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2011Ctteyearbook.Pdf Creativity and Design in Technology & Engineering Education Editors Scott A. Warner Perry R. Gemmill th 60 Yearbook, 2011 Council on Technology Teacher Education Copyright © 2011 by the Council on Technology Teacher Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of the Council on Technology Teacher Education, including, but not limited to, network storage or transmission, or broadcast for distance learning. Council on Technology Teacher Education 1914 Association Drive Suite 201 Reston, VA 20191-1539 ISBN-13: 978-1-887101-10-3 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 044 11 10 09 08 07 This publication is available in microfilm from: UMI 300 North Zeeb Road Dept. P.R. Ann Arbor, MI 48106 -ii- FOREWORD Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and more interesting. Edward de Bono The annual Council on Technology Teacher Education (CTTE) yearbook series showcases important happenings and trends in the field of technology education. Each yearbook is written by professionals who are passionate about advancing knowledge, research, and skills in the field of technology education and the emerging field of K- 12 engineering education. This tradition of excellence continues and the CTTE is proud to present its 60th yearbook that focuses on concepts related to Creativity and Design in Technology & Engineering Education. Creativity and design are important in technology education. Creativity involves “thinking outside the box” and it helps to foster many of today’s new innovations and inventions. Design is a problem solving process and often requires using creative thinking to help solve problems and extend human capabilities. This yearbook provides an in-depth review of creativity and design in technology education and explores many important related concepts. The 60th yearbook begins by setting the context for creativity and design in technology education and defines their meaning. The first section of chapters focuses on creativity. They examine the many forms of creativity. The second section of chapters focuses on concepts related to the developmental stages of humans and creativity, the human brain as the source of creativity, as well as creativity, innovation, and design thinking. The third section of chapters examines pedagogy and environments for creativity and design; specifically, matters related to knowledge and skills as well as the physical and cultural environments for creativity and design are discussed. This section also focuses on the importance of developing curriculum, instruction, and assessment for creativity and design. The final section of the yearbook looks at the importance of professional development. The yearbook concludes with a conceptual model and future perspectives for using and enhancing creativity and design within technology and engineering education. The editors, Drs. Scott Warner and Perry Gemmill, and their chapter authors have worked diligently in developing this timely publication and should be commended for their efforts. I would be remiss if I did not call special attention to one of the authors, Gerald F. Day, who passed away shortly after completing his chapter. He was a consummate professional in the field of technology education. On behalf of the Council and the Yearbook Committee, we are honored to present this publication to the profession. I know you will enjoy reading and learning about the many aspects related to creativity and design in technology education and its importance to developing dynamic and progressive technology and engineering education curricula. Edward M. Reeve President, CTTE June 2011 -iii- YEARBOOK PLANNING COMMITTEE Chairperson Richard D. Seymour Ball State University Terms Expiring in 2011 Philip A. Reed Old Dominion University Brian McAlister University of Wisconsin-Stout Terms Expiring in 2012 Marie Hoepfl Appalachian State University Chris Merrill Illinois State University Terms Expiring in 2013 Joshua Brown Illinois State University Jenny Daugherty Purdue University Terms Expiring in 2014 Ryan Brown Illinois State University Richard Seymour Ball State University -iv- OFFICERS OF THE COUNCIL President Edward M. Reeve Utah State University Department of Engineering and Technology Education Logan, Utah 84322-600 Vice-President Ryan Brown Illinois State University College of Education Normal, Illinois 61790-5100 Secretary Michael Grubbs Adamson Middle School 3187 Rex Road Rex, Georgia 30273 Treasurer Petros Katsioloudis Old Dominion University STEM Education and Professional Studies Norfolk, Virginia 23529 Past President Richard D. Seymour Ball State University Department of Technology Muncie, IN 47306-0255 -v- YEARBOOK PROPOSALS Each year at the ITEEA International Conference, the CTTE Yearbook Committee reviews the progress of yearbooks in preparation and evaluates proposals for additional yearbooks. Any member is welcome to submit a yearbook proposal, which should be written in sufficient detail for the committee to be able to understand the proposed substance and format. Fifteen copies of the proposal should be sent to the committee chairperson by February 1 of the year in which the conference is held. Below are the criteria employed by the committee in making yearbook selections. CTTE Yearbook Committee CTTE Yearbook Guidelines A. Purpose The CTTE Yearbook Series is intended as a vehicle for communicating major topics or issues related to technology teacher education in a structured, formal series that does not duplicate commercial textbook publishing activities. B. Yearbook topic selection criteria An appropriate yearbook topic should: 1. Make a direct contribution to the understanding and improvement of technology teacher education; 2. Add to the accumulated body of knowledge of technology teacher education and to the field of technology education; 3. Not duplicate publishing activities of other professional groups; 4. Provide a balanced view of the theme and not promote a single individual’s or institution’s philosophy or practices; 5. Actively seek to upgrade and modernize professional practice in technology teacher education; and, 6. Lend itself to team authorship as opposed to single authorship. Proper yearbook themes related to technology teacher education may also be structured to: 1. Discuss and critique points of view that have gained a degree of acceptance by the profession; 2. Raise controversial questions in an effort to obtain a national hearing; and, 3. Consider and evaluate a variety of seemingly conflicting trends and statements emanating from several sources. C. The Yearbook Proposal 1. The yearbook proposal should provide adequate detail for the Yearbook Committee to evaluate its merits. 2. The yearbook proposal includes the following elements: -vi- a) Defines and describes the topic of the yearbook; b) Identifies the theme and describes the rationale for the theme; c) Identifies the need for the yearbook and the potential audience or audiences; d) Explains how the yearbook will advance the technology teacher education profession and technology education in general; e) Diagram symbolically the intent of the yearbook; f) Provides an outline of the yearbook which includes: i) A table of contents; ii) A brief description of the content or purpose of each chapter; iii) At least a three level outline for each chapter; iv) Identification of chapter authors (s) and backup authors; v) An estimated number of pages for each yearbook chapter; and, vi) An estimated number of pages for the yearbook (not to exceed 250 pages). g) Provides a timeline for completing the yearbook. It is understood that each author of a yearbook chapter will sign a CTTE Editor/Author Agreement and comply with the Agreement. Additional information on yearbook proposals is found on the CTTE web site at http://www.ctete.org/ -vii- PREVIOUSLY PUBLISHED YEARBOOKS *1. Inventory Analysis of Industrial Arts Teacher Education Facilities, Personnel and Programs, 1952. *2. Who’s Who in Industrial Arts Teacher Education, 1953. *3. Some Components of Current Leadership: Techniques of Selection and Guidance of Graduate Students; An Analysis of Textbook Emphases; 1954, three studies. *4. Superior Practices in Industrial Arts Teacher Education, 1955. *5. Problems and Issues in Industrial Arts Teacher Education, 1956. *6. A Sourcebook of Reading in Education for Use in Industrial Arts and Industrial Arts Teacher Education, 1957. *7. The Accreditation of Industrial Arts Teacher Education, 1958. *8. Planning Industrial Arts Facilities, 1959. Ralph K. Nair, ed. *9. Research in Industrial Arts Education, 1960. Raymond Van Tassel, ed. *10. Graduate Study in Industrial Arts, 1961. R.P. Norman and R.C. Bohn, eds. *11. Essentials of Preservice Preparation, 1962. Donald G. Lux, ed. *12. Action and Thought in Industrial Arts Education, 1963. E.A.T.Svendsen, ed. *13. Classroom Research in Industrial Arts, 1964. Charles B. Porter, ed. *14. Approaches and Procedures in Industrial Arts, 1965. G.S. Wall, ed. *15. Status of Research in Industrial Arts, 1966. John D. Rowlett, ed. *16. Evaluation Guidelines for Contemporary Industrial Arts Programs, 1967. Lloyd P. Nelson and William T. Sargent, eds. *17. A Historical Perspective
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