Tag: Learning

Sound Learning By The Ohio Technology Education Association

For technological literacy, most prefer Ohio’s Technology Education Association because it provides the needed development in learning good engineering technology. As one of the leaders in its field, it properly informs decision makers within the government and education sector about issues on technological literacy. It also retains its social responsibility by maintaining and forming an association with different industrial and business sectors in the community.

Since the Ohio Technology Education Association promotes technological learning, it conforms to certain standards which are as follows:

Nature of Technology

Students in the Ohio Technology Education Association need to understand technology in scope, core concepts, characteristics and its relationships with other fields of learning. Here, they likewise learn that technology broadens the human capability that permits people to do things that are beyond their normal capacities. In addition, they also learn that useful inventions and craftsmanship is a result of human ingenuity and enthusiasm that answers the requirement for new schemes and products.

Technology and Society Interaction

By implementing this second standard, students in the Ohio Technology Education Association learn that technology has an impact on the society and their environment. This creates a responsible attitude with regards to inventions that may have unplanned outcomes. Hence, they learn proper practices and ethical behavior in relation to the implications made by technology.

Technology for Productivity Applications

This standard pertains to the learning of basic technology operations by using technology and productivity tools. This also incorporates student’s learning of technological terminology that will give them the ability to converse technically.

Students engage in Information Literacy Strategies

In addition to their traditional learning, students in the Ohio Technology Education Association are given the opportunity to use various resources like the Internet and technological tools to develop knowledge and apply information that was gained. Within this standard or principle, they must be able to comprehend the data of information they gathered in order to classify a need or task and a problem that will help them appraise their information procedure and end product.

Technology and Problem Solving Tools and Applications

Students in the Ohio Technology Education Association need to use technology in order to solve problems and make decisions. The input for problem solving requires investigation, troubleshooting and experiment to accumulate data for research and product development.

Design

There is a need for students to understand the role of engineering in relation to nature of design and problem-solving techniques. Students must be able to clarify why the design is made in a certain way and how technology is actually applied and utilized for problem solving by using various methods in research, development, troubleshooting, invention, innovation and experimentation.

Abilities for a Technological World

Students apply the design process where they develop skills in the assessment of technology in the maintenance of products and appropriate systems. And by applying different tools and correct software in the improvement and continuance of technological products and systems, students will likewise be able to accurately relate their knowledge and capabilities with regards to the various aspects of technological systems for and in relation to data gathering, analyzing trends and in coming up with viable conclusions.

Designed World

Students develop basic knowledge and skills, that will help them comprehend the relationship of technology with the real world, which is critical in the understanding of why technological systems and their by-products are modified to fit the needs and wants of the natural world.

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Electronics Engineering Technology Distance Learning – Become a Most in Demand Technologist

Electronics Engineering Technology distance learning courses are flourishing, making use of the low entry-level requirement of a 2-year Associate Degree to become an Engineering Technician, and the further career advancement to an Engineering Technologist (or Applied Engineer) possible in the field by pursuing a 4-year Bachelors Degree. Among all Technicians and Technologists working in USA, Electrical and Electronics Engineering professionals make up more than one-third, which is a clear indication for their demand. And this demand is nowadays driven more by the high-tech industry’s need for Electronics Engineering Technicians, rather than the conventional industries’ need for Electrical Engineering Technicians.

Why Electronics Engineering Technology?

All of today’s booming industrial sectors like telecommunications, medical equipment, control systems, automotive systems, navigational systems, and of course, the consumer appliances sector are bringing out everything from mobile phones to home theatres, and require expertise in Electronics Engineering more than anything else, which explains the demand for Electronics Engineering professionals.

However, to attempt the field through an Engineering Degree can be taxing to those students who are not interested in taking advanced level mathematics (calculus) courses that an Engineering Degree requires, or to endure its long 4-year time frame. For such students, Electronics Engineering Technology is a great option, with its stress on applied or hands-on Electronics Engineering rather than the mathematics-dense and research-oriented Electronics Engineering. The time frame also is much shorter, with an Electronics Engineering Technician requiring only a 2-year Associate Degree to enter the field.

The job opportunities too are tilted in favor of Electronics Engineering Technicians when compared with Electronics Engineers; there are 182,000 Electrical and Electronics Engineering Technicians working in USA, compared with only 143,000 Electronics Engineers. The only drawbacks – a lower level in the hierarchy and the lower starting salaries than Electronics Engineers – can be overcome in the long run, since interested Electronics Engineering Technicians can study further for a 4-year Bachelors Degree, thus qualifying for the senior position of Electronics Engineering Technologist, who enjoys a position and salary comparable to Electronics Engineers. Average salary for Electronics Engineering Senior Technicians / Technologists is US $ 46,000, very comparable to salaries for Electronics Engineers at US $ 52,000.

Why Electronics Engineering Technology Distance Learning?

It is estimated that job opportunities for Electronics Engineering Technicians and Technologists would grow at up to 17% every year, for nearly the next 10 years. The requirement of an Associate Degree for entering the field is a relatively recent phenomenon, and a significant percentage of working Electronics Engineering Technicians doesn’t have such a formal degree. The industry preference to degree holders is encouraging such working professionals to get an Associate Degree, and electronics engineering technology distance learning becomes the natural choice. Also, due to the boom in the sector, those already having an Associate Degree will go for a Bachelors Degree so that they can work as a Technologist. And, of course, the growth prospects in the sector are attracting working professionals from other fields to Electronics Engineering Technology. These three factors are driving the huge demand for electronics engineering technology distance learning courses.

Earlier, there were technological hindrances to deliver such a hands-on course through a distance or online model. However, with the development of state-of-the-art systems like National Instruments’ LabVIEW/ELVIS (Educational Laboratory Virtual Instrumentation Suite), which can be used by remote students through a web browser, to virtually perform any electronics experiment, the demand for Electronics Engineering Distance Learning courses are at an all-time high.

Universities and Colleges Offering Electronics Engineering Technology Distance Learning

Electronics engineering technology distance learning courses offer both 2-year Associate and 4-year Bachelors Degrees. While Community Colleges and Institutes dominate the Associate Degree scene, Universities and Polytechnics are the primary sources for Bachelors Degrees. While searching for electronics engineering technology distance learning courses, it should be kept in mind that many US institutions still call the subject Electrical Engineering Technology.

Associate Degrees

Many Community Colleges and Institutes offer 2-year Associate Degrees for electronics engineering technology distance learning, but fully accredited courses are fewer. Whether for employment as an Electronics Engineering Technician or for further pursuance of a Bachelors Degree, it is always better to go for an accredited course. Cleveland Institute of Electronics (CIE), Penn Foster Career School, and Grantham University are three institutions that offer accredited Associate Degrees in the subject.

CIE’s Associate in Applied Science (A.A.S.) in Electronics Engineering Technology boasts of many unique features. Designed from the ground up as a distance learning course, rather than an online adaptation of a regular course, the CIE A.A.S. provides everything that an electronics engineering technology distance learning student might require, in a packaged fashion – complete with printed courseware for over 250 self-paced lessons, videos, and detailed instructions for the over 300 hands-on lab experiments. The only thing missing will be access to an Oscilloscope, and the CIE Bookstore even sells Oscilloscopes at discounted prices to its students! One-to-one instructor support is always available for students. Even the exams can be taken online. A really unique feature of the course is that interested and capable students can complete the course in half or even quarter time, and need only pay for that!

Penn Foster Career School offers an Associate in Specialized Technology (AST) in Electronics Technology, that can be completed fully online, with access to an internet-connected computer being the only requirement. Tuition includes well-written and amply-illustrated printed courseware, tools and equipment for experiments, and unlimited instructor support through website, phone, email, and regular mail. Online open-book exams and end-of-semester proctored exams are other features of this course. The course is self-paced, with longer than 2-year durations allowed.

Grantham University offers an Associate of Science (AS) in Electronics Engineering Technology through the distance mode. The tuition package for the course includes textbooks, lesson guides, grading of all tests, mailing of materials and graded tests from the college, consultation with instructors, and required software. Proctored exams are conducted at the end of every semester, which lend more credibility to this course. Consultation with instructors is available through phone, fax, email, and regular mail. To better facilitate the distance mode of the course, Grantham University even provides a discounted option for its students to buy computers from Dell. However, the main advantage of this course is that full credit transfer is possible to Grantham’s Bachelors Degree in the subject. Grantham is especially popular with military students.

Bachelors Degrees

When it comes to Bachelors Degrees for electronics engineering technology distance learning, even courses with accreditation from the Technology Accreditation Commission (TAC) of the Accreditation Board for Engineering Technology (ABET) are available.

Old Dominion University offers its Bachelor of Science (BS) in Engineering Technology, with Electrical Engineering Technology as Major, and Electrical Systems Technology as optional. The course name follows the earlier US convention of naming Electronics Engineering courses as Electrical Engineering courses. This B.S. indeed has significant stress on Electronics Engineering Technology. In-depth coverage of Electronics includes Linear Electronics, Digital Controls, Microprocessors, Communications, Control Systems etc. High-tech delivery methods like virtual laboratory, streaming video, and satellite broadcast for 1-way video and 2-way audio, are fully utilized. The course is accredited by TAC of ABET.

World College, a wholly owned subsidiary of the Cleveland Institute of Electronics (CIE), offers a Bachelor of Electronics Engineering Technology (BEET) through the distance mode. Features include over 300 lab experiments, online exams, and toll free phones and email for consultation with instructors. Subjects covered include Electronics, Computer Technology, Telecommunications, Electrical Power, and Control Systems. Access to a computer and an oscilloscope are necessary.

Grantham University (described above, under Associate Degrees) also offers a Bachelor of Science (BS) in Electronics Engineering Technology.

The only current limiting factor for electronics engineering technology distance learning seems to be the high costs for implementing virtual labs that can be simultaneously accessed by a large number of students, and once this is solved by better and economical hardware and software, electronics engineering technology distance learning will be provided by more and more Universities, Colleges, and Polytechnic Institutes.

Jim Zorn is web master of the Guide to Distance Learning. Please visit to learn more about online colleges and universities, distance learning degrees, majors and courses offered.
http://www.guide-to-distance-learning.com/index.html

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How Can Instructional Technology Make Teaching and Learning More Effective in the Schools?

In the past few years of research on instructional technology has resulted in a clearer vision of how technology can affect teaching and learning. Today, almost every school in the United States of America uses technology as a part of teaching and learning and with each state having its own customized technology program. In most of those schools, teachers use the technology through integrated activities that are a part of their daily school curriculum. For instance, instructional technology creates an active environment in which students not only inquire, but also define problems of interest to them. Such an activity would integrate the subjects of technology, social studies, math, science, and language arts with the opportunity to create student-centered activity. Most educational technology experts agree, however, that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.

Today, classroom teachers may lack personal experience with technology and present an additional challenge. In order to incorporate technology-based activities and projects into their curriculum, those teachers first must find the time to learn to use the tools and understand the terminology necessary for participation in projects or activities. They must have the ability to employ technology to improve student learning as well as to further personal professional development.

Instructional technology empowers students by improving skills and concepts through multiple representations and enhanced visualization. Its benefits include increased accuracy and speed in data collection and graphing, real-time visualization, the ability to collect and analyze large volumes of data and collaboration of data collection and interpretation, and more varied presentation of results. Technology also engages students in higher-order thinking, builds strong problem-solving skills, and develops deep understanding of concepts and procedures when used appropriately.

Technology should play a critical role in academic content standards and their successful implementation. Expectations reflecting the appropriate use of technology should be woven into the standards, benchmarks and grade-level indicators. For example, the standards should include expectations for students to compute fluently using paper and pencil, technology-supported and mental methods and to use graphing calculators or computers to graph and analyze mathematical relationships. These expectations should be intended to support a curriculum rich in the use of technology rather than limit the use of technology to specific skills or grade levels. Technology makes subjects accessible to all students, including those with special needs. Options for assisting students to maximize their strengths and progress in a standards-based curriculum are expanded through the use of technology-based support and interventions. For example, specialized technologies enhance opportunities for students with physical challenges to develop and demonstrate mathematics concepts and skills. Technology influences how we work, how we play and how we live our lives. The influence technology in the classroom should have on math and science teachers’ efforts to provide every student with “the opportunity and resources to develop the language skills they need to pursue life’s goals and to participate fully as informed, productive members of society,” cannot be overestimated.

Technology provides teachers with the instructional technology tools they need to operate more efficiently and to be more responsive to the individual needs of their students. Selecting appropriate technology tools give teachers an opportunity to build students’ conceptual knowledge and connect their learning to problem found in the world. The technology tools such as Inspiration® technology, Starry Night, A WebQuest and Portaportal allow students to employ a variety of strategies such as inquiry, problem-solving, creative thinking, visual imagery, critical thinking, and hands-on activity.

Benefits of the use of these technology tools include increased accuracy and speed in data collection and graphing, real-time visualization, interactive modeling of invisible science processes and structures, the ability to collect and analyze large volumes of data, collaboration for data collection and interpretation, and more varied presentations of results.

Technology integration strategies for content instructions. Beginning in kindergarten and extending through grade 12, various technologies can be made a part of everyday teaching and learning, where, for example, the use of meter sticks, hand lenses, temperature probes and computers becomes a seamless part of what teachers and students are learning and doing. Contents teachers should use technology in ways that enable students to conduct inquiries and engage in collaborative activities. In traditional or teacher-centered approaches, computer technology is used more for drill, practice and mastery of basic skills.

The instructional strategies employed in such classrooms are teacher centered because of the way they supplement teacher-controlled activities and because the software used to provide the drill and practice is teacher selected and teacher assigned. The relevancy of technology in the lives of young learners and the capacity of technology to enhance teachers’ efficiency are helping to raise students’ achievement in new and exciting ways.

As students move through grade levels, they can engage in increasingly sophisticated hands-on, inquiry-based, personally relevant activities where they investigate, research, measure, compile and analyze information to reach conclusions, solve problems, make predictions and/or seek alternatives. They can explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge. They should describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research. They should explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Students need grade-level appropriate classroom experiences, enabling them to learn and to be able to do science in an active, inquiry-based fashion where technological tools, resources, methods and processes are readily available and extensively used. As students integrate technology into learning about and doing science, emphasis should be placed on how to think through problems and projects, not just what to think.

Technological tools and resources may range from hand lenses and pendulums, to electronic balances and up-to-date online computers (with software), to methods and processes for planning and doing a project. Students can learn by observing, designing, communicating, calculating, researching, building, testing, assessing risks and benefits, and modifying structures, devices and processes – while applying their developing knowledge of science and technology.
Most students in the schools, at all age levels, might have some expertise in the use of technology, however K-12 they should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

Rapid developments in the design and uses of technology, particularly in electronic tools, will change how students learn. For example, graphing calculators and computer-based tools provide powerful mechanisms for communicating, applying, and learning mathematics in the workplace, in everyday tasks, and in school mathematics. Technology, such as calculators and computers, help students learn mathematics and support effective mathematics teaching. Rather than replacing the learning of basic concepts and skills, technology can connect skills and procedures to deeper mathematical understanding. For example, geometry software allows experimentation with families of geometric objects, and graphing utilities facilitate learning about the characteristics of classes of functions.

Learning and applying mathematics requires students to become adept in using a variety of techniques and tools for computing, measuring, analyzing data and solving problems. Computers, calculators, physical models, and measuring devices are examples of the wide variety of technologies, or tools, used to teach, learn, and do mathematics. These tools complement, rather than replace, more traditional ways of doing mathematics, such as using symbols and hand-drawn diagrams.

Technology, used appropriately, helps students learn mathematics. Electronic tools, such as spreadsheets and dynamic geometry software, extend the range of problems and develop understanding of key mathematical relationships. A strong foundation in number and operation concepts and skills is required to use calculators effectively as a tool for solving problems involving computations. Appropriate uses of those and other technologies in the mathematics classroom enhance learning, support effective instruction, and impact the levels of emphasis and ways certain mathematics concepts and skills are learned. For instance, graphing calculators allow students to quickly and easily produce multiple graphs for a set of data, determine appropriate ways to display and interpret the data, and test conjectures about the impact of changes in the data.

Technology is a tool for learning and doing mathematics rather than an end in itself. As with any instructional tool or aid, it is only effective when used well. Teachers must make critical decisions about when and how to use technology to focus instruction on learning mathematics.

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