Educators of Technical, Technology and STEM education continue with us, to advocate for hands-on skilled training. Thought leaders from around the country have discussed ways to accomplish this through education reform. C. M. Rubin published a discussion with Charles Fadel.
Contemporary education is failing our students because we are stuck in a curriculum designed for a different century, We need to re-examine college entrance requirements (and their tests). They hold change hostage to antiquated and incomplete requirements. Massive adaptation must be demanded by parents and educators alike. Without these changes, we will be unable to adapt curricula to reflect modern needs. It starts with creating a framework for WHAT we need to teach, which must be comprehensive yet concise and actionable
Calculated Industries, maker of the award-winning Construction Master® calculators, has developed a new handheld calculator specifically designed for machinists. The Machinist Calc Pro is built for efficiency-minded machinists, setters, tool-and-die makers, supervisors and shop owners in small to mid-sized machine shops who want to increase shop productivity and profits in the design, layout and set-up stages of production.
The Machinist Calc Pro is a dedicated handheld machining math and reference tool that provides a complete assortment of essential machine shop solutions and time-saving tap and drill charts that can dramatically increase users’ calculating power, eliminate wasted steps and reduce costly machine-tool wear.
Technology in Action
The following set of facts are called the Ten Pillars of Economic Wisdom. These basic laws of economics were developed by The Economic Foundation of New York. It might be called a guide for human's economic life. These ten rules show how simply the economic truth can be told.
Standard practice has been to:
EVALUATE THE COST OF
IMPLEMENTING NEW TECHNOLOGY
Survival as a manufacturing nation demands that we also:
EVALUATE THE COST OF NOT
IMPLEMENTING NEW TECHNOLOGY
Article for Review
Visualization and model building are skills that technology instructors have been providing their students for some time. Using visualization and the ability to replicate a model are skills that can be enhanced when students are introduced to communication simulation and the process of developing simulated representations of reality. In this article, the authors explain how to develop and design a communication simulation using a physical security analysis of a computer laboratory as the theme of the activity. Communication simulation from the authors’ viewpoint is the use of technology and visualization to allow the student to communicate by using a model
Computer developed simulations are new teaching tools that faculty are starting to use in their classrooms. In this paper, the authors look at one type of simulation, communication, which can be implemented into the classroom using a physical security analysis from a technology/visualization perspective. However, to disseminate this article to a broader audience and to be consistent with the understanding of the terminology used throughout the narrative several terms will be defined using Wikipedia as the resource. As Clark Aldrich states (2009, p. xxxii), “The lack of common terms is a huge problem, and it has substantially hindered the development of the simulation space. Sponsors, developers, and students have not been able to communicate intelligently.”
Follow The Money
In order to improve the critical STEM education in the nation’s K-12 schools, National Education Foundation (NEF), the national non-profit leader in bridging the STEM (Science, Technology, Engineering, Math) divides, has launched a multimillion dollar grant program in partnership with TEKSystems and Pearson.
Any school district/school with 35% or more students on Free/Reduced cost lunch is eligible. Apply at http://www.cyberlearning.org/adoptgrant. NEF will award 100 grants in 2013-14 school year, with at least one in each state.
California has dramatically increased resources to its system of community colleges, and industries throughout the state are gaining new ground as a result of the system’s focus on the "New World of Work." More than 113 institutions serving more than 1 million students make up the California Community Colleges System, which has made gains in public funding during a growing culture of divestment from public support for two- and four-year colleges.The budget has increased nearly $1.2 billion, a trend that system officials attribute specifically to its emphasis on workforce development. A signature part of that effort has been the system’s "Strong Workforce Task Force,"’
The Art of the Future
It is generally accepted that one can not design education today to prepare young people and adults for the future because we do not know what the future will be. Today, technology has zoomed past schools, industry, government, consumers and civil society. The modern world needs a new way, or more accurately, an old way of seeing technology.
The question is not whether we can design for the future; rather, the question is: Can we update antiquated practice more closely aligned to what is emerging today in our own backyards?
The year 2017 marks the 100th anniversary of the Smith-Hughes Act, the first act of Congress to provide funding for career and technical education. Career and Technical organizations across the nation, plan to celebrate the landmark occasion throughout February, during National Career and Technical Education Month, “Celebrate Today, Own Tomorrow.” The most important role of our education system is to build brighter futures for our students. Career and technical education programs play a crucial role in that preparation. The Smith-Hughes Act was the first step 100 years ago and funding mechanisms like the Carl D. Perkins Career and Technical Education Act help support the effort.
Boeing, Iridescent's Curiosity Machine, PBS Learning Media and the Teaching Channel have produced a collection of educational materials and tutorials that children can use to engineer an airfoil, find alternative energy sources and design their own satellite, among dozens of other activities.
The activities are intended to develop skills such as the ability to think critically, collaborate and communicate effectively. Boeing engineers worked side-by-side with its partners to develop lesson plans, documentaries and hands-on activities that break down complicated concepts into easy-to-digest resources. All materials and tutorials are available to download for free at Boeing's Educational Resources page. http://www.boeing.com/principles/education.page#/edu_resources
“How do we reposition our workforce to remain competitive? The answer lies in retraining the workforce nation to excel in automation and technology in the 21st century marketplace. Think about that for a moment… what has happened to work in the past few decades. Many in the workforce were raised with the ‘jobs for life’ philosophy of the 1950’s, 60’s and 70’s. These positions required no postsecondary education, no specialized training, or certification, just a high school diploma. Those days are gone forever.
Then reality hit in the 80’s and 90’s, with automation and technology. In the manufacturing sector, many jobs that were traditionally performed by people are now automated, with machines replacing factory workers. This evolution is not just limited to the manufacturing industry. All industries have been affected by “automation” and “technology”. As I sit writing this article in Panera Bread on Long Island, NY I can order my food at a kiosk. McDonald just unveiled their touch screen self-service kiosk at various locations throughout the U.S. These kiosks will replace some cash register positions. Recently, Amazon announced plans to use automation to displace cashiers. They plan to open a futuristic grocery store eliminating the human element.
Rometty urged Trump in a letter to focus his job-creation efforts on vocational training for young workers.
"Let's work together to scale up this approach of vocational training, creating a national corps of skilled workers trained to take the 'new collar' IT jobs that are in demand here in America," Rometty wrote in the letter that was first reported by CNBC.
Trump too has advocated for more job training, something he and President Obama seem to agree on.
Obama has spent a record $265 million on apprenticeship programs in the last two fiscal years, according to the Commerce Department.
In order for the US to remain at the forefront of innovation and not lag behind, we must address the disconnect between the skills required for 21st century jobs and young people’s ability to acquire those skills. Fixing this will require us to evolve our approach to public education and training. The latest results of the PISA exam, which assesses science, math, and reading performance among 15-year-olds around the globe, show American students noticeably behind in math scores (below the international average), with science and reading scores remaining flat. This is not a small problem.
In one way, Congress took a bold, bipartisan step toward reversing this downward trend and closing America’s skills gap last fall, when the House of Representatives voted 405-to-5 to reauthorize the Carl D. Perkins Vocational and Technical Education Act, which had languished since 2006. The Perkins Act provides more than $1 billion in funding for career and technical education across the US. The bill aligns career and tech education programs with actual labor market demands. Updating this important legislation can and should be an early win for the 115th Congress and the incoming administration.
Simulated environments, such as virtual and augmented reality, 3D simulations, and multiplayer video games, are emerging approaches to deliver educational content. Research indicates that simulation-based learning provides students with enriched experiences in information retention, engagement, skills acquisition, and learning outcomes.The EdSim Challenge seeks next-generation educational simulations that strengthen academic, technical, and employability skills. The Department is most interested in immersive and engaging simulations that include clearly defined learning goals and build diverse skill sets.The purpose of this Challenge is to stimulate the marketplace for computer-generated virtual and augmented reality educational experiences that combine existing and future technologies with skill-building content and embedded assessment. The developer community is encouraged to make aspects of simulations available through open source licenses and low-cost shareable components.
Sikorsky Aircraft, a subsidiary of United Technologies Corp. has launched the 2013 Sikorsky Helicopter 2050 Challenge, a national competition that invites youths ages 9-16 to envision a helicopter capable of addressing global issues likely to be encountered by mid century. Winner of the grand prize — the Igor Sikorsky Youth Innovator Award — will receive a $1,000 scholarship check, meet with Sikorsky rotorcraft engineers, and receive an expenses-paid tour of the BLACK HAWK and SEAHAWK® helicopter assembly lines at Sikorsky’s Stratford, Conn., headquarters.
“We’re challenging kids across the U.S. to think globally about their future and how they can make a difference,” said Judy Bankowski, Vice President and Chief Information Officer at Sikorsky. “This year’s objective is to design a helicopter that can have far-reaching positive impact for our planet and its inhabitants.”
STEM, Pre-Engineering, Design
Provided by TryEngineering - http://www.tryengineering.org/lesson_detail.php?lesson=102
The "Failure: Seeds of Innovation" lesson explores how mistakes and failures can often lead to engineering successes and improvements in materials, machines, and systems. Teams explore many examples of how tenacity can lead to innovation, and then research a product, system, or material to determine the many points where mistakes or challenges rose in the way of progress. Teams develop a presentation on their product, how it came to be, and present to the class. Teams also reflect on the experience, and prepare a summary report.
Lesson focuses on how failure is part of the engineering process. Students work in teams and learn about many inventions and advances in engineering were brought about after a mistake or failure. Students research an example of such an innovation and develop a presentation related to how the tenacity of the engineer allowed him or her to move past a failure and into the realm of innovation. Students reflect on the value of moving on after a failure or setback, present the results of their research to the class, and provide examples of how the innovation they researched has impacted society -- only because the engineer didn't give up.
Students explore how mistakes and failures are a part of engineering and explore many examples of how engineers and others created materials, products, and processes after facing a failure or mistake. Students work in teams to research and present about a product, materials, or process -- they explore the people involved, the challenges they faced, and the hurdles that had to be overcome in order to succeed. They present their research to the class, participate in discussions with other teams, and complete a reflection sheet.
The Association for Career and Technical Education (ACTE), is the largest national education association dedicated to the advancement of education that prepares youth and adults for careers. The Association for Career and Technical Education was founded in 1926. The ACTE is committed to enhancing the job performance and satisfaction of its members; to increasing public awareness and appreciation for career and technical education (CTE); and to assuring growth in local, state and federal funding for these programs by communicating and working with legislators and government leaders.
The Association for Career and Technical Education is the nation’s largest not-for-profit education association dedicated to the advancement of education that prepares youth and adults for successful careers. Founded in 1926, ACTE has more than 25,000 members; career and technical educators, administrators, researchers, guidance counselors and others involved in planning and conducting career and technical education programs at the secondary, postsecondary and adult levels. ACTE provides advocacy, public awareness and access to information on career and technical education, professional development and tools that enable members to be successful and effective leaders.