UA64/3/1 Industrial Arts Department

Brief history of the WKU Industrial Arts Department from 1920 through about 1959

Digital Signal Processing Education: Technology and Tradition

In this paper we discuss a DSP course presented to both University students and to participants on industrial short courses. The "traditional" DSP course will typically run over one to two semesters and usually cover the fundamental mathematics of z-, Laplace and Fourier transforms, followed by the algorithm and application detail. In the course we will discuss, the use of advanced DSP software and integrated support software allow the presentation time to be greatly shortened and more focussed algorithm and application learning to be introduced. By combining the traditional lecture with the use of advanced DSP software, all harnessed by the web, we report on the objectives, syllabus, and mode of teaching

UA64/3 Readout

Newsletter includes the following articles: Environmental Science & Technology Building Redrup, Donald. A Philosophy of Industrial Arts - ? Conley, Franklin. A Comment, re: energy crisis Bywaters, Gary. Student vs Faculty Sports Redrup, Donald. Department Possesses EDM Capability Craftsman and Guitar Genuis Speaks, re: Hascal haile Bochan, John. Computer Controlled Machinery at WKU Bywaters, Gary. Western Wins at KIEA Mr. Walter Nalbach Honored

UA64/3 Readout

Newsletter includes articles: New Departmental Programs Crisp, Jeff. Vocational-Industrial & Technical Teacher Education CBTE Project Lyons, Jerry. Not a Dirty Word, re productivity Conley, Frank. Comment, re: scholarships Dye, Wandel. Airbrush Rendering Student Chapter of SME Formed New Equipment Inventory Nalbach Demonstration Highlights Semester Environmental Science & Technology Building Industrial Technology Lecture Serie

Education Technology Tools

Educational technology has the benefit of creating active learning environments in both online and face-to-face classrooms. With the globalization of education, numerous educational tools and resources have been developed to create authentic learning experiences in the classroom. These tools can vary from web-based collaboration tools, such as Google Docs and VoiceThread, to a video tool such as FlipGrid. Such technology can be used in both live (synchronous) or online (asynchronous) classroom settings. With so many options, understanding how to select tools and how they can be integrated into instruction is important and thus is the focus of this entry

Education Technology Portfolio

An educational technology portfolio was completed as a creative component project to meet the requirement for the Educational Technology Masters program in the School of Education at Iowa State University. Artifacts included in this portfolio were aligned to the program’s standards of: 1) Technology Planning and Integration, 2) Digital Citizenship, 3) Research and Assessment, and 4) Visionary Leadership. To meet standard 1 a lesson plan using the app Flipgrid was submitted to show how the understanding of the TPACK Model guided technology planning and integration in a first grade classroom. The artifact aligned with Standard 2 was a Twitter Chat Project on transformative use from a prior class. This Twitter Chat asked teachers to participate in a discussion guided by pre-determined questions on what transformative use is and how it is implemented in the classroom. Standard 3 was met through an action research paper on technology integration in K-2 classrooms in a large suburban district. The artifact aligned to Standard 4 was a Padlet Wall used for the teaching of a technology professional development course in a suburban district. These artifacts are composed in a website with authentic reflections to show overall growth

High-Tech Tools for Teaching Physics: the Physics Education Technology Project

This article appeared in the Journal of Online Teaching and Learning September 15, 2006.This paper introduces a new suite of computer simulations from the Physics Education Technology (PhET) project, identifies features of these educational tools, and demonstrates their utility. We compare the use of PhET simulations to the use of more traditional educational resources in lecture, laboratory, recitation and informal settings of introductory college physics. In each case we demonstrate that simulations are as productive, or more productive, for developing student conceptual understanding as real equipment, reading resources, or chalk-talk lectures. We further identify six key characteristic features of these simulations that begin to delineate why these are productive tools. The simulations: support an interactive approach, employ dynamic feedback, follow a constructivist approach, provide a creative workplace, make explicit otherwise inaccessible models or phenomena, and constrain students productively