CTE @ CSUSB

What's the Shape of Things to Come?

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The Technology Education Integration Center (TEIC)

To learn more about how you can become a partner with the, please contact: Dr. Joe Scarcella at (909) 537-5287, e-mail: jscarcel@csusb.edu, or through our web site at: http://coe.csusb.edu/scarcella

With the new College of Education Building breaking ground February 2006, a Technology Education Integration Center (TEIC) for advancing Technological Literacy through Science, Technology, pre-Engineering, and Mathematics (STEM) is underway. The mission of TEIC at California State University, San Bernardino will be to increase the rate of Technological Literacy that exists within our community through the education of young adults and the individuals who teach them.

In partnership with business and industry, local K-12 and postsecondary education and CSUSB, TEIC provides an environment for learning that increases the economic vitality of students as well as the community in which they live and work.

Through a rigorous curriculum focusing on the applications of Science, Technology, pre-Engineering, and Mathematics TEIC will provide teachers (and teacher education candidates) with a better understanding of our technological world. TEIC serves as a model for integrating subjects and for establishing related programs within local schools.

TEIC faculty and its focused curriculum encourage individuals to pursue technology teaching careers, and increase student interest in the science and technology professions by their involvement in engaging activities.

Technology Education is based on a research conducted by the International Technology Education Association, funded by NASA and the National Science Foundation, that identified what students should know and be able to do to be technologically literate. TEIC will use these Standards for Technological Literacy as a means of teaching science, technology, pre-engineering, and mathematics standards.

Technology Education utilizes problem-based learning activities. The principles for teaching technological studies involve:

Designing, developing, and utilizing technological systems
Open-ended, problem-based design activities
Cognitive, manipulative, and effective learning strategies
Applying technological knowledge and processes to real world experiences
Working individually as well as in a team to solve relevant, real world problems

Where to Find More Information

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Many have asked where on my website can they find more information related to Career and Technical and Technology Education? Here's a link I created that might be a great place to start.

http://coe.csusb.edu/scarcella/technology.html

There are other places to look on my website as well. Don't be shy, dig in and you'll find a great deal of information.

Hope that helps!

The Mission of CTE @ CSUSB

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http://ve.csusb.edu/ve_mission.html

The primary mission of the Career and Technical Teacher Education Programs at California State University, San Bernardino is to prepare individuals who have proven skills and abilities in technical, vocational, occupational or professional specialties, to become effective, successful instructors in their own areas of expertise. We strive to develop both instructional skills and leadership potential, to promote high standards of professionalism and to insure that a broad range of educational opportunities are made available to all students interested in pursuing those opportunities. To these ends, we offer course work in four program areas:

Designated Subjects Teaching Credential - for people with at least five years of full time work experience who want to teach their occupation, trade or profession in a Regional Occupational Program, an adult education program, a private post-secondary school, a community college or the state correctional system.

Designated Subjects Supervision/Coordination Credential - for teachers with full-time teaching experience who want to qualify and prepare for supervisory positions in Regional Occupational Programs.

Bachelor of Vocational Education (BVE) Degree - for vocational teachers who need a bachelor's degree for professional advancement.

Master of Arts in Education, Vocational Education Option - for vocational teachers and administrators who need a master's degree for professional advancement.

Want To Learn More About CTE?

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CSUSB's Masters Degree in Career and Technical (Vocational) Education Option

http://ve.csusb.edu

Who is this degree for?

This degree is intended for teachers and administrators with career, technical, vocational, occupational and/or technology backgrounds who are interested in career development for positions with Regional Occupational Programs, Community Colleges and/or any private or public institutions that are involved with vocational, occupational and/or technology training.

What are the prerequsites?

To enter the MA degree program in Career and Technical (Vocational) Education at CSUSB a candidate must have completed a Bachelor's degree from an accredited institution and must have demonstrated writing proficiency through completion of the EDUC 306 (Upper Division Writing Course) or its equivalent.

Courses taken to satisfy Bachelor’s degree requirements or taken before completing the Bachelor’s degree are not eligible for meeting master’s degree requirements.

What are the requirements for completing the degree?

Candidates must successfully complete a minimum of 45 units of prescribed course work, with 32 of those units being courses completed with CSUSB. A minimum grade point average of 3.0 (B) must be maintained in all course work related to the M.A. degree. Each course is 4 units and most courses are scheduled to meet once a week for 4 hours for 10 weeks. All courses are scheduled to meet either in the evening or on weekends. Required course work includes:

Career and Technical (Vocational) Education Core, Three courses (4 unit each): EVOC 637, 638 and 639 (to be taken sequentially starting with EVOC 637)

College of Education Core Three courses (4 unis each): EDUC 603, 605, and 607 - NOTE: THESE COURSES ARE NOT OFFERED ONLINE; 605 was formally 663, and 607 was formally 695.

M.A. Comprehensive Exams Option Download (Information Packet) for program planning.

Emphasis Areas Four courses in one any one of the areas listed below:

Adult Education - EVOC 504 plus 12 units of approved electives. This is a proposed new emphasis area (available through special arrangement). Correctional Education - EDUC 542d plus 12 units of approved electives. This is a proposed new emphasis area (available through special arrangement).

Coordination/Supervision - EVOC 508, 509, 510 plus a 4 unit approved elective. Meets course work requirements for the D.S. Supervision Credential.

Correctional Education - EDUC 542d plus 12 units of approved electives. This is a proposed new emphasis area (available through special arrangement).

Counseling - ECLG 650 plus 12 units of approved electives. This course work may also be applied toward the Certificate in Counseling.

Curriculum Development - EVOC 520 plus 12 units of approved electives.

Environmental Education - EENV 635, plus 12 of the following electives EENV 636, EENV 642 EENV 643.

Educational Computing - ETEC 546 plus 12 units of approved electives. This course work may also be applied toward the Certificate in Education Computing.

Educational Technology - EVOC 519 plus 12 units of approved electives. This course work may also be applied toward the Certificate in Education Technology.

Evaluation & Testing - EVOC 521 plus 12 units of approved electives.

Science Education - ESCI 623, ESCI 647 plus 8 units of approved electves.

School Administration - EADM 673 plus 12 units of approved electives. This course work may also be applied toward the Administrative Services Credential.

Special Education - ESPE 530 plus 12 units of approved electives.

NOTE: Anyone who has not taken the EVOC 501 course as an undergraduate should consider taking it as part of their graduate coarse load. It can be applied to any of the options indicated above and will be highly beneficial to anyone in the MA Program. EVOC 501 is offered every quarter and would be an ideal first course to start with.

What is the course work like?

The Emphasis Area courses offer the opportunity to focus on a particular area of personal interest. Up to 16 units of graduate level courses from other programs (either at CSUSB or any accredited university) may be used as electives or, in some instances, substituted for program specified courses. The result is that we can custom design a program of study to meet almost anyone's needs. Of the College of Education Core courses, EDUC 603 focuses on interpersonal communication, EDUC 605 (formally 663) on a survey of research, and EDUC 607 (formally 695) on foundations of education. All of these courses are usually offered every quarter (and summer session) and are recommended to be completed before starting the Career and Technical (Vocational) Education Core. The Career and Technical (Vocational) Education Core is intended to help candidates prepare their MA Comprehensive Exam. A wide range of topics related to contemporary training and education are discussed in all three courses. Plan on taking EVOC 637, EVOC 638, and EVOC 639 in sequence during the fall, winter, and spring quarters of the same academic year, starting with EVOC 637 in the fall quarter. Start with courses in one of the Emphasis Areas and/or in the the College of Education Core, then start the Career and Technical (Vocational) Education Core with EVOC 637 in the fall quarter. Anyone who has not met the Upper Division Writing Requirement must complete the EDUC 306 course (or its equivalent) with a grade of at least "B" before they allowed to sign up for any M.A. program courses. Additional information about all courses and programs is posted in the CSUSB Bulletin, available at the CSUSB Bookstore. How can I be admitted to the program?

Qualified applicants should apply for GRADUATE admission to CSUSB and contact Dr. Joe Scarcella (see below) to develop a specific MA Program Plan.Who can I contact for further information?

Dr. Joe Scarcella, MA Program Coordinator for Career and Technical Teacher Education Programs jscarcel@csusb.edu 909-537-5287 UH-401.07

The Career and Technical (Vocational) Education Option of the MA Degree in Education program at California State University, San Bernardino, is accredited by the Western Association of Schools and Colleges and over the past thirty years has developed an excellent reputation.

What's New for CTE at CSUSB

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Technology Education Is NOT Computers:
A Position Paper published in Techniques Magazine, by Michael Wright, Ben Yates, and Joe Scarcella

Image Source: Scarcella, J. A. 2004 and California CSET Panel Members 2004-2005

Wright, M., Yates, B., and Scarcella, J. A. (May, 2003). Technology education: much more than just computers! Techniques: Connecting Education and Careers. Association for Career and Technical Education. 78 (5), 44, 48.

http://coe.csusb.edu/scarcella/notjustcomputers.pdf

Editors note: This article is a clarification and response to an article in the March issue of Techniques in which an Educational Technology program was labeled as Technology Education.

Technology education is the K-12 school program concerned with developing technological literacy in all students regardless of gender, career aspirations, or post-secondary education plans.

Technological literacy is defined as “(ITEA, 2000)."

In pursuing technological literacy, technology is defined as “(ITEA, 2000)." In short, technology is the processes by which people modify and control the natural world to satisfy their needs and wants. This is taken to include systems, processes, products, and people.

Technology education is a comprehensive K-18 discipline.

At the high school level it may have three broad goals, which might include:

1. General technological literacy. A well-educated citizenry in the 21st century should be capable of making responsible and informed decisions regarding the control and appropriate use of technology on the job, in society, and their personal lives.

2. Pre-engineering/engineering-technology or other professional education. Students interested in pursuing careers such as engineering or architecture would benefit from a foundation and thorough understanding of technology; how humans modify and control the natural world, and the consequences of their actions.

3. Pre-technical education. Technology education is closely tied to career and technical education. All technical programs apply technology in increasingly sophisticated ways. Thus, students pursuing technical fields would naturally benefit from a broad based understanding of technology as essential preparation prior to specialized applications in the occupational setting.

As depicted, provided is a two dimensional view of An Interrelational Technology Model. Imagine the wheel spinning like a sphere on its own axis, with each dimension spinning arbitrarily on their axis, overlapping, and extending into the other dimensions, Illustrating that all dimensions are dependent, independent, and interdependent upon one another. Notice the technological Core, systems and processes that drive the content of study? The Technological Core is not the pursuit for skill development for a specific occupation. Rather, it is about teaching the process of systems knowledge about various technologies. Relationships between technology and society and employment are easily found.

Technological Core involves • Systems• Processes• People

At the elementary and middle school levels, technology education should be part of the technological core of education of all students (general education), providing a context or application for knowledge from other disciplines, and connecting school with life through career clusters. This program naturally links other school subjects with a context and thus adds relevance and meaning for students.

Technology education provides opportunities for students to explore many different social and workforce pathways through academic studies, contributing to general education, career and technical education, and professional technology-based careers.

Technology education could also be taught by the general elementary teacher. It provides excellent opportunities for integrated thematic instruction in authentic contexts. It is also the primary vehicle for initial career awareness programs.

Technology education contributes to Tech Prep and contextual learning. Contextual learning involves a process of instructing material in a format that is more tactile in nature and typically more relevant to the learner. Technology Education can be categorized both by academic content area and contextually.
It supports Tech Prep through stimulating interest in technical processes and careers at an early age--encouraging further study in technical fields. One basic thrust of contextual learning is providing students a more “authentic” education; i.e. teaching in context. Much like the Applied Academic subjects, technology education provides a “context” from the real world for integrating other school subjects. The study of robotics, manufacturing, or construction, for example, is essentially the application of science to improve efficiency, using mathematics as a language to describe and communicate, and rich with opportunities for social studies through economics and social impacts.

Educational Technology, on the other hand, is not concerned with studying technology as a discipline, but rather is concerned with the use of various technologies to enhance the teaching/learning process. Whether it was the introduction of “slates” for students to cipher on, pencils to replace quill pens, videotape to replace audio tape and slides, or searching the internet instead of the encyclopedia all are essentially the same: using newer technologies in an effort to improve the learning process.

Technology Education, the study of Technology as a discipline, is concerned with learning about technology in its broadest forms. It studies the “human designed world” (the processes that produced the educational technology products listed above), contrasted with science, which studies the natural world. It also studies the impacts and consequences of technology and technological processes as they interact with individuals, society, and the environment.

Technology Education is an essential set of knowledge, skills, and values for a well-educated, productive society. Indeed, our national competitive advantage depends, in part, on the technological literacy of our citizens. The ability to think creatively, apply systems-oriented thinking and analysis, and use appropriate tools in the process is a fundamental skill required of everyone today.

Clearly, the computer is the most powerful tool ever designed by humankind. Therefore, it IS the dominant tool employed in technology education. But it is just that: a tool. Many other tools are also utilized. So in conclusion, computers may play a vital role in technology education programs, but “tech ed” is NOT a computer class. The tool may be the same, but subject is quite different!

Dr. Michael D. Wright, DTE is Professor and Chair, Career and Technology Education Department, Central Missouri State University, and Past-President of ITEA. Benny K. Yates is a Assistant Professor, Career and Technology Education at Central Missouri State University, and was Region III Director on the ITEA Board of Directors. Dr. Joseph Scarcella is an Associate Professor at California State University-San Bernardino, is Region IV Director for ITEA and is also serving as President of the Technology Education Division of ACTE.