Comparing High School Students\u27 and Adults\u27 Perceptions of Technological Literacy

This study compared high school student\u27s perceptions of technology and technological literacy to those perceptions of the general public. Additionally, individual student groups were compared statistically to determine significant differences between the groups. The ITEA/Gallup Poll instrument was used to survey high school student\u27s perceptions of technology in the study. The instrument has been used twice (2001, 2004) in the United States and once (2005) in Hong Kong to survey adult\u27s perceptions of technology. The student population in question consisted of three subgroups: students enrolled in a standards-based technology education courses, students enrolled in a Project Lead the Way® (PLTW®) Principles of Engineering pre-engineering course, and students enrolled in a general education course (language arts, mathematics, or science). In addition, each student group\u27s perceptions of technology were compared to one another to determine differences within each group. A convenience sample (n=10) was drawn from the entire population of North Carolina\u27s Fundamentals of Technology course teachers (N=125) and a sample (n=9) was drawn from the entire population of North Carolina\u27s PLTW® (N=35) programs. Additionally, a convenience sample consistent with the number of Fundamentals of Technology courses and PLTW® courses was drawn for the study to serve in a reference group capacity. Since the entire population of North Carolina\u27s PLTW® programs was (N=35), only nine schools from each of the three groups were mailed the survey packet. Randomly selected teachers were mailed a cover letter explaining the study to the teachers, parent consent form, student participation form, a reference copy of the survey including specific demographic information, and the ITEA/Gallup Poll (2001/2004). Data collected were compared using chi-square analysis to answer the research questions. Of the 29 packets mailed out to teachers of all three different groups, 15 packets were returned for a response rate of 51.7%. A total of 151 students were surveyed, 58 of which were enrolled in technology education classes, 23 in PLTW® classes, and 70 enrolled in general education classes. All instruments were deemed usable for the study. Thirteen of the 66 items in the ITEA/Gallup Poll (2001/2004) showed a significant difference between students that complete a Project Lead the Way® pre-engineering course, students who complete the Fundamentals of Technology standards-based technology education course, and students who are only enrolled in general education courses. Of those 13 items showing a significant difference between all three groups, 7 of the 13 items showed a significant difference between technology education and PLTW® respondents, 6 of the 13 items showed a significant difference between PLTW® and general education respondents, and 8 of the 13 items showed a significant difference between technology education and general education group respondents

William Henry Harrison letter to Moses Dawson

Letter from Harrison (North Bend, Ohio) to Dawson (Cincinnati, Ohio) offering to help Dawson in any way not incompatible with creditors and family; Dawson\u27s difficulties; Harrison to decide on his actions in a few days.https://www.exhibit.xavier.edu/dawson_correspondence/1057/thumbnail.jp

William Henry Harrison letter to Moses Dawson

Letter from Harrison (North Bend, Ohio) to Dawson (Cincinnati, Ohio) regarding his failure to answer the letter about the press; on visit to Cincinnati found no one at Dawson\u27s home; became sick, and returned home immediately. Proposed address before the Historical Society of Ohio; may not be able to get to Columbus; will sell press for as much as possible in cash or short time credit.https://www.exhibit.xavier.edu/dawson_correspondence/1056/thumbnail.jp

William Henry Harrison letter to Moses Dawson

Harrison (Cleves, Ohio) to Dawson (Cincinnati, Ohio) Hammond has the correspondence between William Henry Harrison and Major Moore; was published correctly in the Gazette; no vindication of Harrison\u27s character in the local press; all the correspondence should be published.https://www.exhibit.xavier.edu/dawson_correspondence/1054/thumbnail.jp

William Henry Harrison letter to Moses Dawson

Letter from Harrison (North Bend, Ohio) to Dawson (Cincinnati, Ohio) regarding the arrival of his son John Scott Harrison from the east; Scott denies giving Smith permission to stay on Dawson\u27s recently purchased farm until spring.https://www.exhibit.xavier.edu/dawson_correspondence/1055/thumbnail.jp

New Hampshire in history; or the contribution of the Granite state to the development of the nation.

Mode of access: Internet

Reflections 1974

The 1974 issue of Reflections is dedicated to join editors Becky Sigmon and Henry Long Harrison III. Cover art is by Jan Hafling with Terry Sigmon, Bruce Stuart, and Judy Greene contributing additional art to the issue. Dr. Betty S. Cox served as faculty adviser.https://digitalcommons.gardner-webb.edu/reflections/1001/thumbnail.jp

The ‘Molecule of the Month’ Website—An Extraordinary Chemistry Educational Resource Online for over 20 Years

The Molecule of the Month website (http://www.chm.bris.ac.uk/motm/motm.htm) is an educational resource that is celebrating its 20th anniversary. Here we reflect on its pioneering role in promoting new technology for visualizing and presenting chemical information on the web, as well as its achievements, as a free educational resource, both as a teaching aid and as a multi-user, multi-author learning platform. We discuss the legal aspects of such sites, as well as issues around how to make the content permanent. Finally, we look forward to how such sites may evolve in the futur