Technology Education in Connecticut

Great Technology Education Promotional Video

2010-02-20T10:59:00.002-05:00

This is Mike Fitzgerald, State Supervisor for TE from Indiana, filmed when he ws a classroom teacher.

Fun, Informative and Useful Websites

2010-01-03T10:03:00.004-05:00

LINK http://www.factcheck.org/

Best High Schools 2009 Search

2009-12-12T11:06:00.002-05:00

Best High Schools 2009 Search

U.S.News & World Report—in collaboration with School Evaluation Services, a K-12 education and data research and analysis business that provides parents with education data—analyzed academic and enrollment data from more than 21,000 public high schools to find the very best across the country. These top schools were placed into gold, silver, bronze, or honorable mention categories.

Canton High School Hartford County, Canton, CT	Silver
	Capitol Preparatory Magnet School Hartford County, Hartford, CT	Bronze
	Darien High School Fairfield County, Darien, CT	Silver
	Guilford High School New Haven County, Guilford, CT	Silver
	Joel Barlow High School Fairfield County, Redding, CT	Silver
	Lyme-Old Lyme High School New London County, Old Lyme, CT	Silver
	New Canaan High School Fairfield County, New Canaan, CT	Silver
	Northwestern Regional High School Litchfield County, Winsted, CT	Silver
	Pathways to Technology Magnet School Hartford County, Bloomfield, CT	Bronze
	Ridgefield High School Fairfield County, Ridgefield, CT	Silver

Simsbury High School Hartford County, Simsbury, CT	Silver
	Sports and Medical Sciences Academy Hartford County, Hartford, CT	Bronze
	Staples High School Fairfield County, Westport, CT	Silver
	University High School Hartford County, Hartford, CT	Bronze
	Weston High School Fairfield County, Weston, CT	Silver
	Wilton High School Fairfield County, Wilton, CT	Silver

Tech Ed students at Berlin High lead the way with machine project

2009-11-30T09:17:00.001-05:00

BERLIN — Holly Robillard says she spent hours at home on school nights tossing and turning, wondering how she was going to solve certain problems.

No, the 15-year-old Berlin High School sophomore wasn’t a potential guest on Dr. Phil’s sensational TV show. She was losing sleep over "a Rube Goldberg" machine: a complicated invention she and her classmates in David Salonia’s Tech Ed class were grappling with.

Though the project was continually on her mind, Robillard says the time and effort she invested in the project was well worth her time and effort.

Robillard, who wants to pursue a career in engineering, signed up for the course because she thought the project would be interesting. She wasn’t disappointed.

"I like to design and problem-solve," she said. "My partner. Kyle Kissane, and I were assigned one part of the project. We had to incorporate as many simple machines as possible."

Robillard and Kissame started with a pulley, that turned a crank, attached to a screw, pushing a marble onward and sending it down an incline plane. There needed to be enough of a tilt to make a U for at least five seconds.

Jon Hauptfeld, 15, a sophomore, worked on another section of the project. He needed to keep the marble rolling so it would roll into a cup, forcing it down, then another section up. The eight students working on the project weren’t allowed to buy the parts; they had to use whatever Salonia had in his back room.

Last Wednesday, Salonia’s second year engineering students gave a demonstration in the high school’s media center. Their "Rube Goldberg" type machine (so named for the famous cartoonist who created odd-shaped contrivances). The system of simple machines take marbles from one place to another, finally raising a flag three feet into the air.

"We call the machine ‘SMET,’" said Salonia, "for Simple Machine Energy Transformation. My students designed, tested and built the entire machine themselves as part of an engineering activity from Project Lead the Way. It’s truly a work of ingenuity."

Lead the Way is a national initiative to "ignite immagination and innovation" in the classroom.

The class received an A for the project; each student got a grade between B plus and A. Grades are based on an rubric that demands a participant work with certain constraints. Students are asked to draw up schematics, a concept they think will work. And, they keep a journal of their progress.

Often they discovered what they had sketched out didn’t work in practice.

Salonia’s students found the project challenging and frustrating. However, they learned patience, teamwork, trial and error, and that by working together they could accomplish a lot more. The students worked in two’s. Salonia reshuffled the teams so they wouldn’t just partner with their friends.

"In the workforce you have to work with other people," Salonia said. "It may not be a person you like; you can’t always work with your friend."

The project will stay on display in the school library for a year until next year’s class builds their project. In all, there are three sections to the machine, each one, 12 inches by 12 inches. It contains levers, triggers, springs, catches seesaws, planes, while one motion activates the other.

This is the fourth year Salonia has introduced a class project.

"The kids love it; they find it challenging," he said. "Because it’s about problem-solving and teamwork they can apply the concepts. Engineers are problem-solvers. They have to follow the rules. If they design a new car that has to get 30 miles an hour, they need to stay within constraints."

Salonia stresses that he is teaching how engineers think — from concept to manufactured product. Students can go further in engineering if they are interested in architecture or manufacturing or con-struction or woodworking. Out of eight kids in class, two are girls

"I think a lot of kids like the course because it’s a hands-on activity, a departure from sitting and listening in class," Salonia said.

Or, as Hauptfeld said, "It really helped me learn about machines."

High School Student Nominations Wanted

2009-10-24T11:31:00.003-04:00

LINK TO NOMINATION SITE HERE

See High School Category below

Call for Nominations: Women of Innovation Awards 2010

The Women of Innovation Planning Committee of the Connecticut Technology Council is seeking nominations of women in Connecticut for recognition of their efforts in the technology, science and engineering fields for the 2010 Women of Innovation Awards Dinner. The sixth annual awards dinner will be held at the Aqua Turf in Southington on January 28, 2010.

Nominate a Woman of Innovation Now (Nov. 6, 2009 deadline)

Honored will be women who are innovators, role models, and leaders who work as researchers, educators, managers or service providers in technology, science and engineering. Nominees can come from such fields as biotech, pharmaceuticals, telecom, software, computer hardware, electronics, alternative energy, nanotech, medical devices, IT, networks, communications and robotics.

Do you know a woman whose efforts should be acknowledged in science, engineering, technology research, or education, or is working in a company providing professional services to these communities, or is in a scientific, engineering or technology company management position? If yes, then please complete the nomination form by November 6th 2009.

Nominees are women who exhibit the extraordinary energy that powers a company or institution. They are hard working, entrepreneurial, and inspirational to others and motivated to excel. Nominating them allows us to recognize their efforts and their achievements.

Nominees may be growing or well-established in their careers. They may be shaping the future of their industry or institution, or starting a company, or serving as a role model for young women thinking about careers in technology, science, or engineering.

Nominees may also be young high school women, ages 18 or younger or college women, ages 18 to 25, who are enrolled as undergraduates or graduate students, who have excelled as young inventors, are academically proficient in a science or technology curriculum or have accomplished an extraordinary technology feat that should be recognized for its innovation and uniqueness.

Women of Innovation Nomination Eligibility Criteria

The nomination process is open to women working in the technology, science, and engineering communities, in business or academia, and employed in Connecticut.

Consider these criteria:

1. Possesses at least three years of managerial or technical experience in a technology, engineering or science-related company. The candidate does not have to be at the CEO, senior manager or a senior academic faculty member. We wish to recognize women who are playing an important role at a variety of managerial levels.

2. Has created a culture of innovation through her efforts. For example, the nominee has moved or played a key role in moving a company or institution to adopt new practices, processes or paradigms.

3. Thinks creatively and solves problems. Has led a company’s or team’s efforts to generate breakthrough ideas for new products and services.

4. Has demonstrated leadership abilities. Is able to motivate people to perform at their best, make work meaningful and rewarding, foster commitment and innovation, and attract and retain top performers. Is able to mobilize and lead teams and projects. Serves as a mentor.

5. If within academia, the nominee should be engaged in technology research, or work, curriculum development, and inspires and encourages other women to pursue careers in technology, science, or engineering. Serves as a mentor.

6. If a high school student 18 or younger, has demonstrated exceptional academic achievement in the technology or science areas of study or who has displayed inventiveness or creativity in those fields.

7. If a college undergraduate or graduate student, has demonstrated exceptional academic achievement in the technology, or science or engineering areas of study or who has displayed inventiveness or creativity in those fields.

8. If in a professional services field such as law, finance, accounting, marketing or consulting, the nominee should have worked specifically with technology, scientific, or engineering firms.

Fill out the following form and submit it for consideration. All nominations are due by November 6th, 2009.

Women of Innovation Nomination Form Step 1

You may nominate a woman for the appropriate category as described below. Nominees will be judged solely on the basis of a nominator's written presentation. Nominators are strongly encouraged to focus on the criteria that the nominees will be judged on and to provide specific information on as many of the criteria as possible. It is the responsibility of the nominator to provide a clear and accurate nomination.

Nomination Categories:

Research Innovation and Leadership

Definition: A woman who has developed new knowledge or products or improvements to products in a
corporate or academic setting. She has exhibited original approaches to research and has achieved peer
recognition in the technology, science or engineering disciplines. She has exhibited leadership ability by
leading research teams, motivating staff and securing funding and/or resources to enable her research program.
Judged on: a) Achievement in new product or idea development, b) Receipt of professional recognition,
c) publication and/or patent record, d) Scope of research program as evidenced by research funding, resource allocation, such as full-time staff assigned and the interdisciplinary scope of research team(s), e) Leadership

Academic Innovation and Leadership

Definition: A woman in an academic setting (elementary or high school, college, university, medical school)
who has created and fostered programs (in technology, science, and engineering) in curriculum development,
student research, and teacher-student collaborations. A woman who has secured outside funding and/or has
received peer recognition for her leadership and innovation in these areas. A woman who has worked to inspire
and encourage other women to pursue careers in technology, science or engineering.
Judged on: a) Innovative curriculum development, b) Academic awards or peer honors, c) Secured grants to
support this work, d) Mentorship, e) Leadership

Entrepreneurial Innovation and Leadership

Definition: A woman who has founded her own company or helped found a company. Has taken great
professional and financial risk to make her idea a reality.
Judged on: a) Entrepreneurship, b) Innovation c) Leadership

Large Business Innovation and Leadership

Definition: A woman with at least three years of managerial or technical experience in technology, science or engineering. Has managed a program, project or business unit in an exemplary way in a large corporation or professional services firm.
Judged on: a) Managerial skills, b) Leadership, c) Innovation

Small Business Innovation and Leadership

Definition: A woman with at least three years of managerial or technical experience in technology, science or engineering. Has managed a program, project or business unit in an exemplary way in a small company or professional services firm.
Judged on: a) Managerial skills, b) Innovation c) Leadership

Youth Innovation and Leadership

Definition: A young female high school student who has demonstrated exceptional academic achievement in the technology or science areas of study or who has displayed inventiveness or creativity in those fields.
(Note: The honoree in this category will win be awarded a modest scholarship).
Judged on: a) Academic achievement, b) Innovation and Creativity

Collegian Innovation and Leadership

Definition: A woman undergraduate or graduate student who has demonstrated exceptional academic
achievement in the technology, science, or engineering areas of study or who has displayed inventiveness or creativity in those fields.
Judged on: a) Academic achievement, b) Innovation and creativity

Community Innovation and Leadership

Definition: A woman employed in technology, science or engineering who has devoted her own time and
resources or marshaled those of her company or organization to supporting community organizations or
non-profits. Has created or encouraged a culture of giving at her company or place of employment or has
volunteered her time outside her workplace.
Judged on: a) Service to community, b) Leadership, c) Innovation

FREE OPEN SOURCE SOFTWARE

2009-10-04T21:20:00.004-04:00

FREE SOFTWARE LNK---- http://freetech.wikispaces.com/Software

Definitions of Open source software on the Web:

Open source software (OSS) is defined as computer software for which the source code and certain other rights normally reserved for copyright ...
en.wikipedia.org/wiki/Open_source_software
Open Source Software is software for which the underlying programming code is available to the users so that they may read it, make changes to it, and build new versions of the software incorporating their changes. ...
www.crosswebtech.com/information/glossary.htm
software in which the source code is by definition freely available to the general public for redistribution, modification, examination or any ...
www.salon.com/tech/fsp/glossary/
Computer software that is distributed under a licensing arrangement and which allows the computer code to be shared, viewed and modified by other users and organisations. ...
www.parliament.vic.gov.au/SARC/E-Democracy/Final_Report/Glossary.htm
An overloaded term currently in vogue on the Internet, refers to software that is also distributed with the source code, the files that were used ...
www.ultra-high-speed-mn.org/CM/Custom/Glossary.asp
A method of software distribution where a programmer creates a program and makes it available for others to use without cost, as well as modify the source code and redistribute the modifications to the software user/developer community.
www.nursing-informatics.com/kwantlen/glossary4.html
An operating system and/or applications software for which the code is open for alteration by the public.
www.girpm.com/articles/glossary.asp
Software that can be copied and redistribute by the user. Many products are also free (FOSS).
www.timr.ca/RecentArticles/Online/terminology.html
Software with code that can be read, used and changed by any user, usually by license.
www.mikalac.com/www/webgloss.html
Is gratis software made freely available to anyone under the GNU General Public License (GPL)
www.igmmedia.co.uk/terms/

Name this CT Teacher

2009-09-30T18:50:00.000-04:00

From NorwalkPlus.com

LOCAL
Teachers defy gravity to inspire the next generation of scientists and engineers
]
Sep 29, 2009 - 7:19 PM

As the plane flew over the waters of the Atlantic Ocean, teachers conducted a range of experiments, including soaring like Superman, as they experienced lunar, Martian and zero gravity. Pictured: James Janski, Wells Road Intermediate School, Granby, CT (top row, left); Geoffrey Bergen, Whisconier Middle School, Brookfield, CT (top row, right); Michael Gary, J. A. DePaolo Middle School, Southington, CT (second row, right); Nina Rooks Cast, Cooley Health, Science, Technology High School, Providence, RI (second row, left), and Brian Katz, Keansburg High School, Keansburg, NJ (bottom row, left).

Students throughout Connecticut, Maine, New Hampshire, New Jersey, New York and Rhode Island to receive the message that science is cool from their teachers’ microgravity experience

NORWALK, CT – Sept. 29, 2009 – The Northrop Grumman (NYSE: NOC) Foundation sent 30 educators representing various school districts throughout Connecticut, Maine, New Hampshire, New Jersey, New York and Rhode Island into weightlessness today as part of the Northrop Grumman Foundation Weightless Flights of Discovery Program, which aims to inspire and prepare the next generation of scientists, mathematicians and engineers – critical areas where the U.S. has fallen behind globally.

The program, in its fourth year, provides educators with a once-in-a-lifetime opportunity to prepare for and participate in micro- and zero-gravity flights during which they test Newton's Laws of Motion with a variety of planned experiments. The experience and experiment results are captured through photos and videos that the teachers will then take into their classrooms to share with their students in order to demonstrate how exciting and cool careers in science, technology, engineering and math (STEM) can be.

The United States is experiencing a shortage of college graduates in the STEM disciplines, a negative trend that bodes ill for the nation’s industries that depend on talented scientists and mathematicians. Because studies have indicated most children make the decision to pursue math and science education and careers during middle-school, Northrop Grumman developed the Weightless Flights of Discovery to engage teachers, and key influencers in the lives of students during these crucial years.

The Northrop Grumman Foundation supports diverse and sustainable programs for students and teachers. These programs create innovative education experiences in science, technology, engineering and mathematics.

Connecticut Tech Ed Teacher in Space

2009-09-11T18:17:00.002-04:00

Check out the Blog from Brookfield TE Teacher Geoff Bergen. BLOG LINK

Design a House

2009-09-10T22:10:00.002-04:00

Design Studio On this Web site, you can design a house, walk through it in 3D, and then share it with the world. You can also learn more about architecture, past and present, and explore Frank Lloyd Wright's life and work.

Grant Opportunity

2009-09-10T22:04:00.002-04:00

$500 mini-grants for Pay it Forward activities The Pay It Forward Foundation administers a mini-grant program for Pay It Forward activities designed by and involving youth in service to their school, neighborhood or the greater community. Mini-grants up to $500 are available to schools, churches and community-based groups of youth for service activities of all types. A Pay It Forward project is defined as one or more service activities that benefit a school, neighborhood, or the greater community and include learning goals for its youth participants.

NAEP Draft on Technological Literacy Unveiled

2009-09-10T21:39:00.002-04:00

Published Online: August 11, 2009

By Kathleen Kennedy Manzo

The computer-based National Assessment of Educational Progress in technological literacy, scheduled to be administered to a representative sample of the nation’s 4th, 8th, and 12th graders for the first time in 2012, will evaluate students’ understanding of technology tools and their design, the ways they can be used to gather information and communicate ideas, and their impact on society.

The goal of the technological-literacy assessment should be to help students “understand all of the implications of living in a highly technological society,” said Alan Friedman, a physicist who is a member of the National Assessment Governing Board, which sets policy for NAEP. Mr. Friedman is the vice chairman of the board’s assessment-development committee.

Those implications, he said, include not only the advances to society that have been created by technology, but also the drawbacks, such as concerns about privacy, as well as the challenges society will face in the future in energy usage and other areas.

When it is made final, the framework will guide the design of the assessment. The draft defines technological literacy as the “general understanding of technology coupled with a capability to use, manage, and assess the technologies that are most relevant in one’s life, such as the information and communication technologies that are particularly salient in the world today.”

The committee embraced a broad definition of technology that ranges from automobiles to computers, including many of the tools that are used in daily life.

Limits to Measurement

Students may be tested on their knowledge of the kinds of tools that are available and how they are used, along with their ability to apply technological concepts to solve problems. They may be given tasks that demonstrate their ability to use various technology platforms to communicate information or collect and analyze data, evaluate information, and suggest a technology solution to a given problem.

While the assessment is meant to gauge a broad range of skills that are considered essential to technological literacy, the test design may be limited in its ability to measure some areas, the draft states, such as the habits of mind and critical-thinking skills that are considered essential to a deeper understanding and use of technology.

“This is an important development, I can say that without reservations because technological literacy is such a critical element of being a successful 21st - century citizen,” said Valerie Greenhill, the director of strategic initiatives for the Partnership for 21st Century Skills, a Tucson, Ariz.-based advocacy group. “The progression being made in the technology community away from the notion of just technology competence, such as how to use a computer, to … developing that literacy with the use of technology in daily life and in core academic subjects as well is incredibly important. To the extent that the NAEP is developing a framework that guides the development of these competencies is a welcome move.”

A number of states have implemented tests of technology or information literacy, and most have adopted the national K-12 standards in the field produced by the International Society for Technology in Education.

The NAGB committee that has been devising the framework has reviewed state technology standards, studies on assessing technology skills, and the guidelines and recommendations of ISTE and other organizations.

“We want students to understand that technology is not just computers,” said Senta Raizen, the director of the National Center for Improving Science Education, who co-chaired the framework committee. The center is based at WestEd, a research organization in San Francisco.

The goal, Ms. Raizen said at a meeting late last week where the draft was unveiled, is to understand “the human design world, where do things come from, where does our technology come from.”

She and others involved in the project say the material represented in the framework could be covered in science class, but also in subjects across the curriculum, such as mathematics, history, social studies, and language arts.

“We’ve seen movement for reading across the curriculum, writing across the curriculum,” Mr. Friedman said. “Well, technology across the curriculum makes as much sense as those do.”

Assistant Editor Sean Cavanagh contributed to this story.

Vol. 29, Issue 01

GREAT Site from New Zealand

2009-09-04T09:58:00.001-04:00

To Read the Entire Article go to the LINK

Energy Related Lesson Plans for High School

2009-09-01T09:38:00.001-04:00

Great Site for Energy Related Lesson Plans for High School

http://ase.org/section/_audience/educators/lessons/high/

Report: Teacher shortage undermines career and technical education, potentially economic growth

2009-08-26T10:02:00.002-04:00

FOR IMMEDIATE RELEASE Contact: Erin Uy, euy@careertech.org

August 14, 2009 301.588.9630 (office), 301.641.9358 (mobile)

Report: Teacher shortage undermines career and technical education, potentially economic growth

SILVER SPRING, MD – The fastest growing jobs in the nation will be in career and technical education fields such as manufacturing – from aerospace to pharmaceuticals—and health care, however a shortage of qualified teachers may jeopardize the nation’s ability to prepare students for those professions, according to a recent issue brief released by the National Association of State Directors of Career and Technical Education.

However, an opportunity to boost the supply of teachers may be opening, as a growing number of displaced industry workers are making a career shift into the education system. But to capitalize on what may be a silver lining of the nation’s economic downturn, schools, policymakers and accrediting institutions must create pathways to attract, support and retain teachers, according to Teacher Shortage Undermines CTE.

Urging action, the report notes that “in order to cultivate a workforce to fill these jobs, students will require training from quality secondary and postsecondary CTE teachers – resources that are lacking across the nation due to a teacher shortage.”

The issue brief recommends:

· States adopt flexible, but rigorous standards alternative certification programs. Research has shown that there is no statistically significant difference in the academic achievement of students whose teachers took different routes to certification.

· Schools provide professional development through various funding streams – from traditional CTE funding pots through Perkins to Title II of NCLB. Also, all professional development should be comprehensive and continuous.

· Proactively recruiting teachers from industry, particularly in fields where the economy is experiencing the most growth and transformation. Industry perspective can keep the school programs fresh and relevant to economic demands.

The report highlights examples of teacher training programs and standards in Oregon, Alabama and California that may serve as models for other states. Visit http://www.careertech.org/uploaded_files/Teacher_Shortage_Undermines_CTE.pdf

NASDCTEc is the Washington D.C.-area based professional society of the state and territory agency heads responsible for career technical education. The state directors are committed to leadership and results. The association has a growing membership of over 200 members who share the state directors’ commitment to quality education at the secondary, post secondary and adult levels.

2009-08-26T09:51:00.003-04:00

We have all been undoubtedly frustrated by the lack and accuracy of information available as it relates to technology and engineering education. I believe it is important to be doing more to educate the public, policy makers, and school officials as to the value and benefit of children engaging in technology and engineering programs during their K-12 school experience. So, I am setting out to produce a series of multimedia tracks that will be posted in various forums. Once complete, I will create a new Podcast and post them to YouTube as well as other appropriate online venues. The title for this production is “Education for Innovation” and my goal is to launch the first six episodes by the fall of 2009, then continue on to produce other episodes building on the first six.

Each episode will focus on a particular topic or concept important to technology and engineering education such as:
Workforce Issues
Innovation
Academic Achievement
Technological Literacy
Sustainability
Engineering
Architecture
Industrial Design
Design
Manufacturing
Impacts of Technology
Systems
STEM Integration

I am inviting your participation and contribution to this material in the following way. I will be scheduling a recorded thirty to sixty minute telephone interview or teleconference panel discussion with willing individuals. I will ask each individual to sign an appearance release for this production. I will then edit/select illustrative audio samples from these discussions and pair them with appropriate visuals and use the final productions in the manner described above.

My goal is to begin production as soon as possible and I am ready to proceed as soon as I can line up a few interviews with knowledgeable people such as you. I hope that you are willing to help illustrate the issues that are so important to society yet remain misunderstood.

Will you please send a message back if you are willing to participate?

Thank you for your consideration.

Sincerely,
Dave Janosz

dave@janosz.us

Helen Keller program will teach ‘real-life’ technology

2009-08-24T13:34:00.001-04:00

Helen Keller program will teach ‘real-life’ technology

Written by Brad Durrell
Thursday, 13 August 2009 13:51

Linking course work to real life.

That’s the goal of the Project Lead the Way initiative to be implemented at Helen Keller Middle School during the next five years.

The program teaches youngsters about math, science and technology in a way that exposes them to the different types of careers available in engineering and related fields.

“We want to connect course work to real life, especially when students’ interests in careers are still forming,” said Keller Principal Joan Parker.

Few students really understand what engineers and technology workers do, and the variety of opportunities available to them in the medical, environmental, manufacturing, research, design and computer industries.

The private, nonprofit Easton Learning Foundation (ELF) has agreed to fully fund the five-year implementation plan at a cost of $115,700. The costs include room alteration, equipment, software, and teacher and guidance counselor training.

Beginning in 2014-15, it is expected the program’s ongoing annual expenses of $3,900 to $8,900 would be paid by the Easton Board of Education. The initiative would become part of Keller’s regular curriculum.

The school system is unable to pay the five-year implementation costs now due to budget constraints.

School Supt. Allen Fossbender is excited about the program’s potential, noting students would learn about the variety of jobs in engineering at a young age. “It opens up career exploration and makes class relevant to them,” he said.

National program

Project Lead the Way is a national nonprofit organization that designs pre-engineering courses for middle school and high school students.

The goal is to show students how engineers use technology to solve everyday problems. The Project Lead the Way curriculum has been used at 300 schools across the nation, including in Simsbury and Stratford in Connecticut.

A brochure for Project Lead the Way explains that today’s engineers don’t necessary fit the stereotype held by most young people.

“Aren’t they those brainy nerds, the unfashionable introverts who always dream about math and science, computers, and schematics?” states the brochure. “No...The days of the pocket-protector-wearing engineer are gone.”

In fact, the brochure points out, the people who become engineers aren’t necessarily the best math and science students when young.

“The key is early exposure,” Parker said.

The United States is in dire need of engineers, especially when compared to China and India. Many experts fear the lack of trained engineers could hamper America’s competitiveness in the global economy.

New teacher, classroom

Students will begin the new course work in year two of the plan, or in the 2010-11 academic year.

The students will be taught about design and modeling, automation and robotics, electrons, the science of technology, and aerospace.

“The curriculum,” states the brochure, “gives them hands-on experience applying math and science concepts to solving real-life problems.” Students also will be taught the importance of communication skills.

The woodshop at Keller will be renovated, with new computers and other equipment added. Some of the existing equipment may be used for certain tasks.

A new teacher, Betty Noone, has been hired to teach technology, engineering and design. She replaces longtime woodshop teacher Ted Gass, who school officials praised for his expertise and years of service.

Noone has strong computer skills and has worked in the private sector, school officials said.

Fossbender said the Project Lead the Way approach will change lives for the better. “It really makes the curriculum come alive,” he said. “It’s engaging. It’s tested and relevant, and has been put in place by others.”

Foundation is thanked

Parker and Fossbender said ELF’s willingness to fund the initial costs should be applauded, noting the foundation has focused on the importance of science, technology and math in the past.

“They are taking this one on, and we are just thrilled about it,” Parker said. “There would be no other way to get this started.”

Fossbender said ELF “will partner with us once again, leading to a positive program.”

Keller officials worked closely with Greg Kane of the state Department of Education to pursue the program. Kane has since retired.

Fossbender also said he admired the efforts of Parker and Assistant Principal Susan Kaplan to start the program. “They persisted despite the budget issues,” he said.

Parker said one reason for her persistence is because early adolescence is a time when youngsters are open to more activities, so it’s the right time to teach them more about the career potential for engineers.

“The excitement of discovery and the passion of investigating one’s interests generates an energy that is electric,” she said.

State Education Chief Outlines New Vision For Schools

2009-08-19T21:19:00.000-04:00

Courant.com

REFORM PLANS

State Education Chief Outlines New Vision For Schools

By GRACE E. MERRITT

The Hartford Courant

August 19, 2009

HARTFORD —

State Education Commissioner Mark K. McQuillan Tuesday outlined an ambitious plan to apply for at least $200 million in stimulus money to reform the high school curriculum, enhance preschool instruction and restructure several school districts through an urban initiative.

McQuillan sketched out his vision at his annual back-to-school address for school superintendents, in which he acknowledged that educators have been through an extraordinarily difficult year that included budget tightening, teacher shortages and other challenges. But he urged them to band together and take the opportunity to build a new future.

"Leadership in tough times does not warrant a pass. We've got to move forward and innovate together," he said.

To that end, McQuillan said he will apply for a competitive, federal "Race to the Top" grant in December that he hopes will capitalize on initiatives the state is already making and introduce new ones.

McQuillan's vision — still being developed — calls for spending half the money on an "urban initiative" over four years. The plan would form a partnership with four to six urban school districts.

School officials would not reveal many details of the plan, but said it would involve "a restructuring and re-emphasis that would address improving student achievement and closing the achievement gap," state Department of Education spokesman Tom Murphy said.

The other half of the money would be spent on districts that volunteer to participate in secondary school reform and early childhood instruction.

McQuillan has been working on reforming the state's secondary school curriculum for about two years. He submitted a reform bill in January, but the legislature did not approve it, saying it fell in the category of unfunded mandates. McQuillan's reform calls for tougher graduation requirements, including a senior project as well as math and language arts labs and other improvements.

The grant would also expand preschool instruction with a focus on building literacy and socialization skills to help youngsters prepare for kindergarten.

In addition to unveiling his proposal, McQuillan on Tuesday said the state should focus on improving the test scores of English language learners, who are falling further behind other students; building adolescent literacy; and incorporating technology in classrooms through a Web-based curriculum.

McQuillan also highlighted progress the Middletown, Meriden and Naugatuck school systems have made during the past year on the Connecticut Mastery Test. He also praised the effectiveness of the state-run Connecticut Accountability for Learning Initiative, which relies on data-driven decision-making to help teachers pinpoint students' needs.

2009-08-11T12:24:00.004-04:00

This should be posted in every school

Love him or hate him, he sure hits the nail= on the head with this!

Bill Gates recently gave a speech at a High School about 11 things

they did not and will not learn in school. He talks about how feel-good,

politically correct teachings created a generation of kids with

no concept of reality and how this concept set them up for failure

in the real world.

Rule 1: Life is not fair - get used to it!

Rule 2: The world doesn't care about your

self-esteem. The world will expect you to accomplish

something BEFORE you feel good about yourself.

Rule 3: You will NOT make $60,000 a year right out of high

school. You won't be a vice-president with a car phone until

you earn both.

Rule 4: If you think your teacher is tough, wait till you get a boss

Rule 5: Flipping burgers is not beneath your dignity. Your

Grandparents had a different word for burger flipping: they

called it opportunity.

Rule 6: If you mess up,it's not your parents' fault, so don't

whine about your mistakes, learn from them.

Rule 7: Before you were born, your parents weren't as boring as

they are now. They got that way from paying your bills, cleaning

your clothes and listening to you talk about how cool you thought

you were. So before you save the rain forest from the parasites

of your parent's generation, try delousing the closet in your own room.

Rule 8: Your school may have done away with winners and losers,

but life HAS NOT. In some schools, they have abolished failing

grades and they'll give you as MANY TIMES as you want to get the

right answer. This doesn't bear the slightest resemblance to

ANYTHING in real life.

Rule 9: Life is not divided into semesters. You don't get summers

off and very few employers are interested in helping you

FIND YOURSELF. Do that on your own time.

Rule 10: Television is NOT real life. In real life people actually

have to leave the coffee shop and go to jobs.

Rule 11: Be nice to nerds. Chances are you'll end up working for one.

If you agree, pass it on.

If you don't agree stick your head in the sand and take a deep breath!

If you can read this -Thank a teacher!

Great Site from New Zealand

2009-08-10T20:53:00.001-04:00

Techlink is a site dedicated to Technology teachers, students and all those with an interest in technology education in New Zealand.

Techlink showcases examples of contemporary teaching and learning in Technology and provides curriculum support and encouragement for teachers in their ongoing planning and implementation of classroom programmes.

LINK TO SITE

2009-08-10T20:42:00.002-04:00

Appropriations Bills Voted on in July-Perkins funding likely flat for FY 2010
July 31 - The Senate took their turn at writing and approving an FY 2010 appropriations bill for the Departments of Labor, Health and Human Services and Education (Labor HHS, Education) . On Tuesday the Labor HHS Education Subcommittee approved their version of the bill and on Thursday the full Senate Appropriations Committee approved the bill. The bill maintains flat funding for Perkins Basic State Grants, National Programs, and Tech Prep. This is consistent with what was included in President Obama's budget submission and in the version of the Labor HHS Education Appropriations Bill approved by the House of Representatives last week. Reliable sources in the Senate have reported that the Senate will likely not vote on this bill before the Senate adjourns for August recess and that they will consider the bill in September.

2009-08-10T20:42:00.001-04:00

Tech department ramps up program at Weston High School

2009-07-15T09:31:00.000-04:00

Tech department ramps up program at Weston High School

Written by Terry Castellano
Friday, 03 July 2009 00:00

Utilizing a school improvement initiative entitled Project Lead the Way, Weston High School will move toward its goal of encouraging students to consider careers in science, technology, engineering and mathematics through its technology education program.

At the June 23 school board meeting, John Drummond, math and science curriculum and instructional leader, and Tom Scarice, assistant superintendent, described a four-year technology education program that will be put into place in the upcoming school year.

The program, Project Lead the Way, was launched in 1997 by an engineer in upstate New York, who created it to address a shortage of engineers in the United States.

Relevant

But, according to Mr. Drummond, the rigor and relevancy of the program, coupled with activity- and problem-based instruction, was found to be an effective means of education improvement across the entire spectrum of science, technology and mathematics curricula.

Weston High School will offer a first year technology education course titled “An Introduction to Engineering Design.” After satisfactory completion of this full-year course, students may move on to “Principals of Engineering Design” and then “Digital Electronics.”

The fourth-year curriculum may offer a variety of choices, including aerospace engineering, Mr. Drummond said.

The Tri-State Consortium, which recently reviewed the district’s science program, recommended the school district continue to address differentiation of instruction, inquiry-based instruction and encouragement of students to consider science, technology, engineering and mathematics careers.

According to Mr. Drummond, Project Lead the Way is a good way to address the issues raised by the consortium while encouraging and challenging high school students in the areas of the sciences, technology and mathematics.

“This is a hands-on, action-oriented program,” Mr. Drummond said.

Since its inception 12 years ago, he said, there are now more than 3,000 schools involved in Project Lead the Way, including New Canaan.

According to their Web site, Project Lead the Way also has a biomedical component.

Recruited

A teacher specializing in technology education has already been recruited and hired by the Weston school district and will be specifically trained for this program.

Board member Dick Bochinski asked if there was any corporate sponsorship in terms of cost sharing.

Mr. Drummond said corporations are interested in working with the students, but, at the moment, there is no outside funding.

“We are looking toward that connection,” Mr. Drummond responded.

“I like this; it’s a truly relevant program,” board member Joe Fitzpatrick said. “I’m glad you’re ramping this up.”

“This is very exciting,” board member Dana Levin, added.

Phil Schaefer, board vice-chairman, asked if the high school had all the technological hardware and software needed to assist the program in a successful launching.

Mr. Drummond said the high school already has the technology needed. “It is all up to date

CT Achievement Gap Larger than Southern States

2009-07-15T08:34:00.001-04:00

Racial Gap in Testing Sees Shift by Region

By SAM DILLON

WASHINGTON — Historically, the achievement gap between America’s black and white students was widest in Southern states, where the legacies of slavery and segregation were reflected in extremely low math and reading scores among poor African-American children.

But black students have made important gains in several Southern states over two decades, while in some Northern states, black achievement has improved more slowly than white achievement, or has even declined, according to a study of the black-white achievement gap released Tuesday by the Department of Education.

As a result, the nation’s widest black-white gaps are no longer seen in Southern states like Alabama or Mississippi, but rather in Northern and Midwestern states like Connecticut, Illinois, Nebraska and Wisconsin, according to the federal data.

In interviews, top education officials in several states expressed disappointment at the magnitude of those gaps.

“This won’t be a total surprise,” said Roger D. Breed, Nebraska’s education commissioner, “but it’ll be a shock to Nebraskans that the gap here is as big as it is.”

Officials of the National Center for Education Statistics, which produced the report, told reporters in a conference call that the report offered no hypotheses to explain the evolution in black-white achievement, only statistical comparisons that could spur further research.

Experts said it was impossible to gauge from the report whether the federal No Child Left Behind Law, one of the main goals of which was to reduce the achievement gap, had had an impact.

The study plotted the evolution of average scores of black and white students on the series of federal tests known as the National Assessment of Educational Progress that were administered every two to four years in both math and reading from 1992 to 2007. Nationwide, the average math score in 1992 for white fourth graders was 227 on a 500-point scale, compared with an average score of 192 for black fourth graders that year, resulting in a black-white gap of 35 points.

By 2007, the most recent year included in the new study, the average math scores for white fourth graders had risen to 248, but the average scores for black students had risen to 222, thus narrowing the black-white gap to 26 points, about the equivalent of two and a half years of schooling.

By 2007, the state with the widest black-white gap in the nation on the fourth-grade math test (not counting the District of Columbia) was not in the deep South, but in the Midwest — Wisconsin. White students there scored 250, slightly above the national average, but blacks scored 212, producing a 38-point achievement gap. That average score for black students in Wisconsin was lower than for blacks in Alabama, Louisiana, Mississippi or any other Southern state, and 10 points below the national average for black students, the study indicated.

Wisconsin was the only state in which the black-white achievement gap in 2007 was larger than the national average in the tests for fourth and eighth grades in both math and reading, according to the study.

Kati Haycock, president of the Education Trust, a nonprofit group in Washington that works to close achievement gaps, said principals in Wisconsin were “stunned” when shown the results.

“Black kids in Wisconsin do worse than in all these Southern states,” and the reason, Ms. Haycock said, was that Wisconsin educators “haven’t been focusing on doing what’s necessary to close these gaps.”

Patrick Gasper, a spokesman for the Wisconsin Department of Education, said, “We know that we have a pronounced achievement gap and that we have to continue focusing our efforts on eliminating it.”

The public schools in Milwaukee, the city with Wisconsin’s largest African-American population, have missed federal achievement targets for five years straight, Mr. Gasper said. Tony Evers, Wisconsin’s new education superintendent, delivered his inaugural speech on July 6 in Milwaukee instead of the state capital, Madison, to emphasize the urgency of new approaches, Mr. Gasper said.

In Nebraska, black student achievement is lower than anywhere in the old South, the federal report indicates. In eighth grade math, for instance, the average score among Nebraska’s black students in 2007 was 240 on a 500-point scale, compared with the national average for blacks of 259, according to the federal data. The average score for black eighth graders was 246 in Alabama, 251 in Mississippi, 258 in Louisiana, and 261 in Georgia.

The average score for white eighth graders in Nebraska in math was 291, almost exactly the national average, resulting in a black-white gap there of 51 points, far larger than in any other state, according to the report.

Mr. Breed said he and other Nebraska officials had gotten word about the findings several days ago.

“We’d kind of had a heads-up that it would not be good news for Nebraska,” he said. “It’s not great to be in the group that has a large gap, but it is what it is — and it’s not acceptable.”

Connecticut is another Northern state where achievement gaps are larger than in states across the South, the federal study shows. That is partly because white students in Connecticut score above the national average, but also because blacks there score lower, on average, than blacks elsewhere.

Warren T. Smith Sr., vice president of the Washington State Board of Education, expressed skepticism about regional variations in the achievement gap.

“I’ve been an African-American male for 60 years, and lived in nine different states, North, South, East and West,” Mr. Smith said. “Certain things are consistent: inequitable distribution of teachers, inequitable funding of schools, institutional racism. That is consistent across the board, so if you expect to find a different gap in North or South, you’re not going to find that.”

Check Out this Florida District CTE Newsletter

2009-06-19T08:20:00.002-04:00

Link Here

2009-06-19T07:46:00.003-04:00

Project Lead The Way(R) Receives National Recognition from the Education Commission of the States


Organization Works to Strengthen Math and Science Education DENVER, June 18 /PRNewswire-USNewswire/ -- The Education Commission of the States (ECS) is pleased to award Project Lead The Way(R) (PLTW) the 2009 ECS Corporate Award. The tribute honors for-profit corporations or non-profit organizations with sustained commitment to and investment in improving public education. The award will be presented by Minnesota Governor and ECS Chair Tim Pawlenty as part of the 2009 National Forum on Education Policy, July 8-10 in Nashville, Tenn. Collaborating with schools, industry, state government and universities, PLTW works to build future generations of successful engineers and technology savvy graduates. PTLW supports a series of middle and high school courses that are project-centered, problem-based and technology-integrated, preparing students to excel in high-tech fields. With rigorous and relevant context tied to national standards, the program responds to a common student question: "Why do I have to learn this?" "This is a perfect example of a public/private partnership engaging and challenging students to apply their skills and knowledge to real life situations," notes ECS President Roger Sampson. Project Lead The Way leadership believe that when schools apply activities and problem-based learning, they generate an "increase in student motivation, an increase in cooperative learning skills, higher-order thinking and an improvement in student achievement." Research has shown this to be true. According to an evaluation by High Schools That Work, PLTW students scored significantly higher in both mathematics and science high school assessments. The National Center for Education Statistics 2006-07 True Outcomes report explains that students who participate in PLTW are five times more likely to graduate college as science, technology, engineering and mathematics (STEM) majors than those who do not. The organization was started in the 1980s in upstate New York by Richard Blais and Richard Liebich, becoming an independent not-for-profit organization in 1997. Today, the program is expanding across the country with an eye to new and engaging curriculum. "We are extremely honored to receive this award, particularly at a time when our country needs a new generation of innovators to remain economically competitive in the 21st century global economy," said John Lock, CEO of Project Lead The Way. "We remain committed to attracting more students to science, math, engineering and tech fields in the coming years by expanding the reach of PLTW's critical-thinking and project-based curriculum to more schools around the country. By helping students apply what they learn in math and science to innovation and real life problem-solving, we can create America's next "Innovation Generation' and regain our economic competitive advantage." The Education Commission of the States (ECS) is the only nationwide, nonpartisan interstate compact devoted to education. ECS helps governors, legislators, state education officials and others identify, develop and implement public policies to improve student learning at all levels. A nonprofit organization, ECS (www.ecs.org) was formed in 1965 and is located in Denver, Colorado. Project Lead The Way(R) is a national 501c3, not-for-profit educational program that helps give middle and high school students the rigorous ground-level education they need to develop strong backgrounds in science and engineering. For more information, please visit: http://www.pltw.org.

2009-06-16T09:43:00.001-04:00

Project Lead The Way (PLTW) Announces Partnership with the

Technology Student Association (TSA) and SkillsUSA

New Engineering Alliance to Leverage Best Practices in STEM Education to Attract More Young Students to Technology and Engineering

Clifton Park, N.Y. June 15, 2009 – Project Lead the Way (PLTW) announced today the launch of the Engineering Alliance, a new partnership between PLTW, the Technology Student Association (TSA) and SkillsUSA that will provide PLTW students with the opportunity to participate in innovative activities in science, technology, engineering and math education – outside of the classroom. The alliance will offer STEM-related co-curricular activities for PLTW students to participate in, including online competitions and leadership development activities designed to support teachers and excite students about technology, innovation and engineering. PLTW’s critical thinking and project-based STEM curriculum is currently being implemented at over 3,000 schools and the program reaches over 300,000 students.

“The PLTW curriculum is proof that given the right tools and learning environment, students do get excited about technology and innovation,” said Richard Grimsley, PLTW’s Vice President of Programs. “We are always looking for new ideas and innovative strategies to attract more students to engineering, including co-curricular activities and competitions. Given their combined 75 years of experience in the industry, TSA and SkillsUSA are just the right partners to help us identify new and interesting ways to engage students.”

Available this coming fall, Engineering Alliance will offer a series of classroom-level competitions and leadership development activities designed specifically for PLTW affiliated middle and high school pre-engineering instructional programs. Proposed contests include electronic gaming, solving a design problem with STEM applications, CAD design, and building an engineering model. Leadership activities will feature teamwork, communication and time management.

“We feel our partnership with SkillsUSA, also a Career and Technical Student Organization (CTSO), is a natural one,” said Rosanne White, executive director of TSA. “SkillsUSA and PLTW share our goal of preparing students for the high tech workforce. TSA is looking forward to collaborating on Engineering Alliance whereby middle and high school students will be challenged to apply what they learn in class through competitions and co-curricular activities.”

“The Engineering Alliance is an exciting step for America’s future workforce,” said Tim Lawrence, executive director of SkillsUSA. “PLTW and TSA are doing a tremendous job of attracting more students to engineering, something our country needs to stay competitive in the global economy. SkillsUSA programs teach student and work force leadership, citizenship and character development – all skills that complement what PLTW students are learning in school.”

Project Lead The Way® (PLTW) is a not-for-profit organization that promotes engineering and biomedical sciences courses for middle and high school students. PLTW forms partnerships with public schools, higher education institutions and the private sector to increase the quantity and quality of scientists, engineers and engineering technologists graduating from our educational system. PLTW's curriculum makes math and science relevant for students. By engaging in hands-on, real-world projects, students understand how the skills they are learning in the classroom can be applied in everyday life. HYPERLINK "http://www.pltw.org/" http://www.pltw.org/

The Technology Student Association (TSA) is a national organization for middle and high school students with a strong interest in technology. TSA fosters personal growth, leadership and opportunities in technology, innovation, design and engineering. Members apply and integrate science, technology, engineering and mathematics (STEM) concepts though co-curricular activities, competitive events and related programs. Members are supported by teachers, parents, and business leaders who promote a technologically educated society. TSA serves more than 150,000 students in 2000 schools in 48 states. HYPERLINK "http://www.tsaweb.org/" http://www.tsaweb.org/

SkillsUSA is a national partnership of students, teachers and industry, working together to ensure America has a skilled workforce. SkillsUSA chapters help students preparing for careers in technical, skilled and service occupations to excel. SkillsUSA has more than 307,000 members in 50 states, three territories and the District of Columbia. SkillsUSA is an applied method of instruction and it provides quality education experiences for students. Its national SkillsUSA Championships is an industry-driven competition to improve education. Over 1,100 corporations, trade associations, businesses and unions are partners at the national level. HYPERLINK "http://www.skillsusa.org" www.skillsusa.org

2009-06-13T10:55:00.004-04:00

Future City Design Challenge 2010 Registration Opens

Registration for next year’s Future City Design Challenge is open on the national website: www.futurecity.org/. Please register early and encourage other teachers to as well.

="">Source: NJTEA Update, #24, May 9, 2009

2009-06-11T15:15:00.002-04:00

Fingertip Resources for Educational Excellence
F.R.E.E. for the Summer!

As this school year comes to an end, ITEA offers congratulations on a job well done! We’d like to offer you F.R.E.E. for the Summer! – free resources available to you in a click. Best wishes for a restful, enjoyable, and productive summer! ITEA offers a wealth of resources at no charge – some are available to ITEA members only, but many are available to everyone. Here are some of the free resources at your fingertips:

Inside TIDE - ITEA's cutting-edge electronic newsletter delivers the latest trends and “inside” information to its subscribers. https://www.iteaconnect.org/Forms/insideTIDEform.htm
Networking Opportunities - Technology Interest Groups, Learning Communities, Professional Facebook Groups. http://www.iteaconnect.org/Networking/networking.htm
Tech Ed Websites of Teacher Resources - http://www.iteaconnect.org/Resources/tewebsites.htm

What is Technology Teaching? - http://www.iteaconnect.org/Resources/whatistechteaching.htm

Why Teach Technology? - http://www.iteaconnect.org/Resources/whyteachtechnology.htm

Smithsonian and ITEA - Your source for invention and innovation videos from the Smithsonian's Lemelson Center. By incorporating the stories of famous American inventors the Lemelson Center has created this series of video productions for students that explores the nature and history of invention and innovation. http://www.iteaconnect.org/Publications/LemelsonProducts.pdf

Sample Issues of ITEA journals

The Technology Teacher - ITEA's flagship journal is geared to K-12 technology educators as well as university teacher educators. A free subscription is included with membership but you can access a sample copy here:http://www.iteaconnect.org/Publications/ttt.htm
Technology and Children - Winner of ASAE's Gold Circle Award for Most Improved Journal and produced four times each school year, Technology and Children is a dynamic, practical journal for anyone interested in technological literacy in Grades K-6. http://www.iteaconnect.org/Publications/t&c.htm ="" style="font-family: 'Arial Narrow'; ">

Where To Get A Degree – ITEA University members offering Technology Education degree programs.http://www.iteaconnect.org/Resources/institutionalmembers.htm

Corporate Member Product Directory - http://www.iteaconnect.org/Marketplace/onlinedirectory.pdf

ITEA Free Publications (print documents – while supplies last – shipping charges apply) –http://www.iteaconnect.org/Membership/FREEforSummer.pdf

Technology for All Americans: A Rationale and Structure for the Study of Technology
Exploring Technology
Foundations of Technology
Invention and Innovation
Engineering Design
Future Technology Teachers
Road Maps: Perspectives for Excellence in Technology Education Programs
Designing and Learning in the Elementary School
Technology Learning Activities II
Standards for Technological Literacy Summary
Advancing Excellence in Technological Literacy Summary

Standards Publications - http://www.iteaconnect.org/TAA/Publications/TAA_Publications.html

Technological Literacy Standards Briefings “Promoting Technological Literacy for All” videos

Technological Literacy Standards:
Standards for Technological Literacy: Content for the Study of Technology (STL)
Advancing Excellence in Technological Literacy: Student Assessment,
Professional Development, and Program Standards (AETL)

Addenda to the Standards:
Realizing Excellence: Structuring Technology Programs
Measuring Progress: Assessing Students for Technological Literacy
Planning Learning: Developing Technology Curricula
Developing Professionals: Preparing Technology Teachers

ITEA-TfAAP Gallup Polls - Provides valuable, longitudinal data on “What Americans think about technology.” The first Gallup Poll, conducted in 2001, was commissioned by ITEA to find out how Americans view technological literacy. The second ITEA/Gallup Poll survey was conducted in 2004 to validate or question the findings of the first. Funding for the second survey was provided by the National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA). The Gallup Polls were administered through ITEA’s Technology for All Americans Project. http://www.iteaconnect.org/TAA/Publications/TAA_Gallup.html
ITEA PressRoom - Offering newsletter editors and other interested parties press releases, ads, images, promotional videos, and presentations that relate to ITEA's benefits, publications, and professional development. They are free to use in your publications, on your website or anywhere you think they would be beneficial to teachers. http://www.iteaconnect.org/Resources/PressRoom/pressroom.htm
Technological Literacy: An Educational Imperative – A brochure outlining why teaching technology literacy is important for today’s students. http://www.iteaconnect.org/AboutITEA/AdvocacyBro08.pdf

2009-06-03T08:06:00.003-04:00

Congratulations to long time CT-TSA Fiscal Agent Abbott White, the recipient of the FIRST CTEA Abbott White Award for Support of Technology Education Students.

2009-06-01T08:13:00.004-04:00

Inside TIDE Another GREAT Reason to join ITEA

Check it out today

MICROSOFT EXPANDS FREE DREAMSPARK PROGRAM TO HIGH SCHOOL STUDENTS

2009-04-16T08:08:00.001-04:00

-- MICROSOFT EXPANDS FREE DREAMSPARK PROGRAM TO HIGH SCHOOL STUDENTS

Microsoft Corporation recently announced the expansion of the successful Microsoft DreamSpark student program to include high school students worldwide. DreamSpark, originally available only to university students, makes professional-level developer and designer tools as well as training available to students at no charge to support and advance their learning and skills through technical design, technology, math, science, and engineering activities. Here's how it works: if you're a current university or high school student, you can download professional Microsoft developer, designer, and gaming software through DreamSpark at no charge. Among the many available titles are those for website design, game design, and Visual C++. DreamSpark for university students was announced a little more than a year ago, and since then, there have been nearly 2 million downloads from students around the world.

Microsoft believes that giving people the right technology skills and the tools to translate their talent into business success is critical to stimulating the future growth of local and global economies. With a growing IT skills shortage in the global workforce, the need for qualified developers and technologists is greater than ever, but without experience in using the tools and technologies found in business today, it can be challenging for students to break into the professional ranks. With more than 50 percent of today's jobs requiring technology skills, Microsoft recognizes that this means good jobs today and nearly all jobs tomorrow will require critical thinking skills, a solid background in math and science, and the ability to use information technology tools and applications. Find out more at www.dreamspark.com.

Connecticut Electrathon May 15th

2009-04-14T15:17:00.003-04:00

Registration information and forms for the upcoming Spring 2009 CT Electrathon Challenge are now online on the Registration Page. The event will be held on May 15, 2009 at Lime Rock park.

**Update** We have added an Announcements page to keep you up to date with new changes and/or announcements. You can view them here.

GENERAL VEHICLE DESCRIPTION

:Electrathon vehicles are single person, lightweight, aerodynamic, high efficiency, electric vehicles with three or four wheels. They must meet specific design and safety rules. They are powered by deep cycle lead acid battery packs not exceeding 64 pounds.

OBJECTIVES OF ELECTRATHON COMPETITION

Electrathon is a type of Electric Marathon in which the winner is determined by how far you go in a certain time with a given amount of battery power. Electrathon class competition uses specific design rules to ensure safe and fair competition. Electrathon events are held around the country and is an exciting new environmentally progressive sport.

To drive electrically powered vehicles as far as possible for one hour on a closed loop course using limited electrical energy.

To provide a forum where skill and ingenuity may be displayed, compared and tested.

To improve public awareness and understanding of efficient alternative electric vehicles.

To create an affordable sport defined by established rules in which groups and Individuals can participate competitively and safely.

NOTE: There are other kinds of Electric Marathon events including Road Rallies, F/EX, Electron Run and electric Kart competitions. They should not be confused as being ELECTRATHON AMERICA events.

Why We Need Robotics in the Curriculum

2009-04-13T18:00:00.004-04:00

Robotics is booming, but education lags
By Brendan Lynch

Massachusetts’ robotics cluster is thriving despite the recession — but the state is in danger of losing its edge due to the scarcity of collegiate robotics programs. Colleges like MIT, Harvard University, the Franklin W. Olin College of Engineering, Worcester Polytechnic Institute and the University of Massachusetts Lowell, combined with the local venture capital community, give Massachusetts an advantage over other formidable clusters, such as one in Pittsburgh, with Carnegie Mellon University’s Robotics Institute, according to Heartland Robotics Inc. chairman, founder and CTO Rodney Brooks. Public policy groups such as the Massachusetts Technology Leadership Council’s robotics cluster also help, Brooks said.Still, higher education has become a “choke point” between high school programs like entrepreneur Dean Kamen’s FIRST Robotics Challenge and the companies that form the robotics industry, according to David Barrett, a robotics professor at Olin and a member of the MassTLC cluster’s academic subcommittee.“We have 40,000 kids who want to want to work in robotics, and 40,000 jobs, but only a few hundred spots in between,” he said.

Though schools — most recently WPI — continue to add robotics programs, the U.S. has fallen behind South Korea in training roboticists and could risk losing the industry like it did shipbuilding, Barrett said.In the meantime, Brooks, also a co-founder of iRobot Corp., said the recession is a good time to be a funded company in development, like Heartland. There are a lot of skilled workers on the market, he said, and long-term demographics should be more important than the recession to robotics companies’ prospects. With the work force graying, demand for robotics will increase across all aspects of life, Brooks said.“I like to think in 50-year arcs,” he joked.

Even if Brooks is right, robots may seem less visible even as they become more ubiquitous. As an example, Brooks offered Woburn-based Kiva Systems Inc., which he said refactored the problem of fulfillment-center operation, without replacing human workers. Even cuts in defense may help rather than hurt the robotics industry, Brooks said. Earlier this week, U.S. Secretary of Defense Robert Gates announced plans to cut big weapons programs such as the F-22 fighter jet. But Brooks said a shift away from Cold War-era programs could benefit cheaper options such as robotics. Looking to take advantage of networking opportunities, Amherst, N.H.-based MobileRobots Inc. joined the MassTLC cluster this month, according to CEO Jeanne Dietsch. She sees geographical informations systems technology creating a “huge” opportunity in the homeland security space. The government owns a lot of buildings it doesn’t know much about, Dietsch said, providing a potential market for mapping robots such as her company’s MapperBot.

Teaching Entrepreneurship Conference

2009-04-13T13:57:00.003-04:00

The State Department of Education is sponsoring a conference on Teaching Entrepreneurship on Wednesday, April 29th at the Holiday Inn in Waterbury. In these increasingly competitive times developing entrepreneurial skills will be a plus for students across all career pathways.
Take advantage of this unique opportunity to learn about the benefits of helping our students develop entrepreneurial skills , the wide variety of agencies that can support those efforts and the growing field of E-commerce. You will also hear from colleagues teaching Entrepreneurship and students already using their entrepreneurial skills.

For more information go to Teaching Entrepreneurship

Anyone Know This CT Teachers at ITEA in Louisville?

2009-04-11T10:23:00.001-04:00

Volunteers needed for CT CTEA VEX Robotics Competition

2009-03-20T17:38:00.001-04:00

The CTEA is looking for volunteers to work at the 2009 CT-CTEA VEX Robotics Competition on April 5th at CCSU.

If interested, please visit the CT VEX website at http://sites.google.com/site/ctvrcchampionship/volunteer-form

this is a great way to learn more about Robotics in the Technology Education curriculum while helping out your professional association.

If you have any questions please feel free to contact me.

Teams Registered for the CT-CTEA VEX Competition

2009-03-13T13:43:00.003-04:00

As of today, the following schools have teams registered for the april 5th CT-CTEA VEX robotics Competition at CCSU. For more information visit the CT-VEX Competition website at http://sites.google.com/site/ctvrcchampionship

*************************************************************

Oxford HS
Windham Middle School
Killingly High School (2)
Brookfield High School
Crosby High School
Montville High School
Stafford Public Schools
South Windsor High School
Platt,Maloney, Wilcox Tech
Leominster Robotics
Montclair High School
Leominster Robotics
Weaver H.S.
Manchester High School
Mansfield Middle School (3)

CT-TSA 2009 Conference Website Created

2009-03-09T10:23:00.002-04:00

CT-TSA 2009 Conference Website Created

In order to inform and recruit the Connecticut technology education community I have created a 2009 CT-TSA State conference website.

http://sites.google.com/site/conntsa/

Please visit this site to learn more about this years conference (May 8th at the Hartford Convention Center), to volunteer to judge or to prepare your TSA chapter for this event.

Any questions please contact me at Gregory.Kane@ct.gov

Connecticut VEX Scrimmage Event Saturday 3/7/09

2009-03-02T11:27:00.003-05:00

Connecticut VEX Scrimmage Event

Connecticut VEX Scrimmage EventThis scrimmage is open to any registered VEX Robotics Competition Team in the State of Connecticut. We want teams to compete at least once before they attend their championship events! Good luck! Hope to see you there.

Connecticut VEX Scrimmage Event

Date: 03/07/2009

Venue: South Windsor High School Cafeteria

Team Capacity: 16

Entry Fee: $50

Registration Deadline: 3/3/09

Contact Al Mothersele: amothersele@swindsor.k12.ct.us

Directions to South Windsor High School

From I91 South (Coming from Springfield, MA or North)

Take exit 44, US 5 South, East Windsor. Continue on US 5 for approximately 3 miles. At the stop light go left onto Sullivan Avenue (Route 194). Follow Route 194 (Sullivan Avenue for about 3 miles. At the third traffic light on Route 194, make a left turn onto Ayers Road. Cross Graham Road at the stop sign. The main entrance to SWHS is on the right just past Wapping School.

From I91 North (Coming from New Haven/Middletown, Meriden or South)

Take I84 East at East Hartford and follow directions immediately below.
From I84 East (Coming from Hartford or West) Take exit 62, Buckland Street. Turn left onto Buckland Road and go 2 miles to a four-way intersection. Go straight through, you are now on Route 194 Sullivan Ave. At the second traffic light turn right onto Sand Hill Road. Take first left (Nevers Road – Police Station will be on your right). Go past SWHS and take left onto Ayers Road. The entrance to SWHS is on the left.

From I84 West (Coming from Boston, Worchester or Sturbridge)

Take Exit 63, South Windsor/Manchester. At stop light at the end of the ramp, turn left and follow Route 30 for 2 miles. At four-way intersection, turn right onto Route 194 (Sullivan Ave) and follow Route 194 to second traffic light. Turn right onto Sand Hill Road. Take first left onto Nevers Road (Police station will be on your right). Go past SWHS and take left onto Ayers Road. The entrance to SWHS is on the left.

From Windsor/Bloomfield

Take the Bissell Bridge to US5. Turn left on US 5 and go approximately 4 miles and take right onto Route 194 (Sullivan Avenue). Follow Route 194 (Sullivan) Avenue for about 3 miles. At the third traffic light on Route 194, make a left turn onto Ayers Road. Cross Graham Road at the stop sign. The main entrance to SWHS is on the right just past Wapping School.

State Board Looking for Student Members

2009-02-28T00:21:00.001-05:00

Since July 1998, two Grade 12 public school students have been seated on the Connecticut State
Board of Education. The students, who are appointed by the Governor, serve a one-year term,
beginning July 1. This year’s student members, Christine Larson of Trumbull and Brandt Smallwood of Simsbury, have brought unique and valuable perspectives to the Board’s deliberations.

We are now beginning the selection process for the 2009-10 student Board members. The
application package is enclosed. Please post the “Notice to Grade 11 Students” on a centrally
located bulletin board and on your website. The application materials can be downloaded by
accessing the Department’s website: www.state.ct.us/sde. Applications must be postmarked on
or before March 20, 2009. Please distribute this notice to your PTA presidents, student council
members and post throughout your school building.

The State Student Advisory Council on Education (SSACE) will review all applications and will select several students for an interview. A SSACE panel will conduct interviews in April or May and will refer five of those individuals to the Governor for her consideration. The Governor, in turn, will interview the five students and will appoint two students to serve on the Board from July 1, 2009, through June 30, 2010.

Please encourage qualified students in your school to submit their applications. I look forward to
your school’s participation in this unique opportunity for students. If you have any questions
concerning the application process, please call Pamela Bergin, Assistant to the Commissioner, at 860-713-6510.

“Teen Safe Driving Video Contest”

2009-02-27T22:44:00.003-05:00

On Feb. 26, the Connecticut Department of Motor Vehicles announced the winners in the “Teen Safe Driving Video Contest” and West Hartford's Hall High School entry took second place. Branford High was named first place with Coginchaug High School coming in third.

Allstate Insurance provided the $1500 prize awarded to Hall HS that will be used for safe teen driving programs. More than 200 students from around the state participated in this video competition.

Hall’s Graphic Communication students John Faenza and Ben Silverstein’s video came in second from among the over 60 submitted. Hall Technology teacher Dan DeCourcy said that “These two young men are extremely talented and to see them express their ideas so well through video is a teacher's dream.”

The WFSB Channel 3 news segment on the project can been seen at: http://www.wfsb.com/video/18807018/

The full teen safe driving videos can be found at the following site:

http://www.ct.gov/teendriving/videos

FREE MODEL SOLAR CAR WORKSHOP FOR GRADES 5 to 8 EDUCATORS

2009-02-27T22:44:00.000-05:00

FREE MODEL SOLAR CAR WORKSHOP FOR GRADES 5 to 8 EDUCATORS
Come learn about the Junior Solar Sprint (JSS) Model Solar Electric Car Program. Give kids a hands-on opportunity to learn about environmental issues, photovoltaics, engineering design process, physical science, craftsmanship and more through this highly engaging activity. Junior Solar Sprint is great for a technology education, science or upper elementary (grades 5 & 6) classroom; after school; home school, or youth group.

THERE ARE 2 MODEL SOLAR ELECTRIC CAR WORKSHOPS FOR EDUCATORS IN CONNECTICUT:
1. New Britain: Thursday 3.19.09 at Slade Middle School 4:00 to 7:00pm
2. Norwalk: Wednesday 3.25.09 at Norwalk Town Hall 4:00 to 7:00pm

At the workshop, you receive:
· An introduction, tips and strategies for teaching and leading a Junior Solar Sprint program for kids.
· A Junior Solar Sprint curriculum and resource packet with a chance to try lessons, plus additional renewable energy curricula and certificate and patch programs for kids addressing topics such as climate change, solar energy and wind energy.
· A free battery-operated car kit from Pitsco and an opportunity to try building a car with support.
· A letter of attendance for your professional development requirements.
· A chance to network with other educators involved in JSS, and to meet your area event coordinator and Championship coordinator.
· A chance at door prizes including a JSS official solar panel from Pitsco.
· A pizza dinner
To register (required), visit the NESEA website www.NESEA.org, click on K-12 Education and download a form, OR just email or FAX us your name, address, email, phone, school/organization and grade. Be sure to note the date & location of the workshop. FAX: (413) 774-6053 or EMAIL: sreyes@nesea.org

House Affirms Support for Engineers

2009-02-13T11:25:00.003-05:00

House Affirms Support for Engineers

(Washington, DC) – Today the U.S. House of Representatives passed H.Res. 117, which supports the goals and ideals of National Engineers Week, by a vote of 422 to 0. The resolution was introduced by the Research and Science Education Subcommittee Chairman Daniel Lipinski (D-IL), who holds engineering degrees from Northwestern University and Stanford University.

National Engineers Week is February 15-21 2009. Today, the House affirmed that it: supports the goals and ideals of National Engineers Week, to increase understanding of and interest in engineering and technology careers and to promote literacy in math and science; and will work with the engineering community to make sure that the creativity and contribution of that community can be expressed through research, development, standardization, and innovation.

“Engineers play an important role in our society in helping to meet many of technological challenges we face, and it is important that we recognize and celebrate that role,” said House Committee on Science and Technology Chairman Bart Gordon (D-TN). “Engineers have played a crucial role in our economic growth, especially their role helping to span the gap between scientific discovery and commercial products. Economic estimate that half of our growth in GDP over the past 50 years is related to the development and adoption of new technologies. Having a strong national community of engineers will be a key factor in our nation’s ability to reverse the economic downturn and create the jobs and products of the future.”

“Engineers have built bridges and ships to carry people and goods across water, railways to carry products and passengers across continents, and the internet to carry information around the world,” said Lipinski. “We need the innovative power of engineers more than ever to confront the new challenges before us. They will help us build the bridge to the new energy economy and American energy independence.”

National Engineers Week has grown into a formal coalition of more than 70 engineering, education, and cultural societies, and more than 50 major corporations and government agencies. Its goal is to raise public awareness of the significant, positive contributions to society by engineers, and to encourage young students to see themselves as possible future engineers.

The 2005 National Academy of Science report Rising Above the Gathering Storm highlighted that fewer students are focusing on engineering in college at a time when increasing numbers of today’s engineers are nearing retirement. Celebrations such as National Engineers Week are an important part of highlighting the importance of engineers, and inspiring more students to think about pursing a career in engineering.

STEM EXAMPLES FROM DC

2009-02-07T10:53:00.004-05:00

Welcome to the home of the STEM Transitions initiative. This one-year project is being led by the Center for Occupational Research and Development (CORD). Funded by the U.S. Department of Education Office of Vocational and Adult Education under cooperative agreement with the League for Innovation in the Community College, the project is building on the work of the College and Career Transitions Initiative. At the heart of the project are the six Science, Technology, Engineering, and Mathematics (STEM) career clusters that have provided the context for instructional materials that demonstrate the convergence of academic and technical content at the community college level.

LINK TO SITE

Where Does Technology Education & Engineering Fit?

2009-02-07T09:53:00.002-05:00

This is from an Ag Summit I attended in Indiana, but just look at the opportunities for Technology Education and Engineering.

Gkane

Late Friday afternoon at the Ag Ed Summit, materials were shared with those wanting to discuss the prospects for agricultural education and the economic recovery plan. The attached documents represent the House version of the bill and will be subject to modification by the Senate as early as Friday night and then must complete a conference process between the two bodies.

The initial summary of the House bill suggests the following opportunities for CTE and agricultural education to consider:

$100 million is also included to improve instruction in science, math and engineering.
$4 billion for job training … with priority consideration to “green” jobs.
$1 billion for 21st century classrooms, including computer and science labs and teacher technology training.
$250 million for competitive grants to states to design and develop data systems that analyze individual student data to find ways to improve student achievement, providing teachers and administrators with effective tools.
$100 million for competitive grants to states to address teacher shortages and modernize the teaching workforce.
$6 billion to expand broadband internet access so businesses in rural and other underserved areas can link up to the global economy.
· $1.2 billion to create up to one million summer jobs for youth
$2 billion for expanding employment opportunities in fundamental science and engineering to meet environmental challenges and to improve global economic competitiveness.

Another Reason to Join the CTELC

2009-02-06T08:06:00.002-05:00

The following link lets you see what the members saw at the last meeting of the Connecticut Technology Education Leadership Council visit to Cheney Technical High School.

CTELC is one of the best deals in town, contact Sue Coco scoco@cheshire.k12.ct.us

http://gaspvideoproductions.com/CTELCChenyTech.html

March meeting which is tentatively set for the 19th at Consolidated Industries, Cheshire, CT.

ANNUAL ELECTRATHON MEETING

2009-01-28T07:34:00.001-05:00

ANNUAL ELECTRATHON MEETING

The Annual Electrathon Meeting is scheduled for:
Date: February 11, 2009
Time: 6:45 PM
Place: Copernicus Hall
Room 101

The 2009 season schedule is just about finalized, and looks to be more exciting than past programs. If you have any topics that you feel need to be placed on the agenda, send them to me by Feb 5, 2009.

Please let me know if you plan on attending by Feb 9, 2009, so that we can make arrangements, guests are welcome.

Mike Grella

76 Chestnut HillLitchfield, CT(860)

860-567-5811
http://www.ctelectrathon.org

CT Teachers, Immerse Yourself in 21st Century Technology

2009-01-26T08:13:00.003-05:00

The College of Technology's Regional Center for Next Generation Manufacturing, in collaboration with Asnuntuck Community College, would like to make you aware of an exciting opportunity happening. Come join us as we explore the exciting and innovative world of Additive Manufacturing Technologies that are used in modern manufacturing, art, animation, medical modeling, architecture, aerospace, and the automotive industry.
You'll also have the opportunity to hear from industry expert Terry Wohlers who has over 27 years experience in the field. Mr. Wohlers has been quoted in The Boston Globe, Business Week, Chicago Tribune, Discover News from the Discovery Channel, The Enomist, FORTUNE, Forbes, Los Angeles Times, San Francisco Chronicle and Scientific American to name a few.

Please note: teachers are encouraged to attend on Friday March 27th.

If you would like more information, please go to this brochure.

Click here to register.

PLTW Extends Deadline for New School Registration to March 13, 2009

2009-01-26T08:08:00.000-05:00

In order to better accommodate school district and school site decision-making processes and timeframes Project Lead The Way, Inc. has agreed to extend the registration deadline for new school districts and new schools to Friday March 13, 2009. All school districts must register new schools by this date in order to implement the PLTW® program for the 2009-10 school year.

Please visit this link for the online registration page: http://www.pltw.org/register/

New Grant Opportunity -- Please note the following opportunity for schools already in PLTW or planning to join PLTW

2009-01-22T21:01:00.000-05:00

Please note the following opportunity for schools already in PLTW or planning to join PLTW

New Grant Opportunity

HP Innovations in Education --Secondary School Districts – USA

For over 10 years, Hewlett Packard has offered PLTW schools the opportunity to obtain computers, printers and other hardware at a discount. Hewlett Packard is committed to education and is continuing to partner with Project Lead The Way not only by offering affordable technology but also by offering grant opportunities through special initiatives such as the HP Innovations in Education grant program. This program is open to schools across the country and is a competitive RFP process. PLTW schools have a great opportunity to obtain this comprehensive technology package and enhance their ability to deliver PLTW courses, courses that HP recognizes as an outstanding curriculum that can be maximized by the technology and training included in this special grant opportunity. Please see official announcement below:

HP Innovations in Education

Building on 5 years of experience with the HP Technology for Teaching grant program, HP has just announced a new grant opportunity entitled HP Innovations in Education. HP seeks proposals from school districts in the US that are pursuing the use of technology to enhance academic success in secondary school (middle school and/or high school) math and science. Each award, valued at more than $270,000, will consist of equipment, cash and professional development. Proposals that will be considered should describe how technology will be used to enable innovations in four areas – Leadership Capacity, Digital Learning Environments, the Secondary Student Design & Research Experience, and High-Tech Career Awareness. Visit www.hp.com/go/hpiie-usa for more information and to download the Request for Proposals. Applications are due March 30^th.

HP seeks proposals from school districts pursuing the use of technology to enhance academic success in secondary school (middle school and/or high school) math and science. Proposals that will be considered will describe how technology will be used to enable innovations in four areas:

· Leadership Capacity – creating a network of school administrators and key teachers who implement innovative approaches to curriculum, instruction, and the use of technology to enhance math/science learning.

· Digital Learning Environments – using technology to fundamentally redesign the learning experience in ways that lead to increased student engagement and academic success; can include innovations in online learning, virtual worlds, gaming for learning, and simulations.

· The Secondary Student Design & Research Experience – making math and science real and relevant by involving secondary students in design and research challenges that address real needs in society; can include local and/or global service learning.

· High-Tech Career Awareness – engaging administrators, teachers, and students in ways that increase awareness and interest in high-tech college
degree programs and careers.

Please feel free to share this exciting news with Superintendents or Assistant Superintendents of Curriculum and Instruction. Here are the key facts:

· HP plans to fund approximately 25 secondary school districts in the USA.

· Each grant is valued at more than $270K in equipment, professional development, and cash.

· Proposals are due March 30^th, 2009.

· Applicants are invited to visit www.hp.com/go/hpiie-usa to download the Request for Proposals, which describes all the important details

Apply for the Warner Award today and you could win $500.00!!!!

2009-01-22T20:35:00.001-05:00

Apply for the Warner Award today and you could win $500.00!!!!

Epsilon Pi Tau has opportunities for undergraduate, graduate, and professionals to win monetary awards through the Epsilon Pi Tau Warner Awards Program. Please see the EPT web site for further information (www.Epsilonpitau.org, go to "Membership Info" on the left hand side of the home page and click on "EPT Awards Program"), or contact your Regional Director, or the International Office if you have any questions.

Submission deadline is Feb. 15, 2009.

Epsilon Pi Tau International Office
Technology Bldg.
Bowling Green State University
Bowling Green, Ohio 43403-0296
Phone: 419/372-2425
Fax: 419/372-9502
Email: ept@bgsu.edu

CT PLTW Team in Real World Design Challenge

2009-01-21T08:25:00.003-05:00

Congratulations to Ken Ludwig and the K-Five Team from Waterbury

The state of Connecticut is proud to be one of the pilot states for the Real World Design Governor's Challenge. This challenge provides high school students, grades 9 – 12, the opportunity to work on real world engineering challenges in a team environment. The Department of Energy issued this years challenge which focuses on aeronautics and energy usage. The teams are now using engineering software programs to design and test the performance of a new fuel efficient wing for an aircraft. Connecticut has two teams vying for a chance to represent the state at the Real World Design Challenge National Finals in Washington, DC in March of this year. Team K-Five represents Kennedy High School in Waterbury, CT and is coached by Ken Ludwig. The students representing K-Five are Klejton Dinkollari, Lefter Dinkollari, Michael Matic, William Betances, and Jordan DeAngelis. Team Falcon represents Xavier High School of Middletown, CT and is coached by Michael Humphreys. The students representing Falcon are Matthew Morrone, Bruce Funteral, Michael Leon, Austin Kelly, Greg Witz, Christopher Muckle, and David Mallick. On Jan 9, 2009 the RWDC Teams were hosted at the Connecticut Center for Advanced Technology (CCAT) by the National Center for Aerospace Leadership (NCAL). The students were greeted by the NCAL Director, Robert Mansfield, who discussed with them the fun that could be had when applying engineering skills to a real world problem. Each team was assigned a mentor from the NCAL program. Nasir Mannon and Cristina Cook, both Manufacturing Software Application Engineers, worked with the teams as they navigated the design software. The state finals will be held on Feb 10th.

Attention Race Fans!!!!!

2009-01-20T08:16:00.000-05:00

Attention Race Fans!!!!!

My name is George Deliman. I am a Tech. Ed. teacher at RHAM Middle School in Hebron. Once again, I will be organizing the Alternate Energy Vehicle Race, which was started by John Larkin at CCSU several years ago. It is open to any middle or high school Tech. Ed. program.

There are 2 types of vehicle races; the electric go-kart and the 2 person pedal power, with prize money and a trophy for the top 3 finishers.

The race will be held at the Berlin Go-Kart Track/Batting Cages on the Berlin Turnpike. They have graciously donated the use of their facility for the past 7 years. This year, the race will be held on Wednesday, May 27, from 9:00-2:00.

With your participation, we can get back to the old days of 25 schools competing instead of the few diehards that show up each year. This is my 11th year participating, and its been a blast.

For the new people, it’s easy to get started. A few dedicated kids during class or after school can really get things moving. Many parents and teachers have old bike parts, go kart frames, tires, etc. It doesn’t take anything elaborate. What a wonderful way to combine the hands-on of Industrial Arts with the problem solving of Technology Education. There is no prize for beauty.

If you are not interested, or can’t participate for other reasons, please email me so I can remove you from the mailing list.

Thanks,

George Deliman
RHAM Middle School
25 RHAM Rd.
Hebron, CT 06248
860-228-9423 ext.4122
delimangeo@reg8.k12.ct.us

Congratulations to Lew Tucker and the Old Lyme Technology Education Department

2009-01-15T08:24:00.002-05:00

GREAT PRESS LEW

Educating the incoming Administration about the Importance of Perkins Funded Career Technical Education

2009-01-05T14:32:00.000-05:00

Educating the incoming Administration about the Importance of Perkins Funded Career Technical Education

The Obama Presidential Transition Team is using the webpage www.change.gov to solicit ideas from the American people on issues of concern. This solicitation provides an avenue to educate the incoming Administration about the importance of Perkins funded career technical education and the benefit it is providing millions of students, as well as employers, across the country.

As with any education campaign it is critical that we provide a unified message to help enhance the understanding of CTE which includes Agricultural Education. It is suggested that you keep your message short and to the point and focus briefly on at least one of the following points that is particularly pertinent to your state. The following points are consistent with the message our community has been delivering for the last several months:

• CTE programs are reforming high school curriculum,
• CTE programs are helping keep students engaged in school and preventing drop outs,
• CTE programs are educating and training students who will take jobs in high need, high skill, high wage industries,
• CTE programs enhance cooperation and helps to leverage resources between K-12, community colleges, and businesses.

You can make these comments in either your professional capacity or as a private citizen--whichever approach makes the most sense for you. To get to the web page where you can input your comments go to www.change.gov . Once there, click the Agenda tab, then Education, then Submit Your Ideas.

Month at a Glance

2008-12-30T09:05:00.001-05:00

MONTH AT A GLANCE

TECHNOLOGY EDUCATION & ENGINEERING

JANUARY 2009

Wednesday, January 7, 2009 – 10:00am – OWC Office Rocky Hill – CT-TSA and PLTW State Conference planning Session

Thursday and Friday January 8-9, 2009 – Worchester, MA – New England PLTW School Counselor Conference

Tuesday, January 20, 2009 – CCSU 4:00pm – CTEA Spring Conference Planning Meeting

**Thursday, January 22, 2009 – CREC Coltsville Building 8:30 – 12:00 noon – EBD One Year Later - With Engineering by Design being offered in numerous Connecticut schools, participants will hear first hand what the first year teachers think of the EbD program. A general overview of EbD and requirements for a district to offer EbD will be presented for those who may be considering EbD as a pre-engineering option for their students

+ Monday, January 26, 2009 – Howell Cheney Technical School, Manchester – 3:30pm – CTELC Leadership Meeting #289

**Thursday, January 29, 2009 – New London Science and Engineering Magnet School – 9:00am - The third statewide Project Lead the Way teacher conference will showcase best practices in pre-engineering, explore a statewide engineering capstone course competition and unveil a Connecticut PLTW Robotics competition planned for April of 2009. PLTW teachers will have the opportunity to meet with other Connecticut educators to discuss successes in the classroom related to each PLTW course

** To register contact Mary Lou Molloy mmolloy@crec.org

+ To register contact Sue Coco scoco@cheshire.k12.ct.us

For Additional Information or to share items for next months, Month at a Glance Contact Gregory Kane Gregory.Kane@ct.gov

Greetings

2008-12-24T08:23:00.000-05:00

I want to wish you and your families the happiest of holiday seasons.

As I look toward next year I am excited about all the opportunities available to technology education teachers in Connecticut. The number and topics of professional development activities as well as meeting and conferences is extensive (see below). I hope you take advantage of these opportunities by participating wherever possible.

The word from Washington is the President elect is a supporter of Career and Technical Education and will be looking to put people with CTE experience into the US Department of Education. There is even talk that he supports Perkins and an increase of dollars for this grant is not out of the question.

At the State level, even though our financial outlook is grim, we are moving forward with pushing the school reform plan. This means the concept of students being enrolled in STEM courses, CTE electives and Senior project is still part of the foundation of the plan. Technology Education is seen at the heart of these proposals. Our time is now.

I also encourage you to get involved or at least join your professional organization. ITEA, CTEA, CTELC, TSA all have a lot to offer you and your programs.

Once again Happy holidays and Happy new Year.

Greg

January 8-9, 2009 PLTW New England School Counselor Conference Worchester MA
January 22, 2009 Engineering by Design (EBD) One Year Later, CREC Hartford
January 26, 2009 CTELC Meeting #289 Howell Cheney Technical High School Manchester
January 29, 2009 PLTW Teacher Workshop Science and Engineering Magnet School New London
March 5, 2009 VEX Follow-up workshop
March 7, 2009 VEX Robotics Scrimmage South Windsor High School
March 10, 2009 Construction workshop Follow-up ITEB New Britain
March 18, 2009 CTELC #290 being finalized
March 25-28, 2009 ITEA Conference
April 4, 2009 Connecticut CTEA VEX Robotics Competition CCSU New Britain
May 8, 2009 CT-TSA State Conference Hartford Convention Center
May 9, 2009 PLTW Student Presentation Hartford Convention Center
May 14, 2009 CTELC #291 Pratt and Whitney Jet Engine Training Center in East Hartford
May 27, 2009 CTEA State Conference CCSU

I am sure we will be adding to this list and as new opportunities develop I will post them on this listserv and the Connecticut Technology Education BLOG at http://connecticut-te.blogspot.com/

"NEW" Connecticut Career Pathways Booklet

2008-12-22T14:30:00.013-05:00

LINK TO COMPLETE DOCUMENT

Your Opportunity to Provide Input to the Transition Team

2008-12-22T13:50:00.000-05:00

Your Opportunity to Provide Input to the Transition Team

The Obama Presidential Transition Team is using the webpage www.change.gov to solicit ideas from the American people on issues of concern. This solicitation provides an avenue to educate the incoming Administration about the importance of Perkins funded career technical education and the benefit it is providing millions of students, as well as employers, across the country.

As with any education campaign it is critical that we provide a unified message to help enhance the understanding of CTE. I would suggest that you keep your message short and to the point and focus briefly on at least one of the following points that is particularly pertinent to your state. The following points are consistent with the message our community has been delivering for the last several months:

• CTE programs are reforming high school curriculum,

• CTE programs are helping keep students engaged in school and preventing drop outs,

• CTE programs are educating and training students who will take jobs in high need, high skill, high wage industries,

• CTE programs enhance cooperation and helps to leverage resources between K-12, community colleges, and businesses.

You can make these comments in either your professional capacity or as a private citizen--whichever approach makes the most sense for you. To get to the web page where you can input your comments go to www.change.gov. Once there, click the Agenda tab, then click Education, then click Submit Your Ideas.

Madison TE in the News---Foundation + Students + Commission = New Boat

2008-12-19T14:28:00.001-05:00

Posted by Shore Publishing on Nov 06 2008, 03:24 PM

By Marianne Sullivan, Source Senior Staff Writer:

The Shellfish Commission needs a simple wooden workboat to help it distribute shellfish along the town’s public beaches and shellfish beds. Daniel Hand High School team teachers Mike Docker and Bryan Amenta wanted to provide their approximately 30 marine science students with a hands-on experience. Enter the Madison Foundation.

With a $500 grant from the foundation, the students, Docker, and Amenta have started to build a Brockway scow as part of the class’s regular curriculum.

Amenta explains, “This is a great project for the students. They really enjoy it. I never thought we would have the opportunity to do this.”

He has managed to sandwich the incomplete shell of the scow into the limited space within the school’s manual arts workshop.

Recently Perry Rianhard and William Cika, two members of the Shellfish Commission, had the opportunity to see the progress being made on the construction and to meet with the teachers and students.

“It’s what we need. It’s just what we need,” Cika said.

Rianhard and Amenta explained that Brockway boats are built “really with no plans” and from plywood. The one now under construction will be “a little longer and a little wider” than “most Brockways…but it will be a good, stable boat.”

Perfect for the work the Shellfish Commission undertakes, Rianhard said.

The commission and the classes have worked together in the past. Students have helped to assess the clam population off Seaview Beach and have helped with the sorting of oysters at the commission’s upweller at the town dock. The commission grows, harvests, and distributes clams and oysters in public areas and commercial beds in local waters. It also does significant water testing. To gain access to these areas–and to haul shellfish to them–the commission needs a steady boat with plenty of room. The Brockway is it, everyone agreed.

Everyone agreed on one other factor–none of this would have been possible without the $500 grant provided by the Madison Foundation. The grant represents just one example of the many projects funded in whole or in part by the foundation. The Madison Foundation is a non-profit community foundation serving all of the residents of Madison who share a common concern–preserving and improving the quality of life in Madison.

Pictured: Members of the Daniel Hand High School Marine Science and Technology course crowd into the still-to-be-completed shell of a scow the class is building for the town’s Shellfish Commission. The project is being funded by a grant from the Madison Foundation. The 30 students are joined, at right, by William Cika and Perry Rianhard of the Shellfish Commission, Madison Foundation President Dick Benson, and teachers Bryan Amenta and Mike Docker.

Photo by Marianne Sullivan

May 2009 CTELC Leadership Meeting Coming Along

2008-12-19T09:08:00.007-05:00

Plans for the May 2009 CTELC Meeting are moving right along. The meeting will be hosted by the Pratt and Whitney Training Center in East Hartford. This is the place where P&WA provides hands on training on all their latest engines. During the meeting we will also visit the P&WA Museum.

For more information on joining the CTELC contact Membership Chair Sue Coco at scoco@cheshire.k12.ct.us

WEST HARTFORD ROBOTICS TEAM SCORES AGAIN

2008-12-18T13:45:00.001-05:00

HALL ROBOTICS TEAM SCORES AGAIN
--------------------------------------------------------------------------------
The Hall High School Robotics Team, entering its first national level competition, made it to the semi-finals and placed 6th overall.
At the national BEST competition at Auburn University in Alabama, the Hall HS team and their robotic entry, the BaconBot, outdistanced many other schools to reach the semi-finals of the event and take the number six slot overall.

The purpose of the BEST Robotics program is to inspire students to pursue careers in engineering, science, technology, and math through participation in a sports-like science and engineering-based robotics competition. Contributions from Trumpf Industries and the Hartford Foundation for Public Giving made it possible for the entry to be shipped to Auburn and for the students to travel there.

The Hall HS Robotics Team had previously taken first place in Robotics Engineering and second place overall in the Connecticut BEST Robotics competition, held this past October at CCSU.

Hall Robotics Team members are Nathaniel Barshay, David Haber, Nicole Rivilis, Dan Rodowicz, Woosung Lee, Feng Cheng and Nathan Tulchinsky, led by teacher Chet Bacon.

http://www.whps.org/schools/hall/departments/technology/Robotics/Robotics/info.html

http://www.southsbest.org/

Why Hands on Education

2008-12-18T11:27:00.001-05:00

David Gergen, editor-at-large of "U.S. News & World Report," engages Frank Wilson, a neurologist and author of "The Hand: How Its Use Shapes the Brain, Language, and Human Culture."

DAVID GERGEN: Dr. Wilson, as a neurologist, how did you become so fascinated with the human hand?

FRANK R. WILSON, Author, "The Hand:" Well, it actually started some years ago. At that time my daughter was a sort of an up-start young pianist. She was getting ready for a recital, and she was playing a piece that all 12-year-old girls like to play; it's called "The Fantasy Impromptu." It's a Chopin piece. And I had never really watched her hands. And it struck me suddenly that there was something very special about what was happening in front of my eyes. I was looking at a neurologic phenomenon, a very human phenomenon, and I didn't really understand it. So I asked myself: What is it that makes her fingers go so fast? In other words, what is it about the brain that explains how the hands work? And it was after that, that the question sort of turned upside down, and it became the question about what do the hands have to do with how the brain works, or how the brain is organized, which is what my book is about.

DAVID GERGEN: So tell us -- how does the hand influence how the brain works?

FRANK R. WILSON: Well, it's a long story - I mean, it's several million years long. What I spent time working on was the question of the actual distinctive organization of the brain. And to put that in a nutshell, the hand, the human hand, starting about three million years ago, began to change very subtly. Everybody knows that our ancestors came down from the trees. As Darwin observed, animals that were walking around on four limbs could stand up, and the hands then became free to do other things. And so we had the opportunity; we had the opportunity beginning at that time to do things with the hands. Now, of course, monkeys, chimpanzees, and guerrillas have hands very like ours but not exactly like ours. And there were some subtle anatomic changes in the hand that make it work in a way that really changed the survival prospects of our ancestors once they got on the ground.

DAVID GERGEN: And that began to interact with the brain; the hand began changing the brain, in effect?

FRANK R. WILSON: Well, the hand and the brain really grew up together over some millions of years, and the result of that was that an enormous part of the control apparatus of the human brain is now really specialized for skilled use of the hands. It's a big story, way too big a story for us to go into in detail here, but it's really the crux of what then becomes an issue, I think, in human development, because you can compress the anthropology story in such a way that you can ask the question about us as individual human beings. What is it about the hand that accounts for the way we as individuals develop? And that's another very interesting story.

DAVID GERGEN: Well, I'd like to pursue that because one of the main themes of your book is that the hand traditionally has been very important to human education of an individual and increasingly you believe in modern education, we're ignoring the importance of manual dexterity and manual learning.

FRANK R. WILSON: There has been a prejudice that manual labor is somehow demeaning. And, in fact, British surgeons, for example, were called "Mister," because to be a real physician, a real doctor, why you actually were doing something with your brain, rather than your hands -- and what's been missing in this story is that particularly in early childhood, the experience that begins around the age of one, when a child begins to be able to control individual finger movements, the child gets up off its bottom, starts walking around and exploring the world, and actually begins using words for the first time -- what we really think of as the beginning of human thought and human individually -- is really tied up with these chronologically very, very tightly controlled events that all children go through. Now once children get into school this sort of learning machine that was given to us by biology is sort of preempted by a culture that says, well, we would like our sons and daughters to go to Harvard, and we would like them to be computer scientists and we would like them to be aeronautical engineers, so, well, we'll now take that over, and we will fill the child with the information that the child needs. Unfortunately that does violence psychologically to the child, and it also, unfortunately, divorces that child from the physical world at a time when that child has to know what the world really is about. It's a world that you can't really quite get through the computer. You really get it better outside throwing snow balls and mud balls and playing with cats and animals and toys and making things up.

DAVID GERGEN: And actually working with those kind of things and working with your hands - it actually you more or teaches you other things that you don't learn if it's all cognitive.

FRANK R. WILSON: Well, you can't really separate what's in the mind from what's in the body. Knowledge really is the whole behavior of the whole organism. And the mistake that we've made - I think -- isn't focusing on education. It's thinking that you can educate the mind by itself.

DAVID GERGEN: You've noticed that among some engineers-new engineers that there may be something missing in their education earlier, which distinguishes them from older engineers.

FRANK R. WILSON: Yes. Earlier we discussed this, and this is actually an interesting story, and this will prove that I'm not against computers or the Internet. I put my E-mail address on the dust jacket of the book, hoping that people would communicate with me. The publisher was terrified, that this was an awful mistake, but I said, no, I want to hear what people have to say. The very first message that I got after the book was published was from a man who owns a - he's a car mechanic - and he owns a shop in southern California. And we've had very many conversations, but what it really came down to was that he became concerned as a man who hires high school students as apprentices to work in his shop, that these kids were not getting it; he could not teach them; there was something that they just didn't seem to be able to understand. And he had a phone call from the vice president of an engineering firm, and as he tells me this story, the vice president said, you know, we're having trouble with our younger engineers, they're very brilliant; they're very well educated; but when we give them a problem that has to do with spatial relations, and designing an object, let's say a piece that goes into a space capsule, a module of some kind, and there's something that's three-dimensional about it that has to be fixed, they just don't seem to understand it, and so we don't hire any engineers anymore - no matter where they come from -- unless they've had working experience as mechanics. So we're coming to the edge of, I think, a discovery about - about education, which is that you can't really skip this experience. It's important for children to have hands-on experience when they're young.

DAVID GERGEN: So parents ought to allow their children to have that - satisfy their curiosity working with their hands, working inside an automobile, working with other things like that?

FRANK R. WILSON: It couldn't be more important. And, you know, music lessons or playing with animals - I mean there are any number of experiences that kids ought to have, but you can't rush that. Biology took a long time to get us this gift that we have, this marriage of hand and mind, and it's a mistake, I think.

DAVID GERGEN: Dr. Wilson, let me ask you one other question because you write about this so enthusiastically, and that is the degree of emotional satisfaction that so many people have working with their hands - painters, sculptors, people who climb mountains, and others.

FRANK R. WILSON: That was really what got me started. I was interested in the emotional quality of musicians' work, and I thought, well, maybe it's just because they're professional emoters; they're supposed to be emotional. But I wondered then if it might be true of others. And I met a young man who was a puppeteer in Dusseldorf and he had spent his whole life working with puppets, and his emotional feelings - the passion and really the inventiveness that he brought to his work I found again and again and again in people who had decided that they really wanted to be in charge of what they were doing, and it was really tied up with the hands. I've noticed now since I started working on the book about what happens to people with recreational lives. And there was a piece in the New York Times a few months back about the explosion of woodworking, and that it's now a multi-billion dollar business; now, all these guys who are sitting in offices, working over financial statements and spreadsheets and so forth, they can't wait to get out of there and build a cabinet. And there's a reason for that. It's much more fulfilling for people. They have some control over the outcome. They have some independence; they get some satisfaction. They see results, and they have to think problems through themselves.

DAVID GERGEN: Dr. Frank Wilson, thank you.

FRANK R. WILSON: David, thank you; I really appreciate being here.

Woods as Part of Middle School PLTW-This Could Work in Connecticut Too

2008-12-16T18:55:00.001-05:00

Junior High students get taste of engineering
By Linda Vanderwerf
West Central Tribune - 12/16/2008
Designing and building a wall shelf on a computer screen can be pretty cool.

But cutting and sanding the oak and building that shelf with your own hands is even better.

In the Gateway to Technology class at Willmar Junior High School, eighth-graders get to do both.

The half-year course takes the traditional wood shop project that’s been built for years at the Junior High and goes beyond, giving all eighth-grade students the chance to learn the basics of computer-aided design.

The class is part of a curriculum called Project Lead the Way, designed to give high school students a head start on studying for careers in engineering and technology. GTT gives students an introduction to the Project Lead the Way courses taught at Willmar Senior High.

“Now, everyone is going out there with the basics,” Cole said, and the teachers at the high school will be able to pick up where GTT leaves off.

Last week, students put the finishing touches on their shelves and began staining them.

Teacher Jason Cole told them he wanted to see the projects finished before school breaks for the holidays — “they make great gifts.”

Cole said he hadn’t known what to expect when the new components were added for an eighth-grade course, but he has been pleased.

The class began with drawing solid shapes with pencil and paper and learning about dimensions. The kids progressed to the building and computer design. “The kids just flew with it.” he said.

“I didn’t even know you could build this stuff on the computer,” said Chaz Fenske, 13, as he demonstrated how he designed the shelf and put it together on the computer screen.

Nate Mittag, 14, and Janessa Palmer, 13, were also working on the computers. Nate and Chaz listed GTT as their favorite class, while Janessa said she likes all her classes. All said their parents have been impressed with what they have learned.

“I like the building better than the computer stuff,” Janessa said. “You get to see it put together, and you know you’re the one who made it.”

Nate enjoyed learning the computer design. “It would be a great job,” he said. But he, too, liked the actual building better. His dad works at a lumber yard, he added, so he grew up around wood and enjoyed learning to work with it.

“I hear that a lot,” Cole said, when the students said they liked learning the computer design skills but preferred working with their hands. Parents often tell him the same thing at conferences, he said.

There’s something about learning how to use the power tools and having something tangible to show for their effort that will always appeal to kids, he said.

The course makes use of math and computer skills. Students use their communications skills, as they write a “shop journal” for the class. “They keep track daily of where we are and what we need to do,” Cole said.

Students are also charged with doing an assessment of their own work.

“That’s the whole thing with engineering,” Cole said. “You design it and build it and see how it works.”

A grant from the Kern Family Foundation of Waukesha, Wis., helped the school district implement the classes related to Project Lead the Way. It has paid for training for industrial technology teachers, provided software for the classes and helped pay for equipment, like the new computer lab in the Junior High’s industrial technology area.

He's the little St. Nick: Retired IA Teacher

2008-12-16T17:52:00.002-05:00

He's the little St. Nick: Retired
teacher turns passion into hobby
By Phyllis Royx
Special to the Journal Inquirer
Published: Tuesday, December 16, 2008 1:41 PM EST
STAFFORD — When asked what prompted him to begin collecting the impressive Santa and other Christmas figures on display this month at Stafford Public Library, retiree R. Price Milam says, “I taught eighth grade industrial arts at JFK Middle School in Enfield, and I used to play Santa there. I started this collection about 12 years ago, after I retired.”

The display has 50 figures of varying clothing styles worn by Milam’s Santa figures date from the mid-1800s to contemporary times.

“Some come from mall shops, some from catalogs, and some are gifts,” says Milam. “About 20 countries are represented in the collection.”

Milam is well-versed in Santa lore.

“In the late 1800s, Santas were depicted much thinner than they are today,” he explains. When Milam places a Santa costume on his spare frame, he needs padding to meet present-day girth requirements.

Milam himself has a rippling white beard and a mustache. Perhaps as much as the Santa roles he has played over the years, the facial hair explains why he will forever be Santa in the minds of some.

“Five kids who lived next door thought I actually was Santa,” he says.

A vision of Students today

2008-12-16T07:55:00.007-05:00

This is a remarkable video that every teacher should see.

Watch Video

Computer-Based Science Resources for Middle Grades

2008-12-15T22:11:00.000-05:00

Discovery Science coming to CT Middle Schools
TO: Superintendents of Schools

FROM: Mark K. McQuillan, Commissioner of Education

DATE: December 8, 2008

SUBJECT:Computer-Based Science Resources for Middle Grades

I am excited to announce a new resource that will soon be available to all middle grades (Grades 6-8) in Connecticut. Connecticut has acquired a statewide license to Discovery Education Science—an award winning standards-based multimedia resource that powers any middle-school science curricula with virtual labs, simulations, interactive videos, reading passages and more, coupled with a real-time assessment component that measures students’ progress. This is a four-year license and is provided by the Connecticut Education Network (CEN) through the Commission for Educational Technology (CET) at no cost to school districts.

Organized around an inquiry framework and covering physical, earth and space, and life sciences, Discovery Education Science is designed to engage students, encourage exploration, stimulate critical thinking and deepen understanding of science.

Within the next few weeks, you will be contacted by a representative from Discovery Education who will provide you with information on how to provide all of your Grades 6-8 students and their science teachers with access to these wonderful resources. Professional development will also be available, both online and through the regional educational service centers (RESCs), so that all teachers understand how to make full use of the Discovery Education Science materials to enhance their curricula.

In these difficult fiscal times, it is critical that we continue to enhance the educational experiences of our students and help them develop solid skills in core content areas like science, as well as in the use of technology and the development of 21st century skills. I am so pleased that we are able to advance each of these areas with the addition of Discovery Education Science.

You can find out more about Discovery Education Science by visiting their Web site If you have any questions about this initiative, you may contact Karen Kaplan, educational technology consultant, at karen.kaplan@ct.gov or 860-713-6781.

VEX in ACTION

2008-10-31T21:12:00.002-04:00

GREAT VIDEO OF 2008 WORLD GAMES

YOUR CHANCE TO PARTICIPATE WILL BE NEXT SPRING AT CCSU

Why you Should Belong to CTELC

2008-09-29T19:46:00.003-04:00

Last week 30 Connecticut Technology Education teachers and their guests attended a CTELC Leadership meeting at the Bridgeport Aquaculture Center. The following link brings you to a video Jeff Goodin put together after the meeting.

Jeff Goodin Video Link

Don't miss the next CTELC meeting hosted by Fox 61 on November 12th.

Join CTELC today by contacting CTELC Membership Chair Susan Coco SCoco@Cheshirect.org

Connecticut Tech Ed Teacher Craig Clark Running for ITEA President

2008-09-25T22:18:00.003-04:00

In the near future, ITEA will be sending all Connecticut members their annual election ballot. This year Weaver High School technology education teacher Craig Clark is one of two candidates for President of ITEA.

Craig has served numerous positions within CTEA and has been a long time supporter and active participant in the CTEA, CTELC Leadership, TSA, NEATT and ITEA. I encourage all Connecticut ITEA members to cast your vote for Craig.

A GREAT Way for a Connecticut Students to Become a Technology Education Teacher or Engineer

2008-08-30T12:37:00.000-04:00

The College of Technology is a specialized curriculum that allows a student to begin technology or engineering technology studies at any of the state's 12 Community Colleges with the ultimate goal of achieving a 4-year, baccalaureate degree in Engineering or Technology at the University of Connecticut, Fairfield University, Central Connecticut State University, the University of Hartford, University of New Haven, or Charter Oak State College.

Along the way, a student has the opportunity to earn a two-year associate degree, gain marketable skills, and explore interesting careers in fields projected to enjoy employment growth in the coming years. The program, as a whole, allows students to continue their studies at the participating colleges and universities as juniors without any loss of credit.

The Community Colleges' College of Technology program offers the student affordable tuition significantly reducing the cost of higher education.

For more information on the College of Technology visit the following links;

Technological Studies Pathway/Degree Program

Engineering Science Pathway/Degree Program

College of Technology Coordinators

What's a Blog

2008-08-29T21:43:00.000-04:00

A blog is whatever you want it to be. There are millions of them, in all shapes and sizes, and there are no real rules.

In simple terms, a blog is a web site, where you write stuff on an ongoing basis. New stuff shows up at the top, so your visitors can read what's new. Then they comment on it or link to it or email you. Or not.

Since Blogger was launched in 1999, blogs have reshaped the web, impacted politics, shaken up journalism, and enabled millions of people to have a voice and connect with others.

Stay Tuned for the NEW CTEA Website

2008-08-25T20:57:00.000-04:00

Looking for up to date information on Professional Development Opportunities?
Wondering how to become a member of the Connecticut Technology Education Leadership Council (CTELC)?
Looking for Curriculum resources?
Want to learn more about Project Lead the Way or Engineering by Design?
How about what ITEA has to offer members at the annual Conference?
Want to start a TSA Chapter?
This is your place. All the above and much more will be features on the "NEW" CTEA website soon to be unveiled.

Watch for the "NEW" site at http://www.cteaweb.org

The Role of Robotics in Technology Education

2008-06-18T17:46:00.001-04:00

As we begin to plan for our first technology education robotic workshop on October 15th I am interested in what topics you would like to see addressed.

With the taking over of the Connecticut VEX competition on April 4th 2009 by the The Department of Education Office of Technology Education and the Connecticut Technology Education Association and hosted by CCSU this will give us the opportunity to add a culminating activity to a school based Robotic curriculum.

Many Connecticut schools are currently working with the REC curriculum developed by Intelitek and in the near future Autodesk will also be offering a robotic curriculum based on the VEX platform.

We will include information on these and other curriculum based resources during the workshop as well as information on the competition and robotics in general. Please feel free to share your ideas as to what else should be included in the workshop.

During the past two week I have been reviewing Perkins grants and I am pleased that many Connecticut schools are purchasing VEX materials to begin their robotics program. Perkins funds are a great way to fund a new robotics program.

Wait until you see what these MS students Did

2008-06-18T17:26:00.000-04:00

Talk about a Bridge Building Project

Geoff Bergen
Technology Education
Whisconier Middle School
Brookfield, CT

http://wmsbridgeblog.blogspot.com/