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Готові списки джерел за темами / Technological curriculum

Добірка наукової літератури з теми "Technological curriculum"

Автор: Grafiati

Опубліковано: 10 червня 2022

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Статті в журналах з теми "Technological curriculum":

1

Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

2

Harrison, Michael, and Robert McCormick. "Technological literacy and the curriculum." Computers & Education 19, no. 4 (November 1992): 397–400. http://dx.doi.org/10.1016/0360-1315(92)90091-i.

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3

Mollgaard, Tom, and Karen Sides-Gonzales. "Stockbroker of the technological curriculum." TechTrends 40, no. 5 (October 1995): 28–30. http://dx.doi.org/10.1007/bf02818831.

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4

Kahane, Reuven, and Laura Starr. "Technological Knowledge, Curriculum and Occupational Role Potential." Sociological Review 35, no. 3 (August 1987): 537–58. http://dx.doi.org/10.1111/j.1467-954x.1987.tb00555.x.

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This paper examines technological curricula in terms of their potential to be realized in occupational roles. The more the curriculum is oriented towards roles (as opposed to skills or pure knowledge), the greater the probability that it will be articulated in the labour market and the greater its efficacy and legitimacy. The concept of role has been analytically divided into six components: value commitment, normative, communicative, interactive, role intelligence and proficiency components. Theoretically, the more components are present in a given curriculum, the higher the probability that a given occupational role will be effectively articulated. However, their presence is a necessary but insufficient condition for effective role performance; their integration is of equal, if not greater importance, and the latter is meaningful only when the social context of the articulation is taken into account. It was found that the role components do not appear in a balanced manner in technological curricula investigated in Israel, and some hardly receive any attention. Those that are present are weakly linked to actual economic contexts. Thus, it appears that students in technological education, are socialized to minimal role articulation; ie, they are more likely to implement decontextualized tasks than to assume integral occupational roles.

5

Chakraborty, Arpita, Manvendra Pratap Singh, and Mousumi Roy. "Green Curriculum Analysis in Technological Education." International Journal of Progressive Education 14, no. 1 (February 11, 2018): 122–29. http://dx.doi.org/10.29329/ijpe.2018.129.9.

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6

Li, Hui. "Curriculum Designs: Top-down or Bottom-up? —A Case Study in a Technological School of China." Theory and Practice in Language Studies 9, no. 5 (May 1, 2019): 545. http://dx.doi.org/10.17507/tpls.0905.08.

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Competitive education around the world brings up many issues about curriculum design. In order to cultivate the ideal talents with abundant knowledge of language and specialties, it is necessary to design appropriate curricula. This comparative study has been carried out to discuss the appropriateness of curriculum designed for two parallel groups of English learners as a foreign language based on the survey in a technological school, a case study in China. In this special issue, curriculum design is likely to be problematic although it made a little improvement compared to the one before 2010: a) an analogical curriculum has been designed for both groups of students; b) what directions a curriculum design should follow, the more the better? c) how to balance a national curriculum, its localization and its implementation? d) top-down and bottom-up, language and specialty, which matters? This paper eventually puts forwards some suggestions which would be helpful for the future curriculum design.

7

Oboho, E. O., and N. Bolton. "Matching students' technological thinking with the demands of a technological curriculum." International Journal of Technology and Design Education 2, no. 2 (1991): 54–61. http://dx.doi.org/10.1007/bf00527962.

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8

Chen, Hsiao-Jung, Li-Ling Liao, Yu-Che Chang, Chung-Chih Hung, and Li-Chun Chang. "Factors Influencing Technology Integration in the Curriculum for Taiwanese Health Profession Educators: A Mixed-Methods Study." International Journal of Environmental Research and Public Health 16, no. 14 (July 22, 2019): 2602. http://dx.doi.org/10.3390/ijerph16142602.

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In this study, we explored the considerations and the influencing factors for the technological integration of educational curricula based on the technological pedagogical content knowledge (TPCK) framework for health profession educators (HPEs). A mixed methodology was used that included semi-structured interviews with 15 HPEs and an online TPCK survey with a randomly selected sample of 319 HPEs from 217 Taiwanese universities. Five themes emerged, namely, supplementing traditional teaching methods, improving immediate educator–student interactions, tracking the learning process and improving the record-keeping, keeping up with technological trends, and advancing professional learning objectives for different student needs. The presence of pre-existing platforms and inspiration from colleagues and students were facilitators, whereas the risk of technological problems and the need to invest extra time into the preparation process were impediments to technology integration in the curriculum. Of the online respondents (n = 210), 64.2% have integrated at least one technological method into their curriculum. The logistic regression model revealed that gender, prior knowledge regarding how to incorporate technology with teaching, high mean TPCK scores, and relevant school policies were significant predictors of technology integration in the curriculum. Based on these results, recommendations for development in the health profession included efforts to equip HPEs with TPCK, in order to integrate technology into the curriculum effectively.

9

Halvorson, Mark. "Revealing the Technological Irresponsibility in Curriculum Design." Curriculum Inquiry 41, no. 1 (January 2011): 34–47. http://dx.doi.org/10.1111/j.1467-873x.2010.00523.x.

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10

Scott, Sandra Davidson. "The Technological Challenge for Curriculum and Instruction." Journalism & Mass Communication Educator 50, no. 2 (June 1995): 30–40. http://dx.doi.org/10.1177/107769589505000204.

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Дисертації з теми "Technological curriculum":

1

Sanet, B. D. "Nigerian technological education : towards a justification and a curriculum." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376085.

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2

Lovell, Emily Marie. "A soft circuit curriculum to promote technological self-efficacy." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67826.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 35-36).
The development of technological self-efficacy in young people can have a dramatic impact on diversity in the field of computing. Students'self-efficacy and scientific understanding can benefit from engaging in hands-on activities, such as creating soft, electronic textile (e-textile) circuits. There is, however, a notable lack of instructional materials to support such learning experiences. I have developed a workshop facilitation guide which outlines five e-textile activities, accompanied by a collection of low-cost craft and electronic components. The instructional materials target educators, who may facilitate e-textile activities in settings such as science museums, after-school programs, or summer camps. I have assessed the effectiveness and usability of the materials through a short series of workshops, during which I also evaluated their impact on students'technological self-efficacy.
by Emily Marie Lovell.
S.M.

3

Taylor, Kim 1955. "Increasing student motivation through a technological enterprise." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277995.

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The purpose of this study was to examine whether student motivation increased through participation in a technological enterprise that involved a decision making process. In addition, student empowerment was explored. The setting of the study was a fifth grade class of twenty-four students in an urban school in the southwest. Throughout the school there was a video and data distribution network. Data collection consisted of student sign-up, teacher observation, student surveys, teacher journal, and a case study. The sign-up sheet and student surveys were analyzed to yield a frequency count. The case study and journal were reported as a narrative of student response and teacher-researcher observation. In this study, students with motivational difficulty that led to academic problems seemed to be positively affected by the factors of choice and challenge in the enterprise. Students with social difficulties or a combination of academic and social difficulties were less likely to continue work on the enterprise. There was a difference in the effect of the enterprise on female and male students.

4

Clucas, Scott Richard. "Construction as a Curriculum Organizer for Technology Education." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30772.

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This dissertation was the result of an investigation into the relative importance of construction as a curriculum organizer for the field of technology education. In particular, it concentrated on the relationship between construction technology and the principles of general education and technological literacy. The review of literature focused on the historic roles and meanings of this curriculum organizer and these principles as the discipline evolved from the industrial arts into technology education. Operational definitions were synthesized and the linkages between them was clearly identified. To address technology education's contribution to general education, or the full development of the human personality, the spheres of human/technology interaction model was developed. The model is based on the idea that people interact with technology and evaluate those interactions from three fundamental perspectives. Those perspectives were identified as the civic-life sphere, the personal-life sphere, and the work-life sphere. One hundred and forty-eight faculty members of technology teacher education programs in colleges and universities throughout the United States were surveyed. A 77% return rate was obtained. The survey included four major sections in addition to requesting limited information about the respondents and their programs. The four major sections asked the respondents to: 1) Evaluate potential goals for a K-12 technology education program. 2) Determine the relative importance of 10 study areas or curriculum organizers as they related to each of the three spheres of interaction. 3) Determine the percentage of the technology education curriculum that should be allocated to each of the three spheres of human/technology interaction. 4) Provide selected information about the way construction is offered and taught in technology teacher education programs. Medoid cluster analysis was used to evaluate the data derived from the goals of technology education portion of the survey. Using this information, three clusters were formed and initial respondent membership for each cluster was established. Subsequently, discriminant analysis was used to accomplish three goals: 1) Refine the initial assignment of respondents to the clusters. 2) Identify those variables that offered a significant level of discrimination between clusters. 3) Determine the accuracy of assignment to the clusters or groups. The canonical correlation 2, calculated by the discriminant analysis program, indicated that 66.3% of the variance was explained by the variables that were significant at a .05 level. After comparing the mean scores of the discriminating variables across the three clusters, one cluster was identified as favoring technological literacy, one favored industrial technology education, and one was ambivalent. T-tests were used to determine if any significant difference existed between clusters or groups. It was of particular interest to this research that no significant difference was found related to the relative importance of construction. All groups concluded that construction should comprise approximately 10% of the technology education curriculum. Finally, a schedule was established which allocated various percentages of the curriculum to each of the 10 study areas or curriculum organizers as they relate to the three spheres of human/technology interaction. This schedule was based on the relative importance assigned by the technological literacy cluster. The technological literacy cluster offered the most balanced allocation of the technology education curriculum across the three spheres of human/technology interaction.
Ph. D.

5

Wisell, Diana L. Dulaney. "To change or not to change a case study of one urban high school's technological transformational process /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1205.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains vi, 117 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 74-77).

6

Spoerk, Mark. "The importance and value of implementing a principles of engineering curriculum at the high school level from a student's perspective." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998spoerkm.pdf.

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7

Guillen, Linda Diane. "Curriculum for an online course in technical communications using the I-CARE delivery system." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1851.

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8

Mangiagalli, Carla. "African music in the FET curriculum : an investigation into teaching strategies and the development of a technological resource." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16614.

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Thesis (MPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The South African Department of Education (DoE) recently introduced a new curriculum for schools. This curriculum, namely Curriculum 2005 (C2005), and later revised as the National Curriculum Statement (NCS), is functional at a national level in South Africa and claims to be a more equitable curriculum than its predecessor by incorporating a philosophy that accommodates all South African learners from diverse cultural and ethnic backgrounds. C2005 (NCS) promotes the principles of outcomes-based education (OBE) and shows a high regard for the Constructivist Learning Theory. In 2006 teachers will be expected to implement the Further Education and Training (FET) Band of the NCS. This study critically investigates C2005 (NCS) with the view to an improved understanding of multicultural education. The focus then turns towards music education by reviewing suggested teaching practices for multicultural music education. Following this is a thorough exploration of several approaches for the teaching of music from diverse cultures with an examination of the various appropriate models for music teaching. However, certain issues arise within the South African context as to whether music teachers have had the necessary preparation for the effective implementation of the prescribed music syllabus of the FET band. The prescribed music syllabus of the FET band includes a variety of musical genres and styles. This analysis culminates in a reflection on African music, which includes an investigation of how African music functions within traditional African societies and an approach for the effective transmission of African music in schools is proposed. Also, arising from numerous reviews concerning the teaching of African music, are opposing convictions that afford the reader an opportunity for creative thought. The lack of adequate didactical resources for the teaching of African music has resulted in a keen interest by the author in employing technology for instructional purposes. This study concludes by exploring recommendations concerning the design of an effective instructional programme that relies on technology and discusses the development of an appropriate technological resource for the teaching of African music.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Onderwys Departement het onlangs ‘n nuwe kurrikulum aan skole bekendgestel. Hierdie kurrikulum, naamlik Kurrikulum 2005 (K2005), en later die Nasionale Kurrikulum Verklaring (NKV), is van toepassing op nasionale vlak in Suid-Afrika en maak daarop aanspraak om ‘n meer regverdige kurrikulum as sy voorganger te wees deur ‘n filosofie te bevat wat alle Suid-Afrikaanse leerders uit verskillende kulturele en etniese agtergronde akkommodeer. K2005 (NKV) bevorder die beginsels van Uitkoms Gebaseerde Onderwys (UGO) en vertoon ‘n hoë affiniteit vir die Konstruktiewe Leerteorie. Dit sal van onderwysers verwag word om in 2006 die Verdere Onderwys- en Onderrigband van die NKV te implementeer. Hierdie tesis ondersoek K2005 (NKV) krities met die oog op ‘n verbeterde begrip vir multikulturele onderwys. Die fokus skuif dan na musiekopvoeding met ‘n oorsig oor voorgestelde onderwyspraktyke vir multikulturele musiekopvoeding. ‘n Deeglike bespreking van verskeie benaderings vir die onderrig van musiek van verskeie kulture volg dan, asook ‘n ondersoek oor verskillende toepaslike modelle vir musiekonderrig. Sekere kwessies ontstaan egter binne die Suid- Afrikaanse konteks waarby daar gevra word of musiekonderwysers oor die nodige voorbereiding vir die effektiewe implementering van die voorgeskrewe musiekkurrikulum van die VOO-band beskik. Die voorgeskrewe musiekkurrikulum van die VOO-band sluit ‘n verskeidenheid musiekgenres en -style in. Hierdie analise word gevolg deur nadenke oor Afrika musiek, wat ’n ondersoek insluit na die wyse waarop Afrika-musiek binne die tradisionele Afrika-gemeenskap funksioneer. Voorstelle vir die benadering van Afrika-musiek in skole word gemaak sodat die effektiewe oordrag van Afrikamusiek verseker sal word. In hierdie bespreking word teenstrydige opinies wat na vore kom in die talle oorsigte oor die onderrig van Afrika-musiek, voorgehou. Dit bied die leser ‘n geleentheid tot kreatiewe denke. Die gebrek aan geskikte didaktiese bronne vir die onderrig van Afrika-musiek het gelei tot ‘n groot belangstelling by die navorser oor die gebruik van tegnologie vir onderrigdoeleindes. Hierdie studie sluit af met ‘n ondersoek na die ontwerp van ‘n effektiewe onderrigprogram wat op tegnologie gebaseer is, en met ‘n bespreking van die ontwikkeling van ‘n geskikte tegnologiese bron vir die onderrig van Afrika-musiek.

9

Martin, Junior George. "Exploring College Instructors' Integration of Technology into Their Curriculum." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2846.

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Technology integration in the curriculum remains a challenge at different levels in the education system. In one Caribbean 4-year college, faculty are expected to prepare preservice teachers to integrate technology in classroom instruction. When preservice teachers are not prepared for technology integration, interventions are necessary to address this challenge of technology integration. The purpose of this qualitative bounded intrinsic case study was to gain an understanding of the process of technology integration by instructors at the research site. Davies' theory for understanding technological literacy and the technological, pedagogical, and content knowledge model conceptually framed this study. A purposeful sample of 13 instructors who integrated technology in their curricula and volunteered to participate were observed, interviewed, and provided documentation to explore how they integrated technology in their courses. Data were coded typologically using a priori codes and inductively to identify major themes regarding instructors' challenges and perceptions of technology integration. Instructors were consistent in their integration of technology, increased technology use when they held a positive view of technology, and did not use sufficient web-based tools. They expressed a need for additional technology integration training, because there is an absence of training opportunities offered in the area of technology integration. Based on these findings, a 3-day technology integration workshop was created for the instructors. These endeavors may contribute to positive social change by empowering instructors to adopt pedagogy that can transform the college classroom environment and can support instructors' teaching and learning, thus, preparing preservice teachers to embrace technology in their classrooms.

10

Yusoff, Yaacob Bin. "Issues and problems arising from the application of the new Malaysian philosophy of education to the scientific and technological curriculum." Thesis, University of Birmingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503128.

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Книги з теми "Technological curriculum":

1

Sanet, Benson Dabo. Nigerian technological education: Towards a justification and a curriculum. Norwich: University of East Anglia, 1986.

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2

Studies, University of Toronto Faculty of Education Technological. Curriculum development: A resource manual for teachers of technological studies. Toronto: Faculty of Education, University of Toronto, 1991.

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3

Education, Ontario Ministry of. Technological education: The Ontario curriculum, grades 11 and 12, 2000. [Toronto, ON]: The Ministry, 2000.

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4

Education, Ontario Ministry of. Technological education: The Ontario curriculum, grades 9 and 10, 1999. [Toronto, Ont.]: The Ministry, 1999.

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5

Education, Ontario Ministry of. Broad-based technological education: Curriculum guideline, grades 10, 11, and 12. [Toronto]: The Ministry, 1995.

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6

Liskin-Gasparro, Judith E., Manel Lacorte, and Stayc Dubravac. Technology in the L2 Curriculum. Boston, MA: Pearson Education, 2013.

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7

Halupa, Colleen. Transformative curriculum design in health sciences education. Hersey, PA: Medical Information Science Reference, an imprint of IGI Global, 2015.

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8

Loveless, Douglas J. Academic knowledge construction and multimodal curriculum development. Hershey: Information Science Reference, 2014.

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9

Wall, Anne Sauder. Capturing change: Globalizing the curriculum through technology. Lanham, MD: ScarecrowEducation, 2005.

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10

Unit, Great Britain Further Education. A Modern curriculum for office employment: A framework for coping with technological change : an FEU view. London: Further Education Unit, 1985.

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Частини книг з теми "Technological curriculum":

1

Keirl, Steve. "Ethical Technological Literacy as Democratic Curriculum Keystone." In Defining Technological Literacy, 81–102. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983053_7.

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2

Hantson, Peter, and Didier Van de Velde. "Technological Literacy in Youth Organisations." In Positioning Technology Education in the Curriculum, 119–29. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_10.

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3

Velde, Didier Van de. "Co-Development of Language and Technological Literacy." In Positioning Technology Education in the Curriculum, 179–88. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_14.

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4

Banks, Frank. "Technological Literacy in a Developing World Context." In Positioning Technology Education in the Curriculum, 219–25. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_16.

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5

Savage, Ernest N. "Determinants of Advanced Technological Content in Technology Education Curriculum." In Integrating Advanced Technology into Technology Education, 21–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-76768-5_3.

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6

Chan, Cecilia K. Y., and Mike Murphy. "Active-based Key-skills Learning in Engineering Curriculum to Improve Student Engagement." In Technological Developments in Education and Automation, 79–84. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_16.

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7

Thai, C. N., J. M. Mativo, and G. Clinton. "Robotics-based Curriculum Development for An Immigration Course into Computer Systems Engineering." In Technological Developments in Education and Automation, 165–71. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_32.

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8

Ugur, Serap Sisman, and Gulsun Kurubacak-Meric. "Open Universities in the Future with Technological Singularity Integrated Social Media." In Emerging Technologies and Pedagogies in the Curriculum, 413–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0618-5_24.

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9

Hansen, Ron. "The Value of a Utilitarian Curriculum: The Case of Technological Education." In Shaping Concepts of Technology, 111–19. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5598-4_10.

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10

Regalado-Méndez, A., J. G. Báez-González, E. Peralta-Reyes, and M. N. Trujillo-Tapia. "Problem Based Learning: Obtaining Enzyme Kinetics Parameters Integrating Linear Algebra, Computer Programming and Biochemistry Curriculum." In Technological Developments in Networking, Education and Automation, 13–18. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9151-2_3.

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Тези доповідей конференцій з теми "Technological curriculum":

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Brunvand, Erik. "A noise-based curriculum for technological fluency." In SIGGRAPH '15: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2785585.2792548.

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Barrera Vera, José Antonio, and Manuel Castillo García. "TECHNOLOGICAL FORECASTING AS A TOOL FOR CURRICULUM DESIGN." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1207.

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Román-Mendoza, Esperanza. "Engaging students in curriculum development." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012633.

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García-Berdonés, Carmen, Francisco David Trujillo-Aguilera, and Juan-Carlos Tójar-Hurtado. "Integrating generic competences in an engineering degree curriculum." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012515.

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Fernández-Luque, Antonia María, José Antonio Cordón-García, and Raquel Gómez-Díaz. "Digital competences in the curriculum of postgraduate studies of health professionals." In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145384.

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Canaleta, Xavi, David Fonseca, Isidro Navarro, August Climent, and Lluís Vicent. "Improving computational skills and curriculum of vocational training students. case study." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012501.

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Hallinan, Kevin, Kelly Kissock, and Margaret Pinnell. "Teaching Sustainable Engineering Throughout the Mechanical Engineering Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68882.

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The natural world has long been impacted by technological society; however, in recent years environmental impacts and constraints are increasingly on the global, rather than local or regional, scale. Moreover, the interconnectivity of biological systems with energy and material flows is increasingly evident. Today, it is well understood that climate change, energy constraints and biological degradation are largely a consequence of technological production and energy use. In this context, one would expect engineering education to have evolved to prepare engineers to be capable of addressing these issues. Rather, excluding the resurgence in design education, we see a curriculum that remains largely unchanged. In this context, we propose an integrated mechanical engineering curriculum that emphasizes sustainable engineering and whole-system design. The curriculum provides mechanical engineering students with a deeper understanding of the broader impact of the products and processes they design, the tools to assess that impact, and the system level thinking to design technologies for a sustainable future.

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Howard, Sarah K., Rafael A. Calvo, and M. Sazzad Hussain. "Driving curriculum and technological change to support writing in the engineering disciplines." In 2013 IEEE 5th Conference on Engineering Education (ICEED). IEEE, 2013. http://dx.doi.org/10.1109/iceed.2013.6908312.

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Hsiao, Hsi-Chi, Su-Chang Chen, Jen-Chia Chang, Dyi-Cheng Chen, and Chun-Mei Chou. "TEACHING PROCESS GUIDELINE OF INDUSTRY-ORIENTED OFF-CAMPUS INTERNSHIP CURRICULUM FOR TECHNOLOGICAL UNIVERSITY." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end060.

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Hurst, Joseph, Lorraine Carnes, Thomas G. Sharp, and Arjun M. Heimsath. "TECHNOLOGICAL UPSKILLING: ADAPTING FIELD GEOLOGY CURRICULUM FOR DISTANCE LEARNING IN A MODERN AGE." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359158.

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Звіти організацій з теми "Technological curriculum":

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Keith, Jason, Daniel Crowl, David Caspary, Jeff Naber, Jeff Allen, Abhijit Mukerjee, Desheng Meng, John Lukowski, Barry Solomon, and Jay Meldrum. Hydrogen Education Curriculum Path at Michigan Technological University. Office of Scientific and Technical Information (OSTI), January 2012. http://dx.doi.org/10.2172/1032499.

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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.

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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.