K-12 STEM Teacher Preparation for the Global Age

1. K-12 STEM Teacher Preparation for the Global Age Dr. Edward M. Reeve Department of Engineering and Technology Education Utah State University

2. Do tomorrow’s K-12 Science, Technology, Engineering, and Math (STEM) teachers need to be prepared to teach about an increasingly complex globally connected world? Why?

3. To Stay Competitive with the Rest of the World • U.S. students are doing poorly when compared to their international counterparts. • Forces of Globalization • Today the World is Flat!

4. Many say we are losing our competitive edge! • U.S. students ranked 21st out of 30 in SCIENCE Literacy among students from developed countries and 25th out of 30 in MATH Literacy.

5. Today, there are many efforts underway in trying to improve K-12 STEM Education in the U.S.: For Example: In 2009 President Obama launched the “Educate to Innovate” campaign to improve the participation and performance of America’s students in STEM. • “Increase STEM literacy so that all students can learn deeply and think critically in science, math, engineering, and technology.”

6. Today: The World is Flat! Thomas Friedman’s, The World Is Flat: A Brief History of the 21st Century, explains that the convergence of technological, political, social and business changes has created “a flat world.” • Living in a flat world means that people worldwide are equally able to collaborate, communicate and compete.

7. Globalization Continues to Expand and Impacts all Facets of Life in the U.S.

8. April 24, 2007 Carlos Slim Helu dethrones Bill Gates as world's richest man (March 10, 2010)

9. Globalization impacts all facets of life in the U.S. Consumer Reports(April 2009) Top U.S. Automobile Picks for 2009 The best models in 10 categories • Toyota (4) • Honda (1) • Infiniti (1) • Mazda (1) • Hyundai (1) • Lexus (1) • Chevy (1)

10. Made in China Globalization impacts all facets of life in the U.S.

11. Globalization impacts all facets of life in the U.S.

12. Globalization impacts all facets of life in the U.S. Clothes Made in Bangladesh Made in Indonesia Made in Honduras Made in China Made in El Salvador Made in Mexico

13. Globalization impacts all facets of life in the U.S. Products Made in Korea Made in Taiwan Made in Japan Made in China Made in Mexico

14. Globalization impacts all facets of life in the U.S. Food Do you know where your food comes from?

15. Globalization impacts all facets of life in the U.S. Americans are finding themselves in competition for their jobs not just with their neighbors but with individualsaround the world. Changes in Science and Technology are impacting the U.S. Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2006)

16. Changes in Science &Technology • U.S. firm’s call centers are based in India — where employees are now being taught to speak with a mid-western accent. • Chemical companies closed 70 facilities in the U.S. in 2004, and have tagged 40 more for shutdown. Of 120 new chemical plants being built around the world with price tags of $1 billion or more, 1 is in the U.S., 50 are in China. • Visitors to an office not far from the White House are greeted by a receptionist on a flat screen display who controls access to the building & arranges contacts — she is in Pakistan.

17. Today, to Stay Globally Competitive, the U.S. Must Prepare “Competent” K-12 STEM Education Teachers

18. Preparing “Competent” K-12 STEM Teachers Today Two Main Ingredients: • Preparing teachers who graduate with a sound knowledge and understanding of the “core competencies”of the discipline. • Preparing teachers who understand the world and are capable of developing K-12 STEM teaching and learning experiences that provide students with a global perspective. The Focus of This Presentation

19. Today, K-12 STEM Teachers must prepare their students to live and work in a 21st Century Global Society. To make sure K-12 STEM teachers are properly prepared to provide their students with global perspectives, pre-service teachers should acquire a set of globally related competencies during their studies.

20. A recommended set of Globally Related Competencies needed by Today’s K-12 STEM Teacher Education Graduates

21. A Globally Competent K-12 STEM Education Teacher should be able to: 1. Internationalize the Curriculum • Provide students with a global perspective of the subject or topic being studied. 2. Show respect and have a basic understanding of people from cultures other than their own.

22. A Globally Competent K-12 STEM Education Teacher should be able to: 3. Describe various types of international travel opportunities that are available for them to learn about the world. • Language Study Trips • Study-Abroad Programs • Humanitarian Efforts • Teacher Exchange Programs Encourage Students to Learn Another Language!

23. A Globally Competent K-12 STEM Education Teacher should be able to: 4. STEM Exists in a Global Context. Discuss impacts of globalization on STEM, including how governmental and economic systems can influence STEM decisions. 5. Identify and discuss a variety of “major” global STEM issues, problems, or events that are impacting the world. • Global Warming • Clean Drinking Water • Food security • Health • Toyota

24. A Globally Competent K-12 STEM Education Teacher should be able to: 6. Discuss what it means to live in a “Flat World.” • Data can be transferred across oceans almost instantaneously. • Business can takes place around the clock. • Individuals from around the world compete for the same job. 7. Use technology to “globally” communicate (e.g., Skype) and search for relevant knowledge, resources and information that can be used to inform about our complex global society.

25. A Globally Competent K-12 STEM Education Teacher should be able to: 8. Provide historical and current examples of important foreign STEM inventors, inventions, innovations, and research & development that have or are currently transforming the world. • Rudolf Diesel • Johan Gutenberg • International Space Station • Nuclear Weapons

26. A Globally Competent K-12 STEM Education Teacher should be able to: 9. Discuss the various types of “standards” and systems used around the world. • International Organization for Standardization (ISO) • The Metric System - International System of Units (SI) • CE Marking - Certifies that a product has met EU consumer safety, health or environmental requirements. • Many Countries Have a National Curriculum • The International Baccalaureate (IB) offers high quality programs of international education to a worldwide community of schools.

27. A Globally Competent K-12 STEM Education Teacher should be able to: 10. Provide examples of common and accepted laws, formulas, and principles used in science, technology, math and engineering to show they are universal in nature.

28. A Globally Competent K-12 STEM Education Teacher should be able to: 11. Discuss how multinational companies play an important role in globalization and influence how STEM is practiced. • Many U.S. companies actively connect with global partners to share research and resources. • Many once prominent “U.S. brands” are now owned by foreign companies or investors.

29. A Globally Competent K-12 STEM Education Teacher should be able to: 12. Discuss international STEM related careers and the U.S.’s role in educating a global STEM workforce.

30. Preparing “Globally Competent” K-12 STEM Teachers Suggestions

31. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) 1. Use the Content Standards Indentify standards (and benchmarks) that state or easily adapt to a global perspective and build upon it. Standards for Technological Literacy: • Standard 2 (Core Concepts of Technology) – Global Affects of Technology, Resources. • Standard 4 (Technology and Society) – Technology has positive and negative global impacts.

32. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) Content Standards • Standards for Technological Literacy: • Standard 14 (Medical Technology) – Global health concerns. • Standard 18 (Transportation Technology) – Global Transportation Systems. • Standard 19 (Manufacturing Technology) - Global economy where many goods are made and sold around the world. - International Standards.

33. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) Content Standards • Science Standards • Personal & Social Perspectives: An understanding of science and technology in local, national, and global challenges. • In grades 9-12, design tasks should explore a range of contexts including both those immediately familiar in the homes, school, and community of the students and those from wider regional, national, or global contexts.

34. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) Content Standards • Math Standards • No specific standards identified. • An effective mathematics curriculum focuses on important mathematics that will prepare students for continued study and for solving problems in a variety of school, home, and work settings.

35. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) Review the “proposed” Technological Literacy Standards: Beginning in 2012, "technological literacy" will be added to our Nation's Report Card. This means student proficiency in the application of technology will be measured for the first time. The assessment targets are organized into threemajor areas of technological literacy: • Technology and Society • Design and Systems • Information & Communication Technology

36. The “Proposed” Technological Literacy Standards Encourage a Global Perspective • Technology and Human Society: 12th graders should have a heightened cultural sensitivity andattain a global view of the interplay between technology and culture. • Effects of Technology on the World of Information and Knowledge: 12th graders should know the democratization of information communication and dissemination channels has made it possible to publish and disseminate information globally, with implications for governments, news and other organizations, and individuals. • Investigation of Academic and Real-World Problems: 8th Grade students are able toidentify a global issue using digital tools to investigate possible solutions. Select and present the most promising sustainable solution.

37. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) 2. Provide a “global perspective” to the subject or topic being discussed. • Develop an International Classroom Atmosphere • Bring in International Speakers • Develop International School-to-School Partnerships Showcase the use of STEM from Around the World! Transportation Energy

38. Preparing Globally Competent STEM Teachers 3. Encourage Study-Abroad • University Sponsored Programs(Short & Long Term) • Humanitarian Efforts • Personal International Travel • U.S. Government Programs

39. Preparing Globally Competent STEM Teachers 4. Promote Professional Development • Attend National and International Conferences - Network • Participate in International Competitions

40. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) 5. Encourage Participation in Local Cultural Events and Programs • Participate in International Week Activities • Attend Local Cultural Events

41. Preparing Globally Competent STEM Teachers (Internationalizing the Curriculum) 6. Encourage Learning about the World • Develop Teaching and Learning Experiences that included a Global Perspective. • Virtual Field Trips to International Sites • Exploring, Music , News, and Entertainment from Around the World • Activities that focus on Events Happening in the World • Search for International Career Opportunities

42. CONCLUSION Those involved in preparing K-12 STEM Education Teachers must take the challenge of preparing their students with: • A sound knowledge of the “core competencies” of the discipline. • A set of globally related competencies that they can use to help better prepare their students for living and working in a complex 21st Century Global Society.

43. REFERENCES • Standards for Technological Literacy, Content for the Study of Technology: http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf • Science Standards: http://www.nsta.org/publications/nses.aspx • Math Standards: http://www.nctm.org/standards/ • Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future: http://www.nap.edu/catalog.php?record_id=11463 • NAEP Technological Literacy Framework and Test Item Specifications: http://www.edgateway.net/cs/naepsci/print/docs/470 • Teacher Preparation for the Global Age: http://www.longviewfdn.org/122/teacher-preparation-for-the-global-age.html • Educate to Innovate: http://www.whitehouse.gov/issues/education/educate-innovate • The World is Flat: http://www.thomaslfriedman.com/bookshelf/the-world-is-flat

44. REFERENCES • International Baccalaureate Programs: http://www.ibo.org/who/ • The Program for International Student Assessment (PISA): http://nces.ed.gov/surveys/pisa/ • LOSING THE COMPETITIVE ADVANTAGE? - THE CHALLENGE FOR SCIENCE AND TECHNOLOGY IN THE UNITED STATES: http://www.aeanet.org/Publications/idjj_AeA_Competitiveness.asp • Increasing the Competitive Edge in Math and Science (2009) by Janet S. Kettlewell • National Math and Science Initiative: http://www.nationalmathandscience.org • Preparing STEM Teachers: The Key to Global Competitiveness: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2b/60/d4.pdf

45. REFERENCES • Building a 21st century U.S. education system: http://www.nctaf.org/resources/research_and_reports/nctaf_research_reports/Buildinga21stcenturyu.s.educationsystem.htm • Embracing Globalization: Meeting the Challenges to U.S. Scientists and Engineers: http://sigmaxi.org/programs/global/FinalReport.pdf • Improving K-12 STEM Education: Options for State Legislators: http://www.asme.org/NewsPublicPolicy/GovRelations/PositionStatements/Improving_K12_STEM_Education.cfm • The Opportunity Equation - Transforming Mathematics and Science Education for Citizenship and the Global Economy : http://www.opportunityequation.org/TheOpportunityEquation.pdf • National Educational Technology Plan (NETP): http://www2.ed.gov/about/offices/list/os/technology/netp.pdf

46. Edward M. Reeve, PhD Professor Utah State University Engineering and Technology Education (ETE) 6000 Old Main Hill Logan, Utah 84322-6000 Ph: (435) 797-3642 E-Mail: ed.reeve@usu.edu Department Web Site:www.ete.usu.edu

47. The End