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Author Technology and Engineering Teacher - Volume 80, Issue 3 - November 2020
PublisherITEEA, Reston, VA
ReleasedOctober 9, 2020
Copyright2020
ISBN2158-0502
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Technology and Engineering Teacher - Volume 80, Issue 3 - November 2020

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EDITORIAL: Implementing STEL

TETNov20EditorialWith this November issue, ITEEA and CTETE are moving into the implementation phase of the new Standards for Technological and Engineering Literacy (STEL). The ink is dry on the finished STEL, released in July of this year, and ITEEA is now focused on developing and providing as many resources as possible to help classroom teachers, curriculum developers, professional associations, industry partners, textbook writers, and other stakeholders utilize STEL in the best ways possible.

 

The articles in this special themed issue on STEL offer a great starting point for this implementation phase. Johnny Moye and Phil Reed’s article outlines how STEL addresses six curriculum trends and issues identified in a survey taken of ITEEA members in 2019. Other articles include exemplar lesson plans based on STEL to help teachers write lesson plans that make full use of STEL standards, practices, and contexts: Writing Standards-Based Lesson Plans to STEL and Sharpening STEL with Integrated STEM. Although some in the field still grapple with what technological and engineering literacy means, Marie Hoepfl’s article explores what literacy means in the context of STEL and in the broader context of STEM education. Finally, recognizing the importance of safety in technology and engineering education, the article Safety in STEM Education Standards and Frameworks: A Comparative Content Analysis takes a close look at how safety is embedded in the new STEL standards.

 

This special issue is just one small part of how the profession is moving forward with STEL. ITEEA has laid out a plan to help disseminate STEL, develop a cadre of standards specialists for professional development workshops, and promote community college to university pathways for preparing technology and engineering education teachers. One recently completed activity was the development of a STEL-based lesson plan template that is online and fillable. Teachers can select their context area and grade band, and then they are provided with a list of appropriate STEL benchmarks. The lesson plan is automatically populated with matching academic standards and benchmarks followed by a section to match the standards to the cognitive, affective, and psychomotor domain. These online tools and more on the ITEEA website will help make lesson-plan writing more efficient and better aligned with STEL. Additional support materials will be provided on the ITEEA website in the coming year.

 

These resources are only effective if they are embraced and utilized by educators in the field. We hope that this special issue of Technology and Engineering Teacher will help you see the value of, and become an advocate for, STEL