Theme: Technological and Engineering Literacy for ALL
Providing access and equity for all PreK-12 students to become technologically and engineering literate through high-quality STEM instruction is imperative. Students who study technology and engineering through an integrative STEM education approach learn about the technological world that inventors, engineers, and other innovators have created. The goal is to produce students with a more conceptual understanding of technology and engineering and its place in society. These students must conceptualize and evaluate new technologies that they may have never before seen. By “doing and making,” children become “makers” for the future.
Strand 1: Innovative strategies to support Technological and Engineering Literacy for All
Share your innovative strategies to build instructional programs that address technological and engineering literacy for all students. Sessions in this strand should showcase how K-12 STEM education teachers can work together to develop curriculum, activities, and experiences that are designed to intentionally teach the content and practices of science, technology, engineering, and mathematics together.
Strand 2: Providing or making connections to bridge the divide between Integrative STEM Education and STEM career opportunities
Integrative STEM knowledge has become essential. Business and industry see employees that excel at critical thinking, problem-solving, and teamwork. These are the skills that the study of STEM education develops and refines. Sessions in this strand should identify instructional strategies that expose all students to a vast array of career opportunities and pathways while becoming technologically and engineering literate.
Strand 3: Connecting people, facilities, and resources to find solutions to the challenges facing our profession
Our profession is facing challenges at all levels; elementary, secondary, and post-secondary: instructional time on a regular basis at all levels, the need for increasing the number of students in our technology and engineering teacher preparation programs, inadequate and/or outdated facilities, etc. Sessions in this strand should identify the challenges and provide potential or proven solutions.
Strand 4: Attracting underrepresented populations to I-STEM education
All professions strive to have diversity and inclusion. Technology and Engineering Education needs to increase diversity in the classroom, both as teachers and students. We need to be deliberate in attracting and retaining underrepresented groups into STEM education. This strand will provide strategies to achieve this goal.
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