WHO IS ITEEA is a high-level look at ITEEA, its mission, its members, and the importance of technology and engineering education to all students.
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. Among other things, they study how energy is generated from coal, natural gas, nuclear power, solar power, as well as when and how it is transmitted and distributed. They examine communication systems: telephone, radio and television, smart devices, satellite...
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. Among other things, they study how energy is generated from coal, natural gas, nuclear power, solar power, as well as when and how it is transmitted and distributed. They examine communication systems: telephone, radio and television, smart devices, satellite communications, fiber optics, and the Internet.
They delve into manufacturing and materials— processing industries, from steel and petrochemicals to computer chips and household appliances. They investigate transportation, information processing, and medical technology. They look into new technologies, such as genetic engineering and emerging technologies, such as fusion power and soft robotics.
ITEEA’S STEM±CENTER FOR TEACHING AND LEARNING (STEM±CTL)
STEM±CTL has developed the Premier Standards-based Integrative STEM Curriculum Model designed to be flexible, affordable, and accountable. The Engineering byDesign™ (EbD) curriculum was initially developed to address the need for a standards-based curriculum using Standards for Technological Literacy, and through a dynamic process, now addresses the needs for a standards-based Integrative STEM curricula. Key attributes are:
Professional Learning Communities (Professional Development):
The STEM±Center for Teaching and Learning is building a community of STEM Education Leaders through face-to-face professional development, webinars, and an online learning community that prepare educators to be Integrative STEM professionals. Professional Development Opportunities includes:
The STEM±CTL is concerned with developing high quality assessments to inform curriculum quality and fidelity, teacher effectiveness, and student growth achievement. To this end, services provide online “Dashboards” for class, school, and state assessment reports that reflect the growth of student knowledge, capabilities, and ways of thinking and acting. Highlights include:
The STEM±CTL is engaged in validating the “T & E” of STEM through research that focuses on storytelling and data-driven discovery. We highlight great technology and engineering teachers doing great things. We aim to provide data-driven evidence of STEM learning for all students. Initiatives consist of:
The STEM±CTL uses a Consortium model approach to develop the Integrative STEM resources described above. Started in 1999, states join annually to leverage valuable, but declining local resources. Consortium benefits include:
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