Standards-Based Technology and Engineering Education

Dr. Scott R. Bartholomew is Assistant Professor of Technology & Engineering Studies at Brigham Young University, USA. Bartholomew actively teaches several undergraduate and graduate courses in STEM pedagogy, as well as overseeing and mentoring several student teachers each semester. A former middle school Technology & Engineering teacher, Bartholomew continues to be actively involved with K-12 education through teacher professional development and research initiatives. Bartholomew is Fulbright Scholar (Philippines), Member of the ITEEA board, and is actively involved in multiple curriculum and educational consulting endeavors.Dr. Marie Hoepfl is Professor in the Department of Sustainable Technology and the Built Environment at Appalachian State University in Boone, North Carolina, USA, where she has worked since 1997. A former technology education classroom teacher, Marie has served in the field of technology education for over 40 years. Her professional activities includeediting Volumes 38-39 of the Journal of Industrial Teacher Education (JITE); co-editing the 2007 CTTE yearbook titled Assessment of Technology Education, and editing the 2016 CTETE yearbook titled Exemplary Teaching Practices in Technology and Engineering Education; and serving on the editorial review boards of The Technology and Engineering Teacher and the International Journal of Design and Technology Education. Marie served several terms on the CTTE/CTETE Executive Committee, including terms as Treasurer, Vice President, President, and Past President. While CTETE Past President (2016-2019), she also represented the Council on the ITEEA Board of Directors.Dr. P John Williams is Professor of Education and Director of Graduate Research in the School of Education at Curtin University in Perth, Western Australia, where he teaches and supervises research students in STEM and technology education. Apart from Australia, he has worked and studied in a number of African and Indian Ocean countries and in New Zealand and the USA.  His current research interests include STEM, mentoring beginning teachers, PCK, and electronic assessment of performance. He regularly presents at international and national conferences, consults on technology education in a number of countries and is Longstanding Member of eight professional associations. He is Series Editor of the Springer series Contemporary Issues in Technology Education and is on the editorial board of six professional journals. He has authored or contributed to over 250 publications and is elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession.

• 1. Introduction.- 2. Lessons learned from implementation of standards in other content areas.- 3. PreK Engineering Education: What is core for standards-based planning and teaching at the beginning of the STEM pipeline?.- 4. The Development and Implementation of Standards-Based Technology and Engineering Curricula in Secondary Education.- 5. A Case Study of Excellence in Pre-Service Technology and Engineering Education Teacher Preparation.- 6. Professional development for in-service teachers: What does it mean to teach a standards-based technology curriculum.- 7. Teaching a standards-based curriculum: The school administrator perspective.- 8. Assessment of standards-based curricula and programs.- 9. Communicating about STEL to external audiences.- 10. Areas of research for STEL practitioners.