Intro
CTETE Yearbook Planning Committee
Officers of the Council (2022-2023)
Proposing a Yearbook
Previously Published Yearbooks
Preface
Contents
Editors and Contributors
Part I Introduction
1 Standards Overview
1.1 The History of Standards in Technology and Engineering Education
1.1.1 Precursors to STEL the Standards for Technological and Engineering Literacy
1.1.2 The Standards for Technological and Engineering Literacy (STEL) Development Process
1.2 Overview of the Yearbook
1.3 The Role of Standards for Technological and Engineering Literacy

1.3.1 Teacher Education
1.3.2 Professional Development
1.3.3 Marketing
References
Part II Implementation of Standards-Based Programs
2 Implementing Standards: Lessons Learned from Science, Mathematics, and Information Technology
2.1 Examining the Standards Development, Adoption, and Iteration Process
2.1.1 Development
2.1.2 Adoption
2.1.3 Iteration
2.2 Implementing Standards: Content and Curriculum
2.3 Exploring Lessons Learned Through Implementation of the Standards
2.3.1 National Level-Policy, Curriculum, and Assessment

2.3.2 State Level-Standards Adoption, Professional Development, and Assessment
2.3.3 District and School Levels-Translating Standards into Curriculum Models
2.3.4 Classroom Level-Adopting Standards-Based Teaching Strategies
2.4 Moving Forward: Overarching Recommendations for STEL
References
3 The Standards for Technological and Engineering Literacy and Children's Psychological Development: A Content Analysis of Engineering Concepts for PreK-Year6
3.1 Introduction
3.2 Theoretical Framework
3.3 Concepts
3.4 Knowledge Forms
3.5 A Cultural-Historical View of Development

3.6 How is Engineering Knowledge Constructed for the PreK-6 Student?
3.7 Engineering Concepts for PreK-2
3.8 Engineering Concepts for Yr3-Yr6
3.9 Conclusion
References
4 Standards-Based Technology and Engineering Curricula in Secondary Education: The Impact and Implications of the Standards for Technological and Engineering Literacy
4.1 Introduction
4.2 Current Standards-Based Resources
4.2.1 Engineering byDesign
4.2.2 Engineering the Future
4.2.3 Project Lead the Way
4.2.4 Framework for P-12 Engineering Learning

4.3 Pedagogical Implications of STEL for Secondary Education
4.3.1 Systems Thinking
4.3.2 Creativity
4.3.3 Making and Doing
4.3.4 Critical Thinking
4.3.5 Optimism
4.3.6 Collaboration
4.3.7 Communication
4.3.8 Attention to Ethics
4.4 Implications for Teacher Preparation
4.5 Recommendations for Further Action
4.6 Conclusion
References
5 Best Practices for Technology and Engineering Education Teacher Preparation Programs
5.1 Introduction
5.2 Best Practices
5.3 An Undergraduate Focus
5.4 Standards-Based Courses
5.5 An Active Student Club