Towards the Ubiquity of Precollege Engineering Education: From Pedagogical Techniques to the Development of Learning Technologies

Persistent Link:
http://hdl.handle.net/10150/265592
Title:
Towards the Ubiquity of Precollege Engineering Education: From Pedagogical Techniques to the Development of Learning Technologies
Author:
Riojas, Mario
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Embargo:
Release after 03-Dec-2013
Abstract:
The significance of teaching the basics of engineering education in middle- and high-schools is generally acknowledged by policy makers, teachers and researchers in the U.S.A. as well as a number of developed and developing countries. Nevertheless, engineering topics are rarely covered by precollege curriculums. A key contributing factor is that engineering hinges on the usage of technology to expose learners to fundamental concepts otherwise difficult to demonstrate. For example, learning the concepts of systems' design, optimization, and trade-offs can be a challenging task when teachers and students limited access to tools to practice their engineering knowledge. Thus, a deficiency of operational learning technologies for diverse precollege environments affects the availability of engineering learning experiences. The aim of this dissertation is to unveil the relationships between influential factors for the advancement of precollege engineering education. We proposed a framework for the development of curriculum and technology derived from analyzing design issues from the perspective of multiple entities encompassing a broad of stage holders including students, teachers and technology developers. Several influential factors are considered including human-computer interaction issues, the problem of a digitally divided population and the lack of engineering curriculum that reconciles precollege engineering education with state and national educational standards. The findings of this dissertation are based on quantitative and qualitative re- search performed during a four year span working with five local schools in the Tucson Unified School District.
Type:
text; Electronic Dissertation
Keywords:
Engineering Curriculum; Engineering Education; Learning Technologies; Usability of Learning Technologies; Electrical & Computer Engineering; Design of Learning Technologies; Educational Technologies
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Electrical & Computer Engineering
Degree Grantor:
University of Arizona
Advisor:
Rozenblit, Jerzy W.; Lysecky, Susan

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTowards the Ubiquity of Precollege Engineering Education: From Pedagogical Techniques to the Development of Learning Technologiesen_US
dc.creatorRiojas, Marioen_US
dc.contributor.authorRiojas, Marioen_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.releaseRelease after 03-Dec-2013en_US
dc.description.abstractThe significance of teaching the basics of engineering education in middle- and high-schools is generally acknowledged by policy makers, teachers and researchers in the U.S.A. as well as a number of developed and developing countries. Nevertheless, engineering topics are rarely covered by precollege curriculums. A key contributing factor is that engineering hinges on the usage of technology to expose learners to fundamental concepts otherwise difficult to demonstrate. For example, learning the concepts of systems' design, optimization, and trade-offs can be a challenging task when teachers and students limited access to tools to practice their engineering knowledge. Thus, a deficiency of operational learning technologies for diverse precollege environments affects the availability of engineering learning experiences. The aim of this dissertation is to unveil the relationships between influential factors for the advancement of precollege engineering education. We proposed a framework for the development of curriculum and technology derived from analyzing design issues from the perspective of multiple entities encompassing a broad of stage holders including students, teachers and technology developers. Several influential factors are considered including human-computer interaction issues, the problem of a digitally divided population and the lack of engineering curriculum that reconciles precollege engineering education with state and national educational standards. The findings of this dissertation are based on quantitative and qualitative re- search performed during a four year span working with five local schools in the Tucson Unified School District.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectEngineering Curriculumen_US
dc.subjectEngineering Educationen_US
dc.subjectLearning Technologiesen_US
dc.subjectUsability of Learning Technologiesen_US
dc.subjectElectrical & Computer Engineeringen_US
dc.subjectDesign of Learning Technologiesen_US
dc.subjectEducational Technologiesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineElectrical & Computer Engineeringen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRozenblit, Jerzy W.en_US
dc.contributor.advisorLysecky, Susanen_US
dc.contributor.committeememberSprinkle, Jonathanen_US
dc.contributor.committeememberRozenblit, Jerzy W.en_US
dc.contributor.committeememberLysecky, Susanen_US
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