Tech Directions - February 2009 - (Page 4) technically speaking Susanne Peckham susanne@techdirections.com I recently received a press release that describes the results of a survey on students’ attitudes toward careers in STEM (science, technology, engineering, and math) fields. The Lemelson-MIT Program, a nonprofit organization that recognizes outstanding inventors, encourages sustainable solutions to real-world problems, and aims to increase young peoples’ interest in STEM professions, reports that its most recent annual survey shows that American students have increasingly positive attitudes toward STEM subjects. The survey also indicates that they think their schools are preparing them well in STEM areas and that many want to engage in STEM-related work to improve the lives of others. The 2009 Lemelson-MIT Invention Index found an overwhelming majority of students surveyed (85%) expressed interest in STEM, with “curiosity about the way things work” driving their interest (44%). Most of those students would be motivated to work in related fields out of altruistic rather than materialistic motives: more than half (56%) selected “protecting the environment” or “improving our society” as their inspiration. Eighty percent think that their schools are preparing them well to pursue a career in STEM fields. The students’ optimism about STEM is also evident in their perceptions of people employed in STEM professions. Contrary to traditional stereotypes of young peoples’ views, more than half those surveyed (55%) would describe scientists, engineers, and mathematicians as “intelligent” and 25% would describe them as “successful.” (Only 5% chose “nerdy” as the best description.) “As an educator, it’s exciting to see that teens have such positive perceptions about science, technology, engineering, and mathematics—traditionally, many students find these subjects intimidating,” the press release quotes Leigh Estabrooks, the Lemelson-MIT Program’s invention education officer, as saying. “Increased exposure to STEM through hands-on learning and interaction with teachers and professionals in these fields may be partly responsible for this positive shift in teens’ perceptions.” There is one item of concern raised by survey results: nearly two-thirds of responding students indicated that they might feel discouraged about pursuing a STEM career because they don’t have contact with anyone who works in these fields (31%) or understand in detail what people in these fields do (28%). With that in mind, technology educators might want to increase their efforts to have students connect with people working in technology and engineering fields—as suggested in this issue by electrical engineer and technology educator supporter Harry Roman in an article on page 17. You might also look into getting involved in the Lemelson-MIT InvenTeam initiative, which provides support for teams of students, teachers, and mentors that work on solutions to real-world problems (http://web.mit.edu/inventeams). A Prakken Publications Magazine Digital Tech Directions (ISSN 1940-3100) is published monthly, except June and July, by Prakken Publications, Inc., 832 Phoenix Drive, Ann Arbor, MI 48108. Executive, editorial, and advertising offices are at PO Box 8623, Ann Arbor, MI 48107-8623, telephone 734-975-2800; fax 734-975-2787. Vol. 68, No. 7. Board of Directors Turalee A. Barlow, George F. Kennedy, Janice E. Knope, Susanne Peckham Publisher George F. 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Gonzales, Ph.D., ASE, Program Chair, Technology Teacher Education Professor, Brigham Young University, UT Clarke Homoly, Assoc. Professor, Dept. of Aviation, University of Central Missouri, Warrensburg Robert T. Howell, Ph.D., Asst. Professor, Technology Studies, Fort Hays State University, KS Robert D. Mordini, Ed.D., Asst. Professor, Technology Studies, Fort Hays State University, KS Richard Phillips, Ed.D., Division Chair, Technologies Division, Mountain Empire Community College, VA Joseph Scarcella, Ph.D., Professor of Education, California State University, San Bernadino Mark S. Schwendau, M.S., Technology Instructor, Kishwaukee College, Malta, IL Bert Siebold, Ph.D., Professor, Department of Industrial & Engineering Technology, Murray State University, KY Chris Zirkle, Ph.D., Asst. Professor, College of Education, Ohio State University, Columbus, OH Subscriptions: individuals: $30 per year; $55 two years; Canadian and foreign: add $10 per year. Canadian GST #R126213487. Single copies $3. Group rate for students in teacher-training insti-tutions available upon request. Periodicals postage paid at Ann Arbor, MI, and additional mailing offices. Printed in U.S.A. POSTMASTER: Please send change of address information to Tech Directions, PO Box 8623, Ann Arbor, MI 48107-8623. Manuscripts should be addressed to: Editor, Tech Directions, PO Box 8623, Ann Arbor, MI 48107-8623. Manuscripts become property of Tech Directions upon letter of acceptance to author and signed copyright release form. Payment made on publication. Electronic copies of back issues available from ProQuest Information and Learning, www.il.proquest.com. Microform copies available from NAPC, www.napubco.com ©2009 by Prakken Publications, Inc. 4 techdirections ◆ FEBRUARY 2009 http://web.mit.edu/inventeams http://www.il.proquest.com http://www.napubco.com
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