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	<title>Comments for TeachIngenuity.com &#171; TeachIngenuity.com</title>
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	<link>http://www.teachingenuity.com</link>
	<description>Developing the power of creative imagination in young people</description>
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		<title>Comment on Teaching Tomorrow&#8217;s Engineers Today by Ivan Fidler</title>
		<link>http://www.teachingenuity.com/2011/05/15/teaching-tomorrows-engineers-today/#comment-80</link>
		<dc:creator><![CDATA[Ivan Fidler]]></dc:creator>
		<pubDate>Sun, 05 Jun 2011 16:14:39 +0000</pubDate>
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		<description><![CDATA[Some interesting points made regarding the type of learning technology education offers, especially that math and science teachers may not have the time for offering extensive study of technology.  It makes me wonder if there are ideas out there on how engineering schools can show recognition of our contribution, through their admissions process.  I tend to see on college websites that students&#039; transcripts need to show specified quantities of core academic subjects, and that documentation of awards and activities are encouraged.  The latter is particularly of value for students whose technology education classes lead to such opportunities.

Nonetheless, when it comes to electives outside of core academic subjects, it seems difficult to find engineering schools&#039; websites that indicate that they will look at these per admissions. There are understandable possibilities for why this is not presently indicated on the sites I&#039;ve explored, such as the importance of providing all applicants maximum opportunities to be on a level playing field.  Not all have access to technology education.  Yet, I wonder if there are appropriate ways for colleges to acknowledge the value of these type of electives (technology education and others as well), that can be put into place?  This may especially resonate with parents, guidance counselors, and others who if they see these things, will be encouraged to discuss the value of such electives to students&#039; learning, scheduling, etc.]]></description>
		<content:encoded><![CDATA[<p>Some interesting points made regarding the type of learning technology education offers, especially that math and science teachers may not have the time for offering extensive study of technology.  It makes me wonder if there are ideas out there on how engineering schools can show recognition of our contribution, through their admissions process.  I tend to see on college websites that students&#8217; transcripts need to show specified quantities of core academic subjects, and that documentation of awards and activities are encouraged.  The latter is particularly of value for students whose technology education classes lead to such opportunities.</p>
<p>Nonetheless, when it comes to electives outside of core academic subjects, it seems difficult to find engineering schools&#8217; websites that indicate that they will look at these per admissions. There are understandable possibilities for why this is not presently indicated on the sites I&#8217;ve explored, such as the importance of providing all applicants maximum opportunities to be on a level playing field.  Not all have access to technology education.  Yet, I wonder if there are appropriate ways for colleges to acknowledge the value of these type of electives (technology education and others as well), that can be put into place?  This may especially resonate with parents, guidance counselors, and others who if they see these things, will be encouraged to discuss the value of such electives to students&#8217; learning, scheduling, etc.</p>
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		<title>Comment on Commentary On CNN&#8217;s &#8220;Don&#8217;t Fail Me: Education In America&#8221; by Ivan Fidler</title>
		<link>http://www.teachingenuity.com/2011/05/17/dont-fail-me/#comment-79</link>
		<dc:creator><![CDATA[Ivan Fidler]]></dc:creator>
		<pubDate>Sun, 05 Jun 2011 15:37:27 +0000</pubDate>
		<guid isPermaLink="false">http://www.teachingenuity.com/?p=112#comment-79</guid>
		<description><![CDATA[I enjoyed the views on the CNN &quot;Don&#039;t Fail Me&quot; piece, and particularly the concerns on the validity of the accountability system per statewide testing.  In light of proposed reforms in NJ regarding teacher evaluation, per tenure, pay, etc., I&#039;m wondering:  could this represent an opportunity for technology education to establish itself as an important contributor to solid accountability reform?  For example, through existing and future interdisciplinary mathematics integration, could the technology education field demonstrate students&#039; strengthened mathematics capabilities? Could it showcase effective teaching practices and assist the reform process, to address concerns with NCLB&#039;s annual yearly progress component,with measures being developed for showing students&#039; individual progress, etc.?]]></description>
		<content:encoded><![CDATA[<p>I enjoyed the views on the CNN &#8220;Don&#8217;t Fail Me&#8221; piece, and particularly the concerns on the validity of the accountability system per statewide testing.  In light of proposed reforms in NJ regarding teacher evaluation, per tenure, pay, etc., I&#8217;m wondering:  could this represent an opportunity for technology education to establish itself as an important contributor to solid accountability reform?  For example, through existing and future interdisciplinary mathematics integration, could the technology education field demonstrate students&#8217; strengthened mathematics capabilities? Could it showcase effective teaching practices and assist the reform process, to address concerns with NCLB&#8217;s annual yearly progress component,with measures being developed for showing students&#8217; individual progress, etc.?</p>
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