for Engineers' Involvement with K-12
that appeared in the Prism special
issue on K-12 education (February 2001) were a strong reminder
that there is a lot that the engineering community can do to strengthen
education. Engineering no longer has to stay on the sidelines without
activities and course work at the K-12 level that specifically address
innovation and engineering concepts.
affirm that the National Science Foundation and the National Aeronautics
and Space Administration initiatives are starting to make a difference
in preparing teachers, curriculum materials, and professional development
with engineering in mind. The recently completed Standards for Technological
Literacy, which were formally reviewed by the National Academy of
Engineering and the National Research Council of the Academies,
serve as a guide for what students need to know and be able to do
in connection with the study of technology.
students have now gone through engineering-related courses in New
York, Virginia, and Wisconsin in state curricula designed with engineering,
innovation, and technological literacy as a focus. Nine states are
now part of a consortium creating curriculum and professional development
in line with the technological literacy standards. The most recent
state approval of engineering course work at the K-12 level in Massachusetts
is yet another example of progress that is being made.
much to look forward to in the years ahead as this work continues
from the very earliest grade levels through high school. You are
to be congratulated for the awareness that you created through the
Prism articles. Continued success to you in your good work.
International Technology Education Association
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