STEM, STEM Education, STEMmania

9pDXibJXe[\ij

I
O
UIF
T
UIF
/BUJPOBM
4DJFODF
'PVOEBUJPO
/4'


A series of circumstances CFHBO
VTJOH
i4.&5w
BT
TIPSUIBOE
GPS
iTDJFODF
NBUI
FNBUJDT
FOHJOFFSJOH
BOE
UFDIOPMPHZw
8IFO
BO
/4'

has once more created an QSPHSBN
PĊDFS
DPNQMBJOFE
UIBU
i4.&5w
TPVOEFE

UPP
NVDI
MJLF
iTNVU w
UIF
i45&.w
BDSPOZN
XBT
CPSO
"T

opportunity for technology SFDFOUMZ
BT

SFMBUJWFMZ
GFX
LOFX
XIBU
JU
NFBOU
.BOZ

UIBU
ZFBS
BTLFE
JG
UIF
45&.
&EVDBUJPO
HSBEVBUF
QSPHSBN
*

educators to develop and was beginning to envision had something to do with stem
DFMM
SFTFBSDI
ͳBU
XBT
TUJMM
WFSZ
NVDI
UIF
DBTF
JO
'BMM


implement new integrative XIFO
XF‰UIF
5FDIOPMPHZ
&EVDBUJPO
1SPHSBN
GBDVMUZ
BU

7JSHJOJB
5FDI‰MBVODIFE
PVS
45&.
&EVDBUJPO
HSBEVBUF

approaches to STEM education program. 1 But when Americans learned the world was flat
'SJFENBO


UIFZ
RVJDLMZ
HSFX
UP
CFMJFWF
$IJOB
BOE

championed by STEM education India were on course to bypass America in the global econ
PNZ
CZ
PVU45&.NJOH
VT
'VOEJOH
CFHBO
UP
nPX
UPXBSE
BMM

reform doctrine over the past two UIJOHT
45&.
BOE
45&.NBOJB
TFU
JO
/PX
OFBSMZ
FWFSZPOF

TFFNT
TPNFXIBU
GBNJMJBS
XJUI
UIF
45&.
BDSPOZN
decades.
And yet, it remains a source of ambiguity. Technology edu
DBUPST
QSPVEMZ
MBZ
DMBJN
UP
UIF
5
BOE
&
JO
45&.
#VU
TP
UPP

EP
$BSFFS
BOE
5FDIOJDBM
FEVDBUPST
XIP
JO
NZ
IPNF
TUBUF

BU
MFBTU

TFFN
UP
IBWF
DMBJNFE
UIF
i&w
BT
UIFJS
PXO
.PTU

FWFO
UIPTF
JO
FEVDBUJPO
TBZ
i45&.w
XIFO
UIFZ
TIPVME
CF

TBZJOH
i45&.
FEVDBUJPO w
PWFSMPPLJOH
UIBU
45&.
XJUIPVU

education is a reference to the fields in which scientists,
FOHJOFFST
BOE
NBUIFNBUJDJBOT
UPJM
4DJFODF
NBUIFNBUJDT

and technology teachers
BSF
45&.
educators working in
45&.
education. It’s an important distinction. In addition,
UIFSF
JT
UIF
DPNNPO
NJTDPODFQUJPO
UIBU
UIF
i5w
GPS
UFDI
OPMPHZ

NFBOT
DPNQVUJOH
UIFSFCZ
EJTUPSUJOH
UIF
JOUFOEFE

NFBOJOH
PG
UIF
45&.
BDSPOZN
4VĊDF
JU
UP
TBZ
45&.
JT

often an ambiguous acronym, even to those who employ it.

ͳF
/BUJPOBM
4DJFODF
'PVOEBUJPO
LOPXT
XIBU
JU
NFBOT
'PS

OFBSMZ
UXP
EFDBEFT
/4'
IBT
VTFE
45&.
TJNQMZ
UP
SFGFS

to the four separate and distinct fields we know as science,
technology, engineering, and/or mathematics. Yet, some

1

8F
BEEFE
UIJT
BT
OFX
HSBEVBUF
QSPHSBN
BU
7JSHJOJB
5FDI

complementing our Technology Education graduate program,
which we have no intention of relinquishing.

20 t THE TE C HNOLO GY TE AC HER t December/Januar y 2009

IBWF
TVHHFTUFE
UIBU
45&.
FEVDBUJPO
JNQMJFT
JOUFSBDUJPO
A pedagogy we refer to as “purposeful design and inquiry”
among the stakeholders. It doesn’t. For a century, science, 1%*

JT
B
TFNJOBM
DPNQPOFOU
PG
JOUFHSBUJWF
45&.
FEVDB
technology, engineering, and mathematics education have UJPO
1%*
QFEBHPHZ
QVSQPTFGVMMZ
DPNCJOFT
UFDIOPMPHJDBM

established and steadfastly defended their sovereign territo design with scientific inquiry, engaging students or teams
SJFT
*U
XJMM
UBLF
B
MPU
NPSF
UIBO
B
GPVSMFUUFS
XPSE
UP
CSJOH
of students in scientific inquiry situated in the context of
them together. UFDIOPMPHJDBM
QSPCMFNTPMWJOH‰B
SPCVTU
MFBSOJOH
FOWJSPO
ment. Over the past two decades of educational reform,
'PS
UIPTF
SFBTPOT
*
BN
TLFQUJDBM
XIFO
*
IFBS
45&.
FEVDB technology education has focused on technological design,
tion used to imply something new and exciting in education. while science education has focused on inquiry. Following
Upon close inspection, those practices usually appear sus UIF
1%*
BQQSPBDI
TUVEFOUT
FOWJTJPOJOH
BOE
EFWFMPQJOH

piciously like the status quo educational practices that have solutions to a design challenge might, for example, wish
NPOPQPMJ[FE
UIF
MBOETDBQF
GPS
B
DFOUVSZ
1FOEJOH
FWJEFODF
to test their ideas about various materials and designs, or
UP
UIF
DPOUSBSZ
*
UIJOL
PG
45&.
FEVDBUJPO
BT
B
SFGFSFODF
UIF
JNQBDU
PG
FYUFSOBM
GBDUPST
FH
BJS
XBUFS
UFNQFSBUVSF

to business as usual—the universal practice in American GSJDUJPO
FUD

VQPO
UIPTF
NBUFSJBMT
BOE
EFTJHOT
*O
UIBU

schools of disconnected science, mathematics, and technol way, authentic inquiry is embedded in the design challenge.
PHZ
FEVDBUJPOyB
DPOEJUJPO
UIBU
NBOZ
CFMJFWF
JT
OP
MPOHFS
ͳJT
JT
QSPCMFNCBTFE
MFBSOJOH
UIBU
QVSQPTFGVMMZ
TJUVBUFT

serving America as well as it should/might. scientific inquiry and the application of mathematics in the
context of technological designing/problem solving. Inquiry
Introducing…Integrative STEM Education of that sort rarely occurs in a technology education lab, and
*O
'BMM

XF
SFBMJ[FE
UIF
BDSPOZNT
BNCJHVJUJFT
XFSF
technological design rarely occurs in the science classroom.
JOFTDBQBCMF
BOE
UIVT
SFUJUMFE
PVS
OFX
(SBEVBUF
1SPHSBN
But in the world outside of schools, design and scientific
i*OUFHSBUJWF
45&.
&EVDBUJPOw
ͳBU
XBT
JNQPSUBOU
UP
VT
inquiry are routinely employed concurrently in the engi
because, from the onset, we intended the program to focus OFFSJOH
PG
TPMVUJPOT
UP
SFBMXPSME
QSPCMFNT

TRVBSFMZ
VQPO
OFX
JOUFHSBUJWF
BQQSPBDIFT
UP
45&.
FEVDB
tion and to investigate those new integrative approaches Many technology teachers are fond of saying they teach
4BOEFST

4BOEFST

8FMMT

2 Our notion of inte science and math in their technology education programs.
HSBUJWF
45&.
FEVDBUJPO
JODMVEFT
BQQSPBDIFT
UIBU
FYQMPSF
In truth, it is exceedingly rare for a technology teacher to
teaching and learning between/among any two or more of explicitly identify a specific science or mathematics concept
UIF
45&.
TVCKFDU
BSFBT
BOEPS
CFUXFFO
B
45&.
TVCKFDU
or process as a desired learning outcome and even rarer
BOE
POF
PS
NPSF
PUIFS
TDIPPM
TVCKFDUT
+VTU
BT
UFDIOPMPHJDBM
for technology teachers to assess a science or mathematics
endeavor, for example, cannot be separated from social and learning outcome. Technology education students might
aesthetic contexts, neither should the study of technology be very well do some arithmetic or recognize a scientific prin
disconnected from the study of the social studies, arts, and ciple at play en route to completing a design challenge, but
IVNBOJUJFT
0VS
*OUFHSBUJWF
45&.
&EVDBUJPO
HSBEVBUF
QSP those design challenges are almost never conceived to pur-
HSBN
FODPVSBHFT
BOE
QSFQBSFT
45&.
FEVDBUPST
BENJOJT posefully teach a desired science or mathematics learning
trators, and elementary educators to explore and implement outcome. Thought of in this way, the notion of “purposeful
JOUFHSBUJWF
BMUFSOBUJWFT
UP
USBEJUJPOBM
EJTDPOOFDUFE
45&.
design and inquiry” represents a new frontier in education—
education. B
GSPOUJFS
UPXBSE
XIJDI
JOUFHSBUJWF
45&.
FEVDBUJPO

research and practice are targeted.

*OUFHSBUJWF
45&.
FEVDBUJPO
JT
OPU
JOUFOEFE
BT
B
OFX
TUBOE
BMPOF
TVCKFDU
BSFB
JO
UIF
TDIPPMT
BDDPNQBOJFE
CZ
OFX

2

'SPN
UIF
POTFU
JO

7JSHJOJB
5FDIT
*OUFHSBUJWF
45&.
&EVDB iJOUFHSBUJWF
45&.
FEVDBUJPOw
MJDFOTVSF
SFHVMBUJPOT
BT
TPNF

UJPO
(SBEVBUF
1SPHSBN
IBT
PĉFSFE
UIF
."&%
&E4
&E%
BOE
NJHIU
TVTQFDU
(JWFO
UIF
BNPVOU
PG
DPOUFOU
LOPXMFEHF
OFD
1I%
EFHSFF
PQUJPOT
*O
'BMM

XF
BEEFE
B

TFNFTUFSIPVS
FTTBSZ
UP
CF
BO
FĉFDUJWF
TDJFODF
NBUIFNBUJDT
PS
UFDIOPM
*OUFHSBUJWF
45&.
&EVDBUJPO
(SBEVBUF
$FSUJmDBUF
1SPHSBN
"MM
PG
ogy educator, it’s very difficult to imagine a new teaching/
UIF
*OUFHSBUJWF
45&.
&EVDBUJPO
DPVSTFXPSL
XBT
OFXMZ
DPODFQUV MJDFOTVSF
QSPHSBN
UIBU
XPVME
QSFQBSF
JOEJWJEVBM
QSF
BOE
BMJ[FE
BOE
EFWFMPQFE
FYQMJDJUMZ
GPS
UIFTF
OFX
EFHSFF
PQUJPOT
BOE

PS
JOTFSWJDF
UFBDIFST
XJUI
TVĊDJFOU
TDJFODF
NBUIFNBUJDT

JT
BWBJMBCMF
POMJOF
1SPHSBNT
JO
PUIFS
VOJWFSTJUJFT
XJMM
JODSFBTJOHMZ

DBSSZ
UIF
i45&.
&EVDBUJPOw
NPOJLFS
#VU
UP
EBUF
XF
BSF
BXBSF
PG

and technology content expertise—and the pedagogical
no other programs—graduate or undergraduate—that focus spe content knowledge—to teach all three bodies of knowledge
DJmDBMMZ
VQPO
JOUFHSBUJWF
BQQSPBDIFT
UP
45&.
FEVDBUJPO FĉFDUJWFMZ

21 t THE TE C HNOLO GY TE AC HER t December/Januar y 2009

3BUIFS
7JSHJOJB
5FDIT
*OUFHSBUJWF
45&.
&EVDBUJPO
HSBEV Why Integrative STEM Education?
BUF
QSPHSBN
PĉFST
B
OFX
CPEZ
PG
LOPXMFEHF
GPS
DVSSFOU
BOE

Conventional STEM Education Leaves too Many
QSFTFSWJDF
45&.
FEVDBUPST
JOUSPEVDJOH
UIFN
UP
UIF
GPVO
Students Behind
dations, pedagogies, curriculum, research, and contempo
SBSZ
JTTVFT
PG
FBDI
PG
UIF
45&.
FEVDBUJPO
EJTDJQMJOFT
BOE
ͳF
GBDU
UIBU
FBDI
PG
UIF
GPVS
45&.
FEVDBUJPO
DPNNVOJUJFT

to new integrative ideas, approaches, instructional materials, has engaged in massive and ongoing educational reform
and curriculum. In doing so, the program prepares/enables FĉPSUT
PWFS
UIF
QBTU

ZFBST
FH
"""4


"#&5

them to better understand and integrate complementary 
*5&"


/$5.


/3$


JT

DPOUFOU
BOE
QSPDFTT
GSPN
45&.
EJTDJQMJOFT
PUIFS
UIBO
UIFJS
DPOWJODJOH
FWJEFODF
PG
UIF
TFSJPVT
45&.
FEVDBUJPO
DIBM
PXO
*OUFHSBUJWF
45&.
FEVDBUJPO
JT
JNQMFNFOUFE
JO
WBSJPVT
MFOHFT
UP
CF
BEESFTTFE
ͳF
45&.
FEVDBUJPO
FTUBCMJTINFOU

XBZT
*O
TPNF
DBTFT
45&.
FEVDBUPST
JNQMFNFOU
JOUFHSBUJWF
IBT
MPOH
CFMJFWFE
45&.
FEVDBUJPO
IBTOU
CFFO
XPSLJOH
BT

BQQSPBDIFT
XJUIJO
UIFJS
PXO
45&.
DPVSTFTGBDJMJUJFT
*O
well as it should, and has been toiling steadfastly to make
TPNF
DBTFT
45&.
FEVDBUPST
CFHJO
XPSLJOH
UPHFUIFS
BDSPTT
improvements. But instead of praising their successes,
their disciplines in pairs or teams. In some cases, school QVCMJD
DPODFSO
IBT
FTDBMBUFE
*O
SFDFOU
ZFBST
UIF
i45&.

divisions are beginning to think about systemic changes to pipeline” problem—the decrease in the number of students
45&.
FEVDBUJPO
UIBU
JODPSQPSBUF
JOUFHSBUJWF
BQQSPBDIFT
UP
QVSTVJOH
45&.
mFMET
QBSUJDVMBSMZ
UIPTF
GSPN
IJTUPSJDBMMZ

45&.
FEVDBUJPO VOEFSSFQSFTFOUFE
QPQVMBUJPOT‰IBT
CFFO
XJEFMZ
QVCMJDJ[FE

Much of the attention has focused on addressing the short
Two progressive school divisions in Virginia—Arlington age of qualified science and mathematics teachers, a prob
$PVOUZ
BOE
-PVEPVO
$PVOUZ
QVCMJD
TDIPPMT‰IBWF
DPN MFN
UIF
/P
$IJME
-FGU
#FIJOE
"DU


IBT
UBSHFUFE
ͳF

CJOFE

FOSPMMFE
NPSF
UIBO

IJHI
TDIPPM
UFBDIFST
BOE
/$-#
MFHJTMBUJPO
IBT
SFTVMUFE
JO
JODSFBTFE
BUUFOUJPO
UP
TDJ
BENJOJTUSBUPST
JO
PVS
POMJOF
*OUFHSBUJWF
45&.
&EVDBUJPO
ence and mathematics teacher education, alternative routes
courses/certificate program this semester, to assist them in to licensure, and new avenues for attaining “highly qualified”
USBOTGPSNJOH
UIF
DVMUVSF
PG
45&.
FEVDBUJPO
JO
UIFJS
TDIPPM
teaching status.
EJWJTJPOT
*O
UIJT
XBZ
PVS
JOUFHSBUJWF
45&.
FEVDBUJPO

courses represent a robust professional development oppor Less attention has been paid to the infrastructure and peda
tunity, wholly consistent with a new body of research that HPHZ
PG
DPOWFOUJPOBM
45&.
FEVDBUJPO
*OUFHSBUJWF
45&.

DPODMVEFT
QSPGFTTJPOBM
EFWFMPQNFOU
JT
NPTU
FĉFDUJWF
XIFO
FEVDBUJPO
DIBMMFOHFT
UIF
BTTVNQUJPO
UIBU
NPSF
45&.

TJUFCBTFE
BOE
TVTUBJOFE
PWFS
BO
FYUFOEFE
QFSJPE
PG
UJNF
educators prepared in conventional ways to teach in con
*O
FĉFDU
PVS
DPVSTFT
FOHBHF
45&.
FEVDBUPST
JO
SFnFDUJOH
ventional settings is the best way to approach the problems
upon integrative practice continuously from one semester PG
45&.
FEVDBUJPO
5PP
NBOZ
TUVEFOUT
MPTF
JOUFSFTU
JO

to the next. Moreover, they introduce
45&.
FEVDBUPST
UP
science and mathematics at an early age, and thus make an
one another across disciplines through course assignments FBSMZ
FYJU
GSPN
UIF
TPDBMMFE
i45&.
QJQFMJOFw
$POWFOUJPOBM

UIBU
SFRVJSF
DSPTTEJTDJQMJOF
DPMMBCPSBUJPO
4FWFSBM
PS
NPSF
approaches to science and mathematics education have,
TFNFTUFST
XPSLJOH
XJUI
45&.
FEVDBUPST
beyond one’s own in fact, prepared some students to be as capable in science
discipline is a powerful means of facilitating new integrative and mathematics as any in the world. But, at the same time,
alliances and approaches, and for developing understanding there is widespread concern regarding the large percentage
PG
PUIFS
45&.
FEVDBUJPO
DVMUVSFT
45&.
BENJOJTUSBUPST
of students who opt out of “rigorous” science and math
and elementary educators are also enrolling in our online ematics middle and high school courses, and for the many
courses/programs. This is exciting to us because elementary students who graduate high school with relatively low sci
HSBEFT
PĉFS
VOJRVF
PQQPSUVOJUJFT
GPS
JOUFHSBUJWF
BQQSPBDIFT
ence and/or mathematics ability.
UP
45&.
FEVDBUJPO
BOE
BSF
BCTPMVUFMZ
UIF
QMBDF
UP
CFHJO

UIFTF
JOUFHSBUJWF
BQQSPBDIFT
*G
"NFSJDB
IPQFT
UP
FĉFDUJWFMZ
There is sufficient evidence with regard to achievement,
BEESFTT
UIF
i45&.
QJQFMJOFw
QSPCMFN
XF
NVTU
mOE
XBZT
PG
interest, and motivation benefits associated with new inte
EFWFMPQJOH
ZPVOH
MFBSOFST
JOUFSFTU
JO
45&.
FEVDBUJPO
BOE
HSBUJWF
45&.
JOTUSVDUJPOBM
BQQSPBDIFT
UP
XBSSBOU
GVSUIFS

must sustain that interest throughout their remaining school implementation and investigation of those new approaches.
years. Therein lies the real potential and promise of integra 4FBTPOFE
FEVDBUPST
VOEFSTUBOE
UIF
JNQPSUBODF
PG
JOUFSFTU

UJWF
45&.
FEVDBUJPO and motivation to learning, constructs validated by the find
ings of cognitive scientists over the past three decades. It
GPMMPXT
UIFSFGPSF
UIBU
JOUFHSBUJWF
45&.
JOTUSVDUJPO
JNQMF
NFOUFE
UISPVHIPVU
UIF
1
DVSSJDVMVN
IBT
QPUFOUJBM
GPS

22 t THE TE C HNOLO GY TE AC HER t December/Januar y 2009

greatly increasing the percentage of students who become 4JNJMBSMZ
UIF
UFDIOPMPHZ
FEVDBUJPO
DPNNVOJUZ
IBT

JOUFSFTUFE
JO
45&.
TVCKFDUT
BOE
45&.
mFMET
ͳFSF
JT
B
EJT throughout its history, promoted curricular connections
UJODU
QPTTJCJMJUZ
UIBU
i45&.
MJUFSBDZ
GPS
BMMw
NBZ
QBZ
HSFBUFS
XJUI
TDJFODF
BOE
NBUIFNBUJDT
FEVDBUJPO
ͳFTF
i54.

EJWJEFOET
JO
UIF
MPOH
SVO
UIBO
i45&.
QSFQBSFEOFTT
GPS
DPM connections” became a primary focus for technology
lege entrance examinations.” FEVDBUPST
JO
UIF
T
FH
-B1PSUF

4BOEFST


4BOEFST

#JOEFSVQ


BOE
NBOJGFTUFE
JO
4UBOEBSE

Exemplar of STEM Education Reform #3 of Standards for Technological Literacy: Content for the
ͳF
JNQMFNFOUBUJPO
PG
OFX
JOUFHSBUJWF
45&.
FEVDBUJPO
Study of Technology
*5&"


XIJDI
SFBET

approaches is a logical extension of the past two decades i4UVEFOUT
XJMM
EFWFMPQ
BO
VOEFSTUBOEJOH
PG
UIF
SFMBUJPOTIJQT

PG
45&.
FEVDBUJPO
SFGPSN
FĉPSUT
ͳF
central theme among technologies and the connections between technol
of Science for All Americans """4


XIJDI
XBT
ogy and other fields of study,” with subtext that focuses spe
EFTJHOFE
UP
HVJEF
FEVDBUJPOBM
SFGPSN
UISPVHI

JT
UIF
cifically upon connections with science and mathematics.
critical importance of addressing the inherent connections
among science, mathematics, and technology. Benchmarks ͳF
nBWPS
PG
JOUFHSBUJWF
45&.
FEVDBUJPO
SFTPOBUFT
JO
TFW
for Science Literacy
"""4


SFXSPUF
UIPTF
JEFBT
JO
eral of the engineering accreditation standards that grew out
terms that provide the fundamental rationale for integra PG
UIF
FOHJOFFSJOH
FEVDBUJPO
SFGPSN
FĉPSUT
i B

BO
BCJMJUZ

UJWF
45&.
FEVDBUJPO
iThe basic point is that the ideas to apply knowledge of mathematics, science, and engineer
and practice of science, mathematics, and technology are so JOH
C

BO
BCJMJUZ
UP
EFTJHO
BOE
DPOEVDU
FYQFSJNFOUT
BT

closely intertwined that we do not see how education in any XFMM
BT
UP
BOBMZ[F
BOE
JOUFSQSFU
EBUB
BOE
E

BO
BCJMJUZ
UP

one of them can be undertaken well in isolation from the GVODUJPO
PO
NVMUJEJTDJQMJOBSZ
UFBNTw
"#&5


ͳF

othersw
<JUBMJDT
BEEFE>
ͳFTF
JEFBT
MFE
UP
UIF
i4DJFODF
BOE
national mathematics standards—Principles and Standards
Technology” standard in the National Science Education for School Mathematics
/$5.

‰BSFOU
BT
FYQMJDJU

Standards
/3$


XIJDI
WFSZ
DMFBSMZ
TUJQVMBUFT
UIBU
with regard to “integrative” approaches as are science, tech
“technological design” be taught in the science curriculum nology, and engineering education, but language through
UISPVHIPVU
HSBEFT
,
BT
B
XBZ
PG
BDRVJSJOH
iBCJMJUJFT
PG
out the mathematics standards encourages the teaching
UFDIOPMPHJDBM
EFTJHOw
4PNF
JODMVEJOH
NF
NJHIU
DIBMMFOHF
BOE
MFBSOJOH
PG
NBUIFNBUJDT
JO
UIF
DPOUFYU
PG
SFBMXPSME

the idea of technology as science, but there can be no doubt QSPCMFNT
-PPLJOH
CFZPOE
45&.
FEVDBUJPO
SFGPSN
UIF

that the ideals underlying science education reform promote i4DJFODF
5FDIOPMPHZ
BOE
4PDJFUZw
TUBOEBSE
JO
UIF
OBUJPOBM

JOUFHSBUJWF
45&.
FEVDBUJPO social studies standards also very clearly supports connec
UJPOT
XJUI
CPUI
TDJFODF
BOE
UFDIOPMPHZ
FEVDBUJPO
/$44




Grounded in the Findings of the Learning Sciences

*OUFHSBUJWF
45&.
FEVDBUJPO
JT
HSPVOEFE
JO
UIF
UFOFUT
PG

constructivism and the findings of three decades of cogni
UJWF
TDJFODF
#SVOJOH
4DISBX
/PSCZ
BOE
3POOJOH



identified the following set of cognitive themes that resonate
XJUI
JOUFHSBUJWF
45&.
FEVDBUJPO
t

-FBSOJOH
JT
B
DPOTUSVDUJWF
OPU
B
SFDFQUJWF
QSPDFTT
t

.PUJWBUJPO
BOE
CFMJFGT
BSF
JOUFHSBM
UP
DPHOJUJPO.
t

4PDJBM
JOUFSBDUJPO
JT
GVOEBNFOUBM
UP
DPHOJUJWF

development.
t

,OPXMFEHF
TUSBUFHJFT
BOE
FYQFSUJTF
BSF
DPOUFYUVBM
In accordance with these cognitive themes growing from the
MFBSOJOH
TDJFODFT
JOUFHSBUJWF
45&.
FH
1%*

BDUJWJUJFT

are exemplars of constructivist practice in education. They
QSPWJEF
B
DPOUFYU
BOE
GSBNFXPSL
GPS
PSHBOJ[JOH
BCTUSBDU

understandings of science and mathematics and encourage
TUVEFOUT
UP
BDUJWFMZ
DPOTUSVDU
DPOUFYUVBMJ[FE
LOPXMFEHF

of science and mathematics, thereby promoting recall and
Standards for Technological Literacy. MFBSOJOH
USBOTGFS
*OUFHSBUJWF
45&.
FEVDBUJPO
QFEBHPHZ

23 t THE TE C HNOLO GY TE AC HER t December/Januar y 2009

JT
JOIFSFOUMZ
MFBSOFSDFOUFSFE
BOE
LOPXMFEHFDFOUFSFE
references, resources, materials, tools, and equipment so
#SBOTGPSE
#SPXO

$PDLJOH


BOE
XIFO
VTFE
XJUI
DMPTFMZ
SFTFNCMJOH
TPDJFUZ
PVUTJEF
UIF
TDIPPM
groups of learners, provides a remarkably robust environ Maley responded to the opportunity by developing his
ment for the social interaction so critical to the learning i3FTFBSDI
BOE
&YQFSJNFOUBUJPOw
DPVSTF
XIJDI
TJUVBUFE

process. mathematics and science in the context of technological
activity, while most of the field then, as now, focused their
Moreover, there is growing evidence that integrative FOFSHJFT
PO
SFEFmOJOH
JUTFMG
BT
B
TUBOEBMPOF
EJTDJQMJOF
JO

JOTUSVDUJPO
FOIBODFT
MFBSOJOH
)BSU[MFS


DPOEVDUFE
SFMBUJWF
JTPMBUJPO
GSPN
UIF
SFTU
PG
FEVDBUJPO
)FSTDICBDI

B
NFUBBOBMZTJT
BDSPTT

JOEJWJEVBM
TUVEJFT
PG
UIF
FĉFDUT


PG
JOUFHSBUFE
JOTUSVDUJPO
PO
TUVEFOU
BDIJFWFNFOU
)FS

DPODMVTJPOT
JODMVEFE


TUVEFOUT
JO
JOUFHSBUFE
DVSSJDVMBS
)FSF
XF
BSF
BHBJO
"
TFSJFT
PG
DJSDVNTUBODFT
IBWF
PODF

programs consistently outperformed students in traditional more created an opportunity for technology educators
DMBTTFT
PO
OBUJPOBM
TUBOEBSEJ[FE
UFTUT
JO
TUBUFXJEF
UFTUJOH
to develop and implement new integrative approaches to
QSPHSBNT
BOE
PO
QSPHSBNEFWFMPQFE
BTTFTTNFOUT
BOE


45&.
FEVDBUJPO
DIBNQJPOFE
CZ
45&.
FEVDBUJPO
SFGPSN

integrated curricular programs were successful for teach doctrine over the past two decades. Is this opportunity
ing science and mathematics across all grade levels and TPNFIPX
EJĉFSFOU
GSPN
UIF
QSFWJPVT
PQQPSUVOJUJFT
*T
UIFSF

XFSF
FTQFDJBMMZ
CFOFmDJBM
GPS
TUVEFOUT
XJUI
CFMPXBWFSBHF
BOZ
SFBTPO
UP
CFMJFWF
JOUFHSBUJWF
45&.
FEVDBUJPO
QSBDUJDFT

BDIJFWFNFOU
MFWFMT
4JNJMBSMZ
TUVEJFT
PG
TDJFODF
BOEPS
NJHIU
FNFSHF
JO
UIF
EFDBEFT
BIFBE
mathematics taught in the context of design have been
shown to improve achievement, interest, motivation, and Absolutely. First, “technological literacy for all” has begun
TFMGFĊDBDZ UP
SFTPOBUF
XJEFMZ
UISPVHIPVU
45&.
FEVDBUJPO
4DJFODF

FEVDBUJPO
JT
MPPLJOH
GPS
XBZT
UP
BEESFTT
UIFJS
i4DJFODF
BOE

Consistent with Technology Education’s General 5FDIOPMPHZw
TUBOEBSE
*O

UIF
National Assessment
Education Philosophy of Educational Progress
/"&1

XJMM
CFHJO
UP
BTTFTT
UFDI
The ideology of the field now called technology education OPMPHJDBM
MJUFSBDZ
BDSPTT
UIF
64
GPS
UIF
mSTU
UJNF
ͳF

IBT
BMXBZT
CFFO
HSPVOEFE
JO
HFOFSBM
FEVDBUJPO
#POTFS


.PTTNBO

*5&"


3JDIBSET

4BWBHF


4UFSSZ

8BSOFS
FU
BM

8JMCFS

8PPEXBSE



*OUFSFTU
JO
DVSSJDVMBS
DPOOFDUJPOT
XJUI
TDJFODF
NBUI
FNBUJDT
BOE
FOHJOFFSJOH
EBUFT
UP
UIF
T
XIFO
$BMWJO

8PPEXBSE‰B
NBUIFNBUJDT
QSPGFTTPS‰CFHBO
FNQMPZJOH

manual training methods with mathematics and engineer
ing students. The field’s mantra—“technological literacy for
all”—clearly reflects its general education philosophy. For
UIFTF
SFBTPOT
JOUFHSBUJWF
45&.
FEVDBUJPO
XIJDI
QSPNPUFT

learning through connections among science, mathematics,
UFDIOPMPHZ
FEVDBUJPO
BOE
PUIFS
HFOFSBM
FEVDBUJPO
TVCKFDUT

is wholly consistent with the ideology of the profession.

The Zeitgeist is Right for Integrative STEM Education

)BMG
B
DFOUVSZ
BHP
UIF
MBVODI
PG
4QVUOJL
QSFDJQJUBUFE
NBKPS

FEVDBUJPOBM
SFGPSN
BDSPTT
BMM
PG
FEVDBUJPO
.BMFZ



SFDPHOJ[FE
UIF
PQQPSUVOJUZ
GPS
UIF
QSPGFTTJPO
UP
CF
NPSF

integrative:
It is at this point as never before in the history of educa
tion that industrial arts can enter into its own with one
PG
JUT
USVF
WBMVFT
SFDPHOJ[FE
8IFSF
FMTF
JO
UIF
TDIPPM
JT

there the possibility for the interaction and application
of mathematical, scientific, creative, and manipulative
abilities of youngsters to be applied in an atmosphere of 4QVUOJL

24 t THE TE C HNOLO GY TE AC HER t December/Januar y 2009

/BUJPOBM
"DBEFNZ
PG
&OHJOFFSJOH
/"&

UIPVHIU
FOPVHI
PG
POMZ

UFDIOPMPHZ
FEVDBUJPO
DSFEJUT
JO
IJHI
TDIPPM

the Standards for Technological Literacy content standards DPNQBSFE
UP

JO
NBUIFNBUJDT
BOE

JO
TDJFODF

ͳF

UP
FOEPSTF
UIFN
FOUIVTJBTUJDBMMZ
JO
UIF
'PSFXPSE
iy*5&"
/BUJPOBM
"DBEFNZ
PG
&OHJOFFSJOHT
3FQPSU
Technically
has successfully distilled an essential core of knowledge and Speaking, recommended that federal and state educational
TLJMMT
XF
NJHIU
XJTI
BMM
,
TUVEFOUT
UP
BDRVJSFw
.PSFPWFS
policymakers “encourage the integration of technology con
NAE produced “Technically Speaking: Why All Americans UFOUy
in non-technology subject areasw
<JUBMJDT
BEEFE>
ͳF

/FFE
UP
,OPX
.PSF
BCPVU
5FDIOPMPHZ
1FBSTPO

:PVOH
i4DJFODF
BOE
5FDIOPMPHZw
TUBOEBSE
PG
UIF National Science


BOE
DPOEVDUFE
B
UXPZFBS
TUVEZ
UIBU
DVMNJOBUFE
Education Standards /3$


QSPNPUFT
UIF
UFBDIJOH
PG

in the publication of Tech Tally: Approaches to Assessing UFDIOPMPHJDBM
EFTJHO
JO
TDJFODF
DMBTT
GSPN
(SBEFT
,
Technological Literacy
/"&


'PVS
ZFBST
BHP
BGUFS


ZFBST
PG
PQFSBUJOH
UIF
"NFSJDBO
4PDJFUZ
PG
&OHJOFFSJOH
Technology education’s future in American education will
&EVDBUJPO
FTUBCMJTIFE
B
OFX
,
&OHJOFFSJOH
%JWJTJPO
depend upon its ability to demonstrate relevance to the
which passed a resolution two years ago expressing its inter school curriculum. I believe “technological literacy” will
est in collaborating with the technology education commu mOE
B
IPNF
JO
UIF
UXFOUZmSTU
DFOUVSZ
TDIPPM
DVSSJDVMVN

OJUZ
JO
,
FEVDBUJPO ͳF
RVFTUJPO
JT
8IBU
SPMF
XJMM
UFDIOPMPHZ
FEVDBUJPO
QMBZ

XJUI
SFHBSE
UP
iUFDIOPMPHJDBM
MJUFSBDZ
GPS
BMMw
4PNF
CFMJFWF

But far more powerful than these “shared interests” among QSFFOHJOFFSJOH
DPVSTFT
IBWF
B
CSJHIU
GVUVSF
JO
UIF
,

UIF
45&.
FEVDBUJPO
mFMET
JT
UIF
SBQJEMZ
FNFSHJOH
BXBSF DVSSJDVMVN
*UT
NPSF
MJLFMZ
UIBU
QSFFOHJOFFSJOH
DPVSTFT
XJMM

OFTT
JO
"NFSJDB
UIBU
UFDIOPMPHZ
JT
OPU
KVTU
B
VCJRVJUPVT
CF
QFSDFJWFE
BT
UPP
iWPDBUJPOBMw
GPS
(SBEFT
,
.PSFPWFS

component of contemporary culture, but also one of the QSFFOHJOFFSJOH
DPVSTFT
JO
(SBEFT

BOE

BEE
SFMBUJWFMZ

critical keys to global competitiveness. The publication little to American education, simply because most of those
The World is Flat
'SJFENBO


DPOWJODFE
"NFSJDBOT
enrolling in such courses have already chosen the engineer
UIBU
UIF
64
JT
MPTJOH
HSPVOE
UP
$IJOB
BOE
*OEJB
JO
UIF
ing pathway.
global economy. Friedman pointed squarely at the roles
UIBU
45&.
BOE
45&.
FEVDBUJPO
QMBZ
JO
UIF
HMPCBM
DPN In contrast, “technological literacy” delivered through inte
QFUJUJPO
GPS
XFBMUI
BOE
QPXFS
$PSQPSBUF
"NFSJDB
IFBSE
HSBUJWF
45&.
FEVDBUJPO
PĉFS
FOPSNPVT
QPUFOUJBM
GPS
BMM

the message, and political machinery began to grind. The TUVEFOUT
UISPVHIPVU
,
FEVDBUJPO
*O
BEEJUJPO
UP
BEESFTT
/BUJPOBM
4DJFODF
#PBSET
0DUPCFS

SFQPSU‰A National ing the “technological literacy for all” challenge, it has the
Action Plan for Addressing the Critical Needs of the Science, potential to motivate young learners with regard to the
Technology, Engineering, and Mathematics Education System 45&.
TVCKFDUT
BT
OFWFS
CFGPSF
BOE
UIF
QPUFOUJBM
UP
NBJOUBJO

SFGFSFODFT
i45&.w

UJNFT
BT
PGUFO
BT
JU
SFGFSFODFT
iTDJFODF
UIFJS
JOUFSFTU
JO
45&.
TVCKFDUT
UISPVHIPVU
UIF
NJEEMF
BOE

BOE
NBUIFNBUJDTw
PS
iNBUIFNBUJDT
BOE
TDJFODFw

4JNJMBSMZ
IJHI
TDIPPM
ZFBST
*G
TP
JOUFHSBUJWF
45&.
FEVDBUJPO
XPVME

UIF
i"NFSJDB
$PNQFUFT
"DUw
GPDVTFT
BUUFOUJPO
PO
UIF
5
add enormously to American education, culture, and global
BOE
&
JO
45&.
BT
TVHHFTUFE
CZ
JUT
GPSNBM
UJUMF
i"NFSJDB
competitiveness. Technology education has a key role to
$SFBUJOH
0QQPSUVOJUJFT
UP
.FBOJOHGVMMZ
1SPNPUF
&YDFMMFODF
QMBZ
JO
JOUFHSBUJWF
45&.
FEVDBUJPO
BOE
DPVME
QMBZ
B
TJH
JO
5FDIOPMPHZ
&EVDBUJPO
BOE
4DJFODF
"DUw
*O

UIF
OJmDBOU
SPMF
JO
UXFOUZmSTU
DFOUVSZ
"NFSJDBO
FEVDBUJPO
JG
JU

/BUJPOBM
(PWFSOPST
"TTPDJBUJPO
UBSHFUFE
45&.
FEVDBUJPO
can demonstrate relevance in this way.
for funding. And so on and so forth.
References
"NJETU
UIF
SFBMJ[BUJPO
UIBU
UIF
5
BOE
&
XJMM
QMBZ
B
DSJUJDBM
"#&5
&OHJOFFSJOH
"DDSFEJUBUJPO
$PNNJTTJPO



SPMF
XJUI
SFHBSE
UP
PVS
XFMGBSF
JO
UIF
UXFOUZmSTU
DFOUVSZ
ABET criteria for accrediting engineering programs.
the call for support has shifted from “science and mathemat #BMUJNPSF
.%
"#&5
*OD
"VUIPS
JDTw
UP
i45&.
BOE
45&.
FEVDBUJPOw
That’s
XIBU
JT
EJĉFSFOU
"NFSJDBO
"TTPDJBUJPO
GPS
UIF
"EWBODFNFOU
PG
4DJFODF

BCPVU
UIF
UXFOUZmSTU
DFOUVSZ
BOE
UIBU
JT
XIZ
JOUFHSBUJWF


Benchmarks for science literacy, Project 2061.
8BTIJOHUPO
%$
"VUIPS
45&.
FEVDBUJPO
JT
NPSF
DPNQFMMJOH
UPEBZ
UIBO
JO
EFDBEFT

"NFSJDBO
"TTPDJBUJPO
GPS
UIF
"EWBODFNFOU
PG
4DJFODF

past. 

Science for all Americans. 8BTIJOHUPO
%$

Author.
Relevance to 21st Century Education #POTFS
'
(

.PTTNBO
-
$

. Industrial arts for
5FDIOPMPHZ
FEVDBUJPO
JT
OPOFYJTUFOU
JO
UIF
,
DVSSJDVMVN
elementary schools. New York: Macmillan.
#SBOTGPSE
+
%
#SPXO
"
-

$PDLJOH
3
3
&ET


The National Center for Educational Statistics /$&4





How people learn: Brain, mind, experience, and
SFQPSUT
UIBU
UIF
BWFSBHF

IJHI
TDIPPM
HSBEVBUF
FBSOFE
school.
8BTIJOHUPO
%$
/BUJPOBM
"DBEFNZ
1SFTT

25 t THE TE C HNOLO GY TE AC HER t December/Januar y 2009

#SVOJOH
3
)
4DISBX
+
(
/PSCZ
.
.

3POOJOH
4BOEFST
.
&

#JOEFSVQ
,


Integrating technology
3
3


Cognitive psychology and instruction. education across the curriculum.
"
NPOPHSBQI
3FTUPO

$PMVNCVT
0)
1FBSTPO VA: International Technology Education Association.
'SJFENBO


The world is flat. A brief history of the 4BWBHF
&

4UFSSZ
-
&ET



A conceptual frame-
twenty-first century
/FX
:PSL
'BSSBS
4USBVT
BOE
(JSPVY work for technology education
3FTUPO
7"
*OUFSOBUJPOBM

(BSNJSF
&

1FBSTPO
(
&ET


Tech tally: Technology Education Association.
Approaches to assessing technological literacy. 8BSOFS
8
&
(BSZ
+
&
(FSCSBDIU
$
+
(JMCFSU
)
(

8BTIJOHUPO
%$
/BUJPOBM
"DBEFNZ
1SFTT -JTBDL
+
1
,MFJOUKFT
1
-

1IJMMJQT
,




)BSU[MFS
%
4


A meta-analysis of studies conducted A curriculum to reflect technology
3FQSJOU
PG
B
QBQFS

on integrated curriculum programs and their effects on presented at the annual conference of the American
student achievement
%PDUPSBM
EJTTFSUBUJPO
*OEJBOB
*OEVTUSJBM
"SUT
"TTPDJBUJPO


&QTJMPO
1J
5BV
University. 8JMCFS
(
0


Industrial arts in general education.
)FSTDICBDI
%
3


8IBU
JT
QBTU
JT
QSPMPHVF
4DSBOUPO
1"
*OUFSOBUJPOBM
5FYUCPPL
$PNQBOZ
Industrial arts and technology education. Journal of 8PPEXBSE
$
.


Manual training in education.
Technology Studies, 22 

 /FX
:PSL
4DSJCOFS

8FMGPSE
International Technology Education Association.


Standards for technological literacy:
Content for the study of technology.
3FTUPO
7"
"VUIPS Mark Sanders is Professor and Program
*OUFSOBUJPOBM
5FDIOPMPHZ
&EVDBUJPO
"TTPDJBUJPO


Leader, Technology Education, at Virginia
Technology for all Americans: A rationale and structure Polytechnic Institute and State University,
for the study of technology.
3FTUPO
7"
"VUIPS Blacksburg, VA. He can be reached via
-B1PSUF
+

4BOEFST
.


5FDIOPMPHZ
TDJFODF
NBUI email at [email protected].
FNBUJDT
JOUFHSBUJPO
*O
&
.BSUJO
&E

Foundations
of technology education: Yearbook #44 of the council
on technology teacher education
1FPSJB
*-
(MFODPF
.D(SBX)JMM
.BMFZ
%


3FTFBSDI
BOE
FYQFSJNFOUBUJPO
JO
UIF

KVOJPS
IJHI
TDIPPM
The Industrial Arts Teacher, 18, pp.

3FQSJOUFE
JO
-FF
3
BOE
4NBMMFZ
-
)



4FMFDUFE
3FBEJOHT
JO
*OEVTUSJBM
"SUT
#MPPNJOHUPO
*-

.D,OJHIU

.D,OJHIU

/BUJPOBM
$FOUFS
GPS
&EVDBUJPOBM
4UBUJTUJDT


Career
and technical education in the United States: 1990 to
2005
3FUSJFWFE
4FQUFNCFS


GSPN
ODFTFEHPW
QVCTQEG
/BUJPOBM
$PVODJM
GPS
UIF
4PDJBM
4UVEJFT


Expectations
of excellence: Curriculum standards for social studies
teachers
4JMWFS
4QSJOH
.BSZMBOE
"VUIPS
/BUJPOBM
$PVODJM
PG
5FBDIFST
PG
.BUIFNBUJDT



Principles and standards for school mathematics. 3FTUPO

VA: Author.
/BUJPOBM
$PVODJM
PG
5FBDIFST
PG
.BUIFNBUJDT



Curriculum and evaluation standards for school math-
ematics
3FTUPO
7"
"VUIPS
/BUJPOBM
3FTFBSDI
$PVODJM


National science educa-
tion standards
8BTIJOHUPO
%$
/BUJPOBM
"DBEFNZ
1SFTT
1FBSTPO
(

:PVOH
"
5
&ET



Technically speak-
ing: Why all Americans need to know more about tech-
nology.
8BTIJOHUPO
%$
/BUJPOBM
"DBEFNZ
1SFTT
3JDIBSET
$

0DUPCFS

"
OFX
OBNF
Manual Training
Magazine,
 


4BOEFST
.

/PWFNCFS

A rationale for new
approaches to STEM education and STEM educa-
tion graduate programs.
1BQFS
QSFTFOUFE
BU
UIF
SE

Mississippi Valley Technology Teacher Education
$POGFSFODF
/BTIWJMMF
5/

4BOEFST
.

8FMMT
+

4FQUFNCFS


STEM gradu-
ate education/research collaboratory
1BQFS
QSFTFOUFE

to the Virginia Tech faculty, Virginia Tech.

26 t THE TE C HNOLO GY TE AC HER t December/Januar y 2009

 Integrative STEM Education
300 War Memorial Hall (0313)
Liberal Arts
College of Blacksburg, Virginia 24061
540-231-5598
and Human Sciences
http://www.soe.vt.edu/istemed/

Integrative STEM Education refers to technological / engineering design-based learning

approaches that intentionally integrate content and process of science and/or mathematics education with
content and processes of technology / engineering education. Integrative STEM education may be
enhanced through further integration with other school subjects, such as language arts, social studies, art,
etc.” (Sanders, M. E. & Wells, J.G., 2006-2011).

References Sanders, M. E. (December 2008). STEM, STEM

Education, STEMmania. The Technology Teacher,
Sanders, M. E., Lee, H., & Kwon, H. (2011). pp. 20-26.
Integrative stem education: Contemporary trends
and Issues. Korean Journal of Secondary Education Sanders, M. E. & Wells, J. G. (2007, March 16).
Research, 59(3), 729-762. Virginia Tech’s STEM Education Graduate Degree
Options. Paper presented at the ITEA Conference.
Sanders, M. E. (2011, June). Introduction to Integrative San Antonio, TX.
STEM Education. Invited paper presented in Seoul
and Daegu, Korea, June Sanders, M. E. & Wells, J. G. 2007). “New ‘Integrative
STEM Education’” Program: Courses & Degree
Sanders, M. E., & Wells, J. G. (2010, October 1). Options” http://www.soe.vt.edu/istemed/. Retrieved
Integrative STEM Education: Virginia Tech 10/07.
Response to National STEM Education Reform
Effort. Paper presented at the Southeast Technology Sanders, M. E. (2006, November 3). A Rationale for
Education Conf, Blacksburg, VA. New Approaches to STEM Education & STEM
Education Graduate Programs. Paper presented at
Sanders, 2011, Sanders, M. E. (2010, September). the 93rd Mississippi Valley Technology Teacher
Integrative STEM Education & Career Readiness. Education Conference, Nashville, TN.
Invited Talk Presented to the New York State Board
of Regents, Albany, NY. Sanders, M. E. (2006-2011). Integrative STEM
Education Course Syllabi & Instructional
Sanders, M. & Wells, J. G. (2010, February 12). Materials: STEM Education Foundations; STEM
Integrative STEM Education. Paper presented at the Education Trends & Issues, STEM Education
Virginia Department of Education Webinar, Seminar. http://www.soe.vt.edu/istemed/
Integrative STEM/Service-learning.
Sanders, M. E. & Wells, J. G. (2005, September 16).
Sanders, M. E. (2009, November 6). STEMmania: STEM Graduate Education / Research
Wither Technology Education? Paper presented at Collaboratory. Proposal presented to the School of
the Technology Education Association of Education, Virginia Tech, Blacksburg, VA.
Pennsylvania Conference.
Sanders, M. E. (2004). Integrated STEM Education Lab
Sanders, M. E. (2009, February 23). Integrative STEM design. Presented to VT School of Education ($1
Education for PK-12 Education. Paper presented at million lab completed August, 2011).
the Triangle Coalition Conference, Washington,
DC. Wells, J. G. (2006-2011). Integrative STEM Education
Course Syllabi & Instructional Materials: STEM
Sanders, M. E. (2009, March 27). Beyond Engineering Education Pedagogy; STEM Education Research;
Education: Integrative STEM Education. Paper STEM Education Seminar; Biotechnology Literacy
presented at the ITEA Conference, Louisville, KY. by Design; STEM Education Field Study;
Sanders, M. E. (2008, November 14). Integrative STEM http://www.soe.vt.edu/istemed/
Education. Paper presented to the ITEA Wells, J. G. (2008, November). STEM Education: The
Technology Education Advisory Council. Charlotte, Potential of Technology Education. Paper presented
NC. at the 95th Mississippi Valley Technology Teacher
Education Conference, St. Louis, MO.

Invent the Future

V I R G I N I A P O L Y T E C H N I C I N S T I T U T E A N D S T A T E U N I V E R S I T Y
An equal opportunity, affirmative action institution