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CTTE-Supported Research CTTE Research Incentive Grant  2002 "Delivering Technology Education Laboratory Courses through Virtual Means" Principal Investigator: Hassan Ndahi Funding Level: $948 Objective: The purpose of this study is to investigate how laboratory courses are being taught through distance learning in various fields of study, and especially engineering. The data obtained will form a basis for planning, developing, and teaching technology education laboratory courses through distance learning. Currently, only lecture type courses are taught through distance learning in technology education. 1999-2000: "Heuristics: The Technology of Good Ideas" Principal Investigators: Howard Middleton & Brian Wheeler Download the Final Research Report (in PDF) Funding Level: $10,000 (Co-Supported by CTTE , ITEA, Technical Foundation of America, and Griffith University). Objective:The Identification and Development of Heuristic Problem-solving Strategies to Augment the Teaching of Technological Problem Solving in Technology Education. Abstract This research project is concerned with the development, trialing and evaluation of heuristic strategies applicable to technology education programs. The research is based in cognitive psychology and draws on information processing theory. A central premise of the project is that the move to Technology Education as Innovation in Action (TFAA,1996) creates the need for technology teachers to develop new teaching strategies. One important feature of these new strategies will be the know-how to assist technology students to develop practical, creative abilities. The development of heuristic strategies is regarded as one important contribution to the new teaching strategies. Statement of the Problem What heuristics can technology teachers use to improve the creative, problem-solving abilities of Technology Education students? Research Design The research design consists of three major phases. The first phase is the development of those heuristics selected from the literature and deemed to have promise for assisting students to solve technological problems. The second phase would consist of the research team trialing particular heuristics and eliciting feedback from focus groups of technology teachers. The final stage involves trialing the heuristics with technology classes and evaluating the results of the trial. 1999-2000: "Technology Teacher Education Recruitment" Proposal Author: John Ritz (CTTE) Principal Investigator: Vincent Childress Funding Level: $9,000, Supported by The Technical Foundation of America ($9,000) Project Objectives/Description: To recruit students into choosing technology education teaching as a career. Proposed Activities: 1) Design, field test, and disseminate a technology education teacher recruiting activity using world wide web information sources; and 2) design, field test, and disseminate mediated lesson plans for teachers to use to recruit prospective technology education teachers. 1998-99: "Evaluating the Effects of the Design Under Constraint Approach on Technological Problem Solving." Principal Investigators: Rod Custer, Bridgette Valesey, and Barry Burke. Funding Level: $10,000 (Co-Supported by CTTE , ITEA, Technical Foundation of America, and Illinois State University). Abstract Assessing the Effects of the Design Under Constraint Approach on Technological Problem-Solving The design process has been an area of increasing interest in technology programs over the past decade. The purpose of this study was to develop and field test an assessment model to measure student performance in design and problem solving activities. It is anticipated that this model will provide a base on which to develop student assessments and program evaluation tools. A secondary purpose of the study was to obtain some preliminary information about the variables that affect students' performance in design situations. The study engaged 10 groups of secondary level students (in groups of three students) in an eight hour authentic design challenge experience. Students were given a set of design constraints, materials, and a set of guidelines and asked to design "the student locker of the future." A rubric was developed, validated, and pilot tested to assess individual performance within each group. This tool was comprised of four primary learner outcome dimensions, which were further sub-divided into strands. Key incidents were then developed for each strand along a 5-point continuum of expertise. Preliminary findings indicate that students perceived the task to be authentic and engaging. Also, the assessment rubric proved to be a useable, valid, and reliable tool for measuring student performance in design situations. These findings suggest that there is strong potential for use of the rubric by classroom teachers to assess technological design activities. Statistical analysis of the study's independent variables and in-depth analysis of qualitative data is in process. The study's assessment model has wide-ranging potential and application in technology education. The model and associated tools may also serve to document the value of technology education programs for school administrators and the general public. 1997-98: Identifying Male and Female Perspectives on Technology at the Middle School." Principal Investigators: Kenneth Welty, Richard Larson, Bruce Barns, Steve Hoersten, Thomas Barlett, Steve Brady, Todd Hertitage. Funding Level: $10,000 (Co-Supported by CTTE , ITEA, Technical Foundation of America, and University of Wisconsin-Stout). 1996-97: "A Qualitative Analysis of Technology Education Goals and Objectives." Principal Investigators: Robert Wicklein, Roger Hill, Dennie Templeton, and Nelson Foell. Funding Level: $10,000 Co-Supported by CTTE , ITEA, Technical Foundation of America, and the University of Georgia). 1995: "Assessing Effective Teaching Practices in Technology Education Through Student Attitudes." Principal Investigators: Michael Daugherty and Richard Boser. Funding Level: $1,000.