

School

Update the Paxton Patterson learning modules to stay current

with trends in technology.

Continue to revise and improve project based lessons that

align with the NYS Math, Science and Technology Standards as

well as Next Generation Science Standards for design and

engineering.

Embed instruction and awareness of internet safety and

cyber-bullying in all grade levels.

Continue to introduce and expose students to software such

as Inventor to better transition students into High School

Technology Courses (PLTW)

Guilderland High School

Program consists of:

Project Lead the Way courses – full year courses in

pre-engineering



Design &Drawing for Production



Civil Engineering & Architecture



Principles of Engineering



Digital Electronics

Guilderland High School

Program consists of:



Specialty Half Year Electives

 Manufacturing

 Technical Drawing

 Digital Photography 1 & 2

 Introduction to Electricity

Enrollment Trends – DDP

(PLTW introduced in 2008-2009

DDP Enrollment as a % of Total School Enrollment

Enrollment Trends – CEA

CEA Enrollment as a % of Total School Enrollment

Enrollment Trends - POE

POE Enrollment as a % of Total School Enrollment

Enrollment Trends - DE

DE Enrollment as a Percentage of Total School Enrollment

27 27 36 41 43 0 5 10 15 20 25 30 35 40 45 50 2008-09 2009-10 2010-11 2011-12 Student Cohort

Percentage of Students Taking 2 or More PLTW Courses Percentage

Student Success – College Credit

% of Students Earning RIT College Credit

DDP CEA POE DE

Survey Results

Students:



Most students are very positive about their

experiences



71% indicated the program has sparked an interest

in a career in engineering

Survey Results

Teachers and Guidance Counselors:

Believe that PLTW has improved our Technology

program

Believe that the program is meeting the PLTW Goal

Statement

Believe we can expand the program impact by

involving a larger student population

Conclusions and Recommendations

The 6-12 Technology Education program complies with all Part 100 requirements for middle and high school programs.

Recommendations for continuous improvement include:

1. Establish K-12 continuum whereby introduction of fundamental skills such as keyboarding and cyber safety begin at the

elementary level.

2. Collaborate with Middle School Counselors to increase student enrollment in High School Technology program offerings.

3. Remain current with trends in technology industries and adjust program to those trends so that students achieve a diversified exposure to the field at all levels.