Paul+DeRita



  **PRIMARY RESEARCH QUESTION**  # **Method**  
 * 1)  **DOES PARTICIPATION IN MIDDLE SCHOOL TECHNOLOGY EDUCATION CLASSES CHANGE GIRLS’ ATTITUDE TOWARDS TECHNOLOGY?**
 * 2)  **ADDITIONAL QUESTIONS**
 * 3) <span style="font-family: 'Times New Roman',Times,serif"> What are girls’ attitudes towards technology education units of study?
 * 4) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> What do girls like/dislike about the current technology classes offered?
 * 5) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Are girls more or less likely to pursue further education in a technical area of study after exploratory technology classes?
 * 6) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Are girls more of less likely to pursue a career in a technical field after exploratory technology classes?
 * 7) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> **INTRODUCTION**
 * 8) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> One of the stated goals of the Chariho Regional Middle Schools technology education program is to provide exploratory opportunities for students in the area of technology Education. Student partake in project –based learning activities that require an understanding of engineering principle, problem -solving and the technological world we live in. The ambition is to also instill a greater understanding and appreciation for the study of technology in all technical areas and to motivate students to further their education and other technical pursuits after middle school. One area of particular interest is the inspiration of girls to pursue further studies in technology and to further pursue technical careers after high school. Providing opportunities for women in technical areas has been a long stand goal within the United State as well. The Equal opportunities Act introduced in 1980, declares it the policy of the United States that men and women have equal opportunities in education, training and employment in scientific and technical fields. The act authorizes the foundation to support activities designed to increase the participation of women in the courses of study leading to degrees in scientific and technical fields and to provide career encouragement and traineeship and fellowship opportunities for women in such areas. (United States House of Representiives, 1980) The rational for this study is to further the understanding of how girls view technology and the ability of technology education classes to influence their future decisions in a positive way.
 * 9) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> **HYPOTHESIS**
 * 10) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> o Female students’ attitudes towards technology will be favorably enhanced as a result of exposure to technology education classes.
 * 11) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> o As female students are exposed to technology education classes, they will become more confident in their own technical abilities and will be more receptive to considering further studies in technical areas.
 * 12) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> o Through understanding comes appreciation and as the female student come to understand the nature of technology they will develop a greater appreciation for technology and technical careers.
 * 13) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> o The Chariho Regional Middle School is meeting its goal of positively influencing female students’ attitude towards technology.
 * 14) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> o A plausible alternative hypothesis is that the students prefer the hands-on approach to learning and the autonomy present in the technology education instructional environment. They may equate technology and technology education to this method and have a positive attitude towards the method and necessarily towards the content.
 * 15) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> **__Review of the Literature__**
 * 16) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">  Few people would argue against the great need to educate the children of America in the field of technology. This idea was echoed by Rhode Island Governor Donald L. Carcieri in a report of the Blue Ribbon Panel on Mathematics and Science Education in 2005. The Blue Ribbon Panel was formed by the governor to study the status of math and science education in Rhode Island schools and to make recommendation for improvement. In a message to the citizens of Rhode Island within the report the governor comments that, Rhode Island is the birthplace of the American Industrial Revolution. When Samuel Slater built his mill in 1793 on the banks of the Blackstone River in Pawtucket, he revolutionized the manufacturing of textiles and ushered in an era of unprecedented prosperity in Rhode Island. Today, our state has the potential to once again become a center for engineering innovation and a model for economic growth. Our children are Rhode Island’s most valuable resource. We can assure them a prosperous future through a conscientious investment, by both the public and private sectors, in improving their education. Keeping pace with the dramatic growth and expansion of technological innovation is the key to prosperity in a rapidly evolving global economy. Educating our children, and future generations of Rhode Islanders, in the practical application of mathematics and science will be a critical factor in our ability to compete//. (Carcieri, 2005) //       ======
 * 17) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">  Middle school Technology Education programs have an important role to play in inspiring and educating the young students of America. Suzan Silverman and Alice Pritchard conducted research in this area. T  heir research focused on why so few female students in Connecticut continue to study technology in high school after expose to the subject in the middle school. Phase I of the study focused on the girls’ middle school experiences when the classes are exploratory in nature. “We wanted to examine whether the same factors which tend to discourage girls from pursuing math and science careers were operating in technology education during the girls' early exposure to the subject, at an age when gender differences first begin to appear”. They found that,  w  hile some students were inspired to continue their technological studies after middle school, the most common response was that it had little impact, because what they did in middle school was not comparable to the range of classes available in high school. Girls were generally not aware of what was available in high school and were not being encouraged by their middle school experience to challenge stereotypes and explore nontraditional subjects. They also found the girls were uninformed about career opportunities availible, salaries in technical fields and the required education needed to pursue a technical career. They conclude that this lack of connction to what is happing in the classroom and what is outside the classroom is a major factor as well as sterotypical atitudes that still exist concerning appropriate careers for women. (Silverman,Pritchard Spring 1996)     ======
 * 18) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif"> This situation also continues after high school. T  here is the disturbing fact pointed out by Karen F. Zuga that, i  n addition to diminishing the role of women in technology and engineering, many technical occupations, including science, has a low representation of women. She asks, Can technology educators begin to address the lack of participation of women and girls in technology education without understanding the potential for differences between men and women with regard to technology and to education? (Zuga, Spring 1999)     ======
 * 19) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">Some research suggests that there are still gender biases that exist to control girls attitudes and actions and that this many be the result of the predominance of white male teachers in the technical fields of study. The lack of information and the emergence of sexism among peers at the middle school level are influencing girls to more readily accept stereotypical roles. Because of this gender-pressure fewer girls are pioneering the information superhighway. Our electronic covered wagons are unfortunately being lead by a stereotypical profile of a white male nerd. Our girls are not only pressured early in their education to avoid the science field, but unfortunately also lack education about technology that includes strong women leaders established in business or education. (Nicolai, 200) In research by Mark Sanders, he further studied the lack of women role models in the technology education field. In his research he discusses that, while the shortage of women throughout the profession remains one of the most pressing problems confronting our field, there are about ten times more women teaching technology education today (10.1%) than the 1% reported by the SfIAP (Stands //for Industrial Arts Programs//) Project twenty years ago. Nonetheless, technology education faculties are still overwhelmingly comprised of white (94.1%) men (89.9%). Though a nearly equal proportion of male and female students are now enrolled in technology education classes in the middle schools. However, the number of female students enrolled drops off radically at the high school level.     ======
 * 20) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">(Sanders, 2001, spring )      ======
 * 21) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">There was also a review of the research literature particularly pertaining to female students’ attitudes towards technology, which is the main focus of this research project. There is research to support the fact that exposure to technology education classes can change students’ attitudes towards technology and this was demonstrated in the research, Hong Kong Pupils’ Attitudes toward Technology: The Impact of Design and Technology Programs. The researchers found that it appears that the inclusion of girls in Hong Kong D&T (design & technology) programs is having a positive impact on students’ attitudes toward technology, The study was conducted on both girls and boys and found that, the type of program and resulting learning experience also impact students’ attitudes, suggesting that programs that are more innovative and less craft and skill-based are more successful in influencing attitudes. (Volk, Yip, & Lo, Fall 2003) This study was based on the 1984 Pupils’ Attitude Towards Technology (PATT) that was first conducted in the Netherlands to measure the attitudes of students towards the concept of technology. The results of this earlier study were deemed of such importance that the study was repeated in twenty countries around the world, including the Hong Kong study. In 1987 a PATT-USA study was also conducted. Dr. Marc deVries of the University of Technology in Eindhoven, The Netherland worked with Dr. William Dugger and Drs. E. Allen Bame to develop a PATT instrument that was suitable for use in the United States to measure the attitudes of students in grades 6th, 7th and 8th towards technology. In part three of this study, students attitudes towards technology were measured by having the students completed a Likert scale response to 57 statements about technology. The attitude statements that the students were asked to respond to were organized into six categories.     ======
 * 22) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">1. Interest in technology (interest)     ======
 * 23) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">2. Technology as an activity for both boys and girls (gender)     ======
 * 24) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">3. Consequences of technology (consequences)     ======
 * 25) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">4. Perception of difficulty of technology (difficulty)     ======
 * 26) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">5. Technology in the school curriculum ( curriculum)     ======
 * 27) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">6. Ideas about technological professions (career) (Bame & William E. Dugger, 1989)     ======
 * 28) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> **__OPERATIONAL DEFINITIONS__**
 * 29) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Independent variables components
 * 30) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Student attitude: Technology
 * 31) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> With in the scope of this research it is first necessary to establish a working operational definition of the independent variables components, student attitude and technology. Students’ attitude in the broadest sense represents the likes and dislikes of the subjects. I it reasonable to accept the fact that students’ reaction to an experience of event affects their feelings and may be generally categorized as positive, negative or neutral. In reviewing the research literature on attitude it is apparent that there is some ambiguity as to what constitutes attitude. However, the generally accepted definition of student attitude as being positive, negative or neutral in regards to their views of technology and the concept that attitudes are expected to change as a function of students’ experiences in the classroom would seem the be reasonable conclusions. An explicit definition of attitude appears to be a minimal prerequisite for the development of valid measurement procedures. (Fishbein & Ajzen, 1975) What is most important is to accept conceptual construct that attitudes can be changed by new knowledge or experiences. As Fisbein and Ajzen have pointed out, it may thus be suggested that conceptual definitions should lead to measurement procedures that most investigators would consider acceptable quantifications of the concept in question. (Fishbein & Ajzen, 1975) In terms of the measurement of students’ attitude towards technology, the most generally accepted measure is the PATT survey. …………………………………………………………………………………….working on this part!
 * 32) <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Technology is also an abstract construct that needs to be clarified and defined for the purpose of this research. In an effort to come to an operational definition of technology, the researcher looked to two sources that have authority in the area of technology education. The first source is the International Technology Education Association (ITEA). ITEA is the professional organization for technology, innovation, design, and engineering educators. (International Technology Education Association, 1995) The ITEA is the largest organization of technology professionals in the United States and has more than 35,000 members in this country. ITEA also has corporate members which are comprised of many of the leading technology companies. (International Technology Education Association, 1995)

The decision to use a non-experimental research method was deemed most appropriate for gathering the information on female students’ attitudinal changes after exposure to technology education classes at the Chariho Regional Middle School. By using this research method the student were surveyed in the natural setting of the classroom without disruption to their normal routine. The survey approach to educational research is generally accepted and “The single most widely used approach in educational research. (Wiersma, 1980) The survey was conducted <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">//Ex post facto// and was used to measure any attitude changes (dependent variables) towards technology that had occurred after the female students completed a series of technology education classes (independent variable). The classification of a //group survey// was used to perform this research. The use of a group study was used due to limitations time and resource necessary for the researcher to complete a full population study. Student in the random group were administered a questionnaire. The type of questionnaire used was a //forced response// format. Each respondent was required to select a response from the choices provided. This format was considered most appropriate considering the limited time available to survey the students. The format also allowed the researcher to prompt the student to respond to a wide variety of technical issues that students, at the grade levels surveyed, may not have considered otherwise.

**Limitations**  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">

The changes in the independent variables in this <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">//ex post facto// research are presumed to have occurred as a result of situation of being exposed to technology classes. While in the definition of //ex post facto// research it is stated that the independent variables have already occurred and do not lend themselves to manipulation… (Wiersma, 1980) every attempt was made to complete the research without undo influence on students’ attitudes towards the unit of study. The classification of a //group survey// was used to perform this research. The use of a group study was used due to limitations time and resource necessary for the researcher to complete a full population study. Student in the random group were administered a questionnaire. The questionnaire is considered a //forced response// format. Each respondent was required to select a response from the choices provided and there is the possibility that the limited selection may not have matched the student true choice. No allowances were made for students to give a constructed response to a question. It is the opinion/assumption of the researcher that all student responses were honest and truthful.

**Method**
 * # <span style="font-family: 'Times New Roman',Times,serif"> **PRIMARY RESEARCH QUESTION**
 * 1) <span style="font-family: 'Times New Roman',Times,serif"> **DOES PARTICIPATION IN MIDDLE SCHOOL TECHNOLOGY EDUCATION CLASSES CHANGE GIRLS’ ATTITUDE TOWARDS TECHNOLOGY?**
 * 2) <span style="font-family: 'Times New Roman',Times,serif"> **ADDITIONAL QUESTIONS**
 * 3) <span style="font-family: 'Times New Roman',Times,serif"> What are girls’ attitudes towards technology education units of study?
 * 4) <span style="font-family: 'Times New Roman',Times,serif"> What do girls like/dislike about the current technology classes offered?
 * 5) <span style="font-family: 'Times New Roman',Times,serif"> Are girls more or less likely to pursue further education in a technical area of study after exploratory technology classes?
 * 6) <span style="font-family: 'Times New Roman',Times,serif"> Are girls more of less likely to pursue a career in a technical field after exploratory technology classes?
 * 7) <span style="font-family: 'Times New Roman',Times,serif"> **INTRODUCTION**
 * 8) <span style="font-family: 'Times New Roman',Times,serif"> One of the stated goals of the Chariho Regional Middle Schools technology education program is to provide exploratory opportunities for students in the area of technology Education. Student partake in project –based learning activities that require an understanding of engineering principle, problem -solving and the technological world we live in. The ambition is to also instill a greater understanding and appreciation for the study of technology in all technical areas and to motivate students to further their education and other technical pursuits after middle school. One area of particular interest is the inspiration of girls to pursue further studies in technology and to further pursue technical careers after high school. Providing opportunities for women in technical areas has been a long stand goal within the United State as well. The Equal opportunities Act introduced in 1980, declares it the policy of the United States that men and women have equal opportunities in education, training and employment in scientific and technical fields. The act authorizes the foundation to support activities designed to increase the participation of women in the courses of study leading to degrees in scientific and technical fields and to provide career encouragement and traineeship and fellowship opportunities for women in such areas. (United States House of Representiives, 1980) The rational for this study is to further the understanding of how girls view technology and the ability of technology education classes to influence their future decisions in a positive way.
 * 9) <span style="font-family: 'Times New Roman',Times,serif"> **HYPOTHESIS**
 * 10) <span style="font-family: 'Times New Roman',Times,serif"> o Female students’ attitudes towards technology will be favorably enhanced as a result of exposure to technology education classes.
 * 11) <span style="font-family: 'Times New Roman',Times,serif"> o As female students are exposed to technology education classes, they will become more confident in their own technical abilities and will be more receptive to considering further studies in technical areas.
 * 12) <span style="font-family: 'Times New Roman',Times,serif"> o Through understanding comes appreciation and as the female student come to understand the nature of technology they will develop a greater appreciation for technology and technical careers.
 * 13) <span style="font-family: 'Times New Roman',Times,serif"> o The Chariho Regional Middle School is meeting its goal of positively influencing female students’ attitude towards technology.
 * 14) <span style="font-family: 'Times New Roman',Times,serif"> o A plausible alternative hypothesis is that the students prefer the hands-on approach to learning and the autonomy present in the technology education instructional environment. They may equate technology and technology education to this method and have a positive attitude towards the method and necessarily towards the content.
 * 15) <span style="font-family: 'Times New Roman',Times,serif"> **__Review of the Literature__**
 * 16) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">  Few people would argue against the great need to educate the children of America in the field of technology. This idea was echoed by Rhode Island Governor Donald L. Carcieri in a report of the Blue Ribbon Panel on Mathematics and Science Education in 2005. The Blue Ribbon Panel was formed by the governor to study the status of math and science education in Rhode Island schools and to make recommendation for improvement. In a message to the citizens of Rhode Island within the report the governor comments that, Rhode Island is the birthplace of the American Industrial Revolution. When Samuel Slater built his mill in 1793 on the banks of the Blackstone River in Pawtucket, he revolutionized the manufacturing of textiles and ushered in an era of unprecedented prosperity in Rhode Island. Today, our state has the potential to once again become a center for engineering innovation and a model for economic growth. Our children are Rhode Island’s most valuable resource. We can assure them a prosperous future through a conscientious investment, by both the public and private sectors, in improving their education. Keeping pace with the dramatic growth and expansion of technological innovation is the key to prosperity in a rapidly evolving global economy. Educating our children, and future generations of Rhode Islanders, in the practical application of mathematics and science will be a critical factor in our ability to compete//. (Carcieri, 2005) //     ======
 * 17) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">  Middle school Technology Education programs have an important role to play in inspiring and educating the young students of America. Suzan Silverman and Alice Pritchard conducted research in this area. T  heir research focused on why so few female students in Connecticut continue to study technology in high school after expose to the subject in the middle school. Phase I of the study focused on the girls’ middle school experiences when the classes are exploratory in nature. “We wanted to examine whether the same factors which tend to discourage girls from pursuing math and science careers were operating in technology education during the girls' early exposure to the subject, at an age when gender differences first begin to appear”. They found that,  w  hile some students were inspired to continue their technological studies after middle school, the most common response was that it had little impact, because what they did in middle school was not comparable to the range of classes available in high school. Girls were generally not aware of what was available in high school and were not being encouraged by their middle school experience to challenge stereotypes and explore nontraditional subjects. They also found the girls were uninformed about career opportunities availible, salaries in technical fields and the required education needed to pursue a technical career. They conclude that this lack of connction to what is happing in the classroom and what is outside the classroom is a major factor as well as sterotypical atitudes that still exist concerning appropriate careers for women. (Silverman,Pritchard Spring 1996)   ======
 * 18) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif"> This situation also continues after high school. T  here is the disturbing fact pointed out by Karen F. Zuga that, i  n addition to diminishing the role of women in technology and engineering, many technical occupations, including science, has a low representation of women. She asks, Can technology educators begin to address the lack of participation of women and girls in technology education without understanding the potential for differences between men and women with regard to technology and to education? (Zuga, Spring 1999)   ======
 * 19) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">Some research suggests that there are still gender biases that exist to control girls attitudes and actions and that this many be the result of the predominance of white male teachers in the technical fields of study. The lack of information and the emergence of sexism among peers at the middle school level are influencing girls to more readily accept stereotypical roles. Because of this gender-pressure fewer girls are pioneering the information superhighway. Our electronic covered wagons are unfortunately being lead by a stereotypical profile of a white male nerd. Our girls are not only pressured early in their education to avoid the science field, but unfortunately also lack education about technology that includes strong women leaders established in business or education. (Nicolai, 200) In research by Mark Sanders, he further studied the lack of women role models in the technology education field. In his research he discusses that, while the shortage of women throughout the profession remains one of the most pressing problems confronting our field, there are about ten times more women teaching technology education today (10.1%) than the 1% reported by the SfIAP (Stands //for Industrial Arts Programs//) Project twenty years ago. Nonetheless, technology education faculties are still overwhelmingly comprised of white (94.1%) men (89.9%). Though a nearly equal proportion of male and female students are now enrolled in technology education classes in the middle schools. However, the number of female students enrolled drops off radically at the high school level.   ======
 * 20) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">(Sanders, 2001, spring )    ======
 * 21) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">There was also a review of the research literature particularly pertaining to female students’ attitudes towards technology, which is the main focus of this research project. There is research to support the fact that exposure to technology education classes can change students’ attitudes towards technology and this was demonstrated in the research, Hong Kong Pupils’ Attitudes toward Technology: The Impact of Design and Technology Programs. The researchers found that it appears that the inclusion of girls in Hong Kong D&T (design & technology) programs is having a positive impact on students’ attitudes toward technology, The study was conducted on both girls and boys and found that, the type of program and resulting learning experience also impact students’ attitudes, suggesting that programs that are more innovative and less craft and skill-based are more successful in influencing attitudes. (Volk, Yip, & Lo, Fall 2003) This study was based on the 1984 Pupils’ Attitude Towards Technology (PATT) that was first conducted in the Netherlands to measure the attitudes of students towards the concept of technology. The results of this earlier study were deemed of such importance that the study was repeated in twenty countries around the world, including the Hong Kong study. In 1987 a PATT-USA study was also conducted. Dr. Marc deVries of the University of Technology in Eindhoven, The Netherland worked with Dr. William Dugger and Drs. E. Allen Bame to develop a PATT instrument that was suitable for use in the United States to measure the attitudes of students in grades 6th, 7th and 8th towards technology. In part three of this study, students attitudes towards technology were measured by having the students completed a Likert scale response to 57 statements about technology. The attitude statements that the students were asked to respond to were organized into six categories.   ======
 * 22) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">1. Interest in technology (interest)   ======
 * 23) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">2. Technology as an activity for both boys and girls (gender)   ======
 * 24) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">3. Consequences of technology (consequences)   ======
 * 25) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">4. Perception of difficulty of technology (difficulty)   ======
 * 26) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">5. Technology in the school curriculum ( curriculum)   ======
 * 27) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">6. Ideas about technological professions (career) (Bame & William E. Dugger, 1989)   ======
 * 28) <span style="font-family: 'Times New Roman',Times,serif"> **__OPERATIONAL DEFINITIONS__**
 * 29) <span style="font-family: 'Times New Roman',Times,serif"> Independent variables components
 * 30) <span style="font-family: 'Times New Roman',Times,serif"> Student attitude: Technology
 * 31) <span style="font-family: 'Times New Roman',Times,serif"> With in the scope of this research it is first necessary to establish a working operational definition of the independent variables components, student attitude and technology. Students’ attitude in the broadest sense represents the likes and dislikes of the subjects. I it reasonable to accept the fact that students’ reaction to an experience of event affects their feelings and may be generally categorized as positive, negative or neutral. In reviewing the research literature on attitude it is apparent that there is some ambiguity as to what constitutes attitude. However, the generally accepted definition of student attitude as being positive, negative or neutral in regards to their views of technology and the concept that attitudes are expected to change as a function of students’ experiences in the classroom would seem the be reasonable conclusions. An explicit definition of attitude appears to be a minimal prerequisite for the development of valid measurement procedures. (Fishbein & Ajzen, 1975) What is most important is to accept conceptual construct that attitudes can be changed by new knowledge or experiences. As Fisbein and Ajzen have pointed out, it may thus be suggested that conceptual definitions should lead to measurement procedures that most investigators would consider acceptable quantifications of the concept in question. (Fishbein & Ajzen, 1975) In terms of the measurement of students’ attitude towards technology, the most generally accepted measure is the PATT survey. …………………………………………………………………………………….working on this part!
 * 32) <span style="font-family: 'Times New Roman',Times,serif"> Technology is also an abstract construct that needs to be clarified and defined for the purpose of this research. In an effort to come to an operational definition of technology, the researcher looked to two sources that have authority in the area of technology education. The first source is the International Technology Education Association (ITEA). ITEA is the professional organization for technology, innovation, design, and engineering educators. (International Technology Education Association, 1995) The ITEA is the largest organization of technology professionals in the United States and has more than 35,000 members in this country. ITEA also has corporate members which are comprised of many of the leading technology companies. (International Technology Education Association, 1995)

The decision to use a non-experimental research method was deemed most appropriate for gathering the information on female students’ attitudinal changes after exposure to technology education classes at the Chariho Regional Middle School. By using this research method the student were surveyed in the natural setting of the classroom without disruption to their normal routine. The survey approach to educational research is generally accepted and “The single most widely used approach in educational research. (Wiersma, 1980) The survey was conducted //Ex post facto// and was used to measure any attitude changes (dependent variables) towards technology that had occurred after the female students completed a series of technology education classes (independent variable). The classification of a //group survey// was used to perform this research. The use of a group study was used due to limitations time and resource necessary for the researcher to complete a full population study. Student in the random group were administered a questionnaire. The type of questionnaire used was a //forced response// format. Each respondent was required to select a response from the choices provided. This format was considered most appropriate considering the limited time available to survey the students. The format also allowed the researcher to prompt the student to respond to a wide variety of technical issues that students, at the grade levels surveyed, may not have considered otherwise.

**Limitations**

The changes in the independent variables in this //ex post facto// research are presumed to have occurred as a result of situation of being exposed to technology classes. While in the definition of //ex post facto// research it is stated that the independent variables have already occurred and do not lend themselves to manipulation… (Wiersma, 1980) every attempt was made to complete the research without undo influence on students’ attitudes towards the unit of study. The classification of a //group survey// was used to perform this research. The use of a group study was used due to limitations time and resource necessary for the researcher to complete a full population study. Student in the random group were administered a questionnaire. The questionnaire is considered a //forced response// format. Each respondent was required to select a response from the choices provided and there is the possibility that the limited selection may not have matched the student true choice. No allowances were made for students to give a constructed response to a question. It is the opinion/assumption of the researcher that all student responses were honest and truthful.

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<span style="font-family: 'Arial Black',Gadget,sans-serif; color: rgb(240, 25, 25)">

**Method**
 * 1) <span style="font-family: 'Times New Roman',Times,serif"> **PRIMARY RESEARCH QUESTION**
 * 2) <span style="font-family: 'Times New Roman',Times,serif"> **DOES PARTICIPATION IN MIDDLE SCHOOL TECHNOLOGY EDUCATION CLASSES CHANGE GIRLS’ ATTITUDE TOWARDS TECHNOLOGY?**
 * 3) <span style="font-family: 'Times New Roman',Times,serif"> **ADDITIONAL QUESTIONS**
 * 4) <span style="font-family: 'Times New Roman',Times,serif"> What are girls’ attitudes towards technology education units of study?
 * 5) <span style="font-family: 'Times New Roman',Times,serif"> What do girls like/dislike about the current technology classes offered?
 * 6) <span style="font-family: 'Times New Roman',Times,serif"> Are girls more or less likely to pursue further education in a technical area of study after exploratory technology classes?
 * 7) <span style="font-family: 'Times New Roman',Times,serif"> Are girls more of less likely to pursue a career in a technical field after exploratory technology classes?
 * 8) <span style="font-family: 'Times New Roman',Times,serif"> **INTRODUCTION**
 * 9) <span style="font-family: 'Times New Roman',Times,serif"> One of the stated goals of the Chariho Regional Middle Schools technology education program is to provide exploratory opportunities for students in the area of technology Education. Student partake in project –based learning activities that require an understanding of engineering principle, problem -solving and the technological world we live in. The ambition is to also instill a greater understanding and appreciation for the study of technology in all technical areas and to motivate students to further their education and other technical pursuits after middle school. One area of particular interest is the inspiration of girls to pursue further studies in technology and to further pursue technical careers after high school. Providing opportunities for women in technical areas has been a long stand goal within the United State as well. The Equal opportunities Act introduced in 1980, declares it the policy of the United States that men and women have equal opportunities in education, training and employment in scientific and technical fields. The act authorizes the foundation to support activities designed to increase the participation of women in the courses of study leading to degrees in scientific and technical fields and to provide career encouragement and traineeship and fellowship opportunities for women in such areas. (United States House of Representiives, 1980) The rational for this study is to further the understanding of how girls view technology and the ability of technology education classes to influence their future decisions in a positive way.
 * 10) <span style="font-family: 'Times New Roman',Times,serif"> **HYPOTHESIS**
 * 11) <span style="font-family: 'Times New Roman',Times,serif"> o Female students’ attitudes towards technology will be favorably enhanced as a result of exposure to technology education classes.
 * 12) <span style="font-family: 'Times New Roman',Times,serif"> o As female students are exposed to technology education classes, they will become more confident in their own technical abilities and will be more receptive to considering further studies in technical areas.
 * 13) <span style="font-family: 'Times New Roman',Times,serif"> o Through understanding comes appreciation and as the female student come to understand the nature of technology they will develop a greater appreciation for technology and technical careers.
 * 14) <span style="font-family: 'Times New Roman',Times,serif"> o The Chariho Regional Middle School is meeting its goal of positively influencing female students’ attitude towards technology.
 * 15) <span style="font-family: 'Times New Roman',Times,serif"> o A plausible alternative hypothesis is that the students prefer the hands-on approach to learning and the autonomy present in the technology education instructional environment. They may equate technology and technology education to this method and have a positive attitude towards the method and necessarily towards the content.
 * 16) <span style="font-family: 'Times New Roman',Times,serif"> **__Review of the Literature__**
 * 17) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">  Few people would argue against the great need to educate the children of America in the field of technology. This idea was echoed by Rhode Island Governor Donald L. Carcieri in a report of the Blue Ribbon Panel on Mathematics and Science Education in 2005. The Blue Ribbon Panel was formed by the governor to study the status of math and science education in Rhode Island schools and to make recommendation for improvement. In a message to the citizens of Rhode Island within the report the governor comments that, Rhode Island is the birthplace of the American Industrial Revolution. When Samuel Slater built his mill in 1793 on the banks of the Blackstone River in Pawtucket, he revolutionized the manufacturing of textiles and ushered in an era of unprecedented prosperity in Rhode Island. Today, our state has the potential to once again become a center for engineering innovation and a model for economic growth. Our children are Rhode Island’s most valuable resource. We can assure them a prosperous future through a conscientious investment, by both the public and private sectors, in improving their education. Keeping pace with the dramatic growth and expansion of technological innovation is the key to prosperity in a rapidly evolving global economy. Educating our children, and future generations of Rhode Islanders, in the practical application of mathematics and science will be a critical factor in our ability to compete//. (Carcieri, 2005) //     ======
 * 18) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">  Middle school Technology Education programs have an important role to play in inspiring and educating the young students of America. Suzan Silverman and Alice Pritchard conducted research in this area. T  heir research focused on why so few female students in Connecticut continue to study technology in high school after expose to the subject in the middle school. Phase I of the study focused on the girls’ middle school experiences when the classes are exploratory in nature. “We wanted to examine whether the same factors which tend to discourage girls from pursuing math and science careers were operating in technology education during the girls' early exposure to the subject, at an age when gender differences first begin to appear”. They found that,  w  hile some students were inspired to continue their technological studies after middle school, the most common response was that it had little impact, because what they did in middle school was not comparable to the range of classes available in high school. Girls were generally not aware of what was available in high school and were not being encouraged by their middle school experience to challenge stereotypes and explore nontraditional subjects. They also found the girls were uninformed about career opportunities availible, salaries in technical fields and the required education needed to pursue a technical career. They conclude that this lack of connction to what is happing in the classroom and what is outside the classroom is a major factor as well as sterotypical atitudes that still exist concerning appropriate careers for women. (Silverman,Pritchard Spring 1996)   ======
 * 19) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif"> This situation also continues after high school. T  here is the disturbing fact pointed out by Karen F. Zuga that, i  n addition to diminishing the role of women in technology and engineering, many technical occupations, including science, has a low representation of women. She asks, Can technology educators begin to address the lack of participation of women and girls in technology education without understanding the potential for differences between men and women with regard to technology and to education? (Zuga, Spring 1999)   ======
 * 20) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">Some research suggests that there are still gender biases that exist to control girls attitudes and actions and that this many be the result of the predominance of white male teachers in the technical fields of study. The lack of information and the emergence of sexism among peers at the middle school level are influencing girls to more readily accept stereotypical roles. Because of this gender-pressure fewer girls are pioneering the information superhighway. Our electronic covered wagons are unfortunately being lead by a stereotypical profile of a white male nerd. Our girls are not only pressured early in their education to avoid the science field, but unfortunately also lack education about technology that includes strong women leaders established in business or education. (Nicolai, 200) In research by Mark Sanders, he further studied the lack of women role models in the technology education field. In his research he discusses that, while the shortage of women throughout the profession remains one of the most pressing problems confronting our field, there are about ten times more women teaching technology education today (10.1%) than the 1% reported by the SfIAP (Stands //for Industrial Arts Programs//) Project twenty years ago. Nonetheless, technology education faculties are still overwhelmingly comprised of white (94.1%) men (89.9%). Though a nearly equal proportion of male and female students are now enrolled in technology education classes in the middle schools. However, the number of female students enrolled drops off radically at the high school level.   ======
 * 21) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">(Sanders, 2001, spring )    ======
 * 22) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">There was also a review of the research literature particularly pertaining to female students’ attitudes towards technology, which is the main focus of this research project. There is research to support the fact that exposure to technology education classes can change students’ attitudes towards technology and this was demonstrated in the research, Hong Kong Pupils’ Attitudes toward Technology: The Impact of Design and Technology Programs. The researchers found that it appears that the inclusion of girls in Hong Kong D&T (design & technology) programs is having a positive impact on students’ attitudes toward technology, The study was conducted on both girls and boys and found that, the type of program and resulting learning experience also impact students’ attitudes, suggesting that programs that are more innovative and less craft and skill-based are more successful in influencing attitudes. (Volk, Yip, & Lo, Fall 2003) This study was based on the 1984 Pupils’ Attitude Towards Technology (PATT) that was first conducted in the Netherlands to measure the attitudes of students towards the concept of technology. The results of this earlier study were deemed of such importance that the study was repeated in twenty countries around the world, including the Hong Kong study. In 1987 a PATT-USA study was also conducted. Dr. Marc deVries of the University of Technology in Eindhoven, The Netherland worked with Dr. William Dugger and Drs. E. Allen Bame to develop a PATT instrument that was suitable for use in the United States to measure the attitudes of students in grades 6th, 7th and 8th towards technology. In part three of this study, students attitudes towards technology were measured by having the students completed a Likert scale response to 57 statements about technology. The attitude statements that the students were asked to respond to were organized into six categories.   ======
 * 23) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">1. Interest in technology (interest)   ======
 * 24) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">2. Technology as an activity for both boys and girls (gender)   ======
 * 25) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">3. Consequences of technology (consequences)   ======
 * 26) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">4. Perception of difficulty of technology (difficulty)   ======
 * 27) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">5. Technology in the school curriculum ( curriculum)   ======
 * 28) ======<span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif; text-align: left; display: block"><span style="font-family: 'Times New Roman',Times,serif">6. Ideas about technological professions (career) (Bame & William E. Dugger, 1989)   ======
 * 29) <span style="font-family: 'Times New Roman',Times,serif"> **__OPERATIONAL DEFINITIONS__**
 * 30) <span style="font-family: 'Times New Roman',Times,serif"> Independent variables components
 * 31) <span style="font-family: 'Times New Roman',Times,serif"> Student attitude: Technology
 * 32) <span style="font-family: 'Times New Roman',Times,serif"> With in the scope of this research it is first necessary to establish a working operational definition of the independent variables components, student attitude and technology. Students’ attitude in the broadest sense represents the likes and dislikes of the subjects. I it reasonable to accept the fact that students’ reaction to an experience of event affects their feelings and may be generally categorized as positive, negative or neutral. In reviewing the research literature on attitude it is apparent that there is some ambiguity as to what constitutes attitude. However, the generally accepted definition of student attitude as being positive, negative or neutral in regards to their views of technology and the concept that attitudes are expected to change as a function of students’ experiences in the classroom would seem the be reasonable conclusions. An explicit definition of attitude appears to be a minimal prerequisite for the development of valid measurement procedures. (Fishbein & Ajzen, 1975) What is most important is to accept conceptual construct that attitudes can be changed by new knowledge or experiences. As Fisbein and Ajzen have pointed out, it may thus be suggested that conceptual definitions should lead to measurement procedures that most investigators would consider acceptable quantifications of the concept in question. (Fishbein & Ajzen, 1975) In terms of the measurement of students’ attitude towards technology, the most generally accepted measure is the PATT survey. …………………………………………………………………………………….working on this part!
 * 33) <span style="font-family: 'Times New Roman',Times,serif"> Technology is also an abstract construct that needs to be clarified and defined for the purpose of this research. In an effort to come to an operational definition of technology, the researcher looked to two sources that have authority in the area of technology education. The first source is the International Technology Education Association (ITEA). ITEA is the professional organization for technology, innovation, design, and engineering educators. (International Technology Education Association, 1995) The ITEA is the largest organization of technology professionals in the United States and has more than 35,000 members in this country. ITEA also has corporate members which are comprised of many of the leading technology companies. (International Technology Education Association, 1995)

The decision to use a non-experimental research method was deemed most appropriate for gathering the information on female students’ attitudinal changes after exposure to technology education classes at the Chariho Regional Middle School. By using this research method the student were surveyed in the natural setting of the classroom without disruption to their normal routine. The survey approach to educational research is generally accepted and “The single most widely used approach in educational research. (Wiersma, 1980) The survey was conducted //Ex post facto// and was used to measure any attitude changes (dependent variables) towards technology that had occurred after the female students completed a series of technology education classes (independent variable). The classification of a //group survey// was used to perform this research. The use of a group study was used due to limitations time and resource necessary for the researcher to complete a full population study. Student in the random group were administered a questionnaire. The type of questionnaire used was a //forced response// format. Each respondent was required to select a response from the choices provided. This format was considered most appropriate considering the limited time available to survey the students. The format also allowed the researcher to prompt the student to respond to a wide variety of technical issues that students, at the grade levels surveyed, may not have considered otherwise.

**Limitations**

The changes in the independent variables in this //ex post facto// research are presumed to have occurred as a result of situation of being exposed to technology classes. While in the definition of //ex post facto// research it is stated that the independent variables have already occurred and do not lend themselves to manipulation… (Wiersma, 1980) every attempt was made to complete the research without undo influence on students’ attitudes towards the unit of study. The classification of a //group survey// was used to perform this research. The use of a group study was used due to limitations time and resource necessary for the researcher to complete a full population study. Student in the random group were administered a questionnaire. The questionnaire is considered a //forced response// format. Each respondent was required to select a response from the choices provided and there is the possibility that the limited selection may not have matched the student true choice. No allowances were made for students to give a constructed response to a question. It is the opinion/assumption of the researcher that all student responses were honest and truthful.

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 * 1) Go to the video on [|YouTube.com] that you want to embed
 * 2) Look for the **"Embed"** field on the video page
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the video or click **Save**
 * 1) Go to the video on [|video.google.com] that you want to embed
 * 2) Click the **"Email - Blog - Post to MySpace"** button on the video page
 * 1) Click the **"Embed HTML"** link
 * 1) Copy the text from the shown box into the box below
 * 1) Click **Preview** to preview the video or click **Save**
 * 1) Go to the video on [|video.search.yahoo.com] that you want to embed
 * 2) Look for the **"Add to Site"** field on the video page
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the video or click **Save**
 * 1) Go to the video on [|TeacherTube.com] that you want to embed
 * 2) Look for the **"Embeddable"** field on the video page
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the video or click **Save**
 * 1) Go to the video on [|blip.tv] that you want to embed
 * 2) Click the **"Share"** button at the bottom of the video
 * 1) Click the **"embed"** tab at the bottom of the dialog box
 * 1) Copy the text fro the shown box into the box below
 * 1) Click **Preview** to preview the video or click **Save**
 * 1) Go to the recording on [|odeo.com] that you want to embed
 * 2) Click the **"Embeddable Player"** link on the recording page
 * 1) Copy the text from the box next to the player you want to use into the box below
 * 2) Click **Preview** to preview the recording or click **Save**
 * 1) Go to the playlest on [|imeem.com] that you want to embed
 * 2) Look for the **"Embed in your Blog, Website, etc:"** field on the playlist page
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the playlist or click **Save**
 * 1) Go to your [|Google Calendar]
 * 2) Go to **My Calendars** and click on the arrow next to your calendar
 * 1) Click **Calendar Settings**
 * 1) Go down to the **Embed This Calendar** section
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the calendar or click **Save**
 * 1) Go to any [|Airset] group calendar
 * 2) Under the **"Calendar"** menu, select **"Publish..."**
 * 1) Click **"Publish this Calendar"** and follow the instructions to publish
 * 2) Under the **"Calendar"** menu, select **"Publish..."** again
 * 3) Look for the text field under **"Embed this Calendar in your own Web Page"**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the calendar or click **Save**
 * 1) Go to any [|30 Boxes] calendar
 * 2) Under the **"SHARE"** menu, select **"Add To Blog"**
 * 1) Look for the text field under **"EMBED CALENDAR (WIDE: 800px)"**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the calendar or click **Save**
 * 1) Go to any [|NumSum] spreadsheet
 * 2) Under the **"File"** menu, select **"Publish to my blog"**
 * 1) Look for the text field on the page shown
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the spreadsheet or click **Save**
 * 1) Go to any [|EditGrid] spreadsheet
 * 2) Under the **"Publish"** menu, select **"Post to Blog / Webpage..."**
 * 1) Set your options to suit your needs
 * 2) Look for the text field next to **"Copy the Code Segment"**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the spreadsheet or click **Save**
 * 1) Go to any [|Google Spreadsheet]
 * 2) Click **"Publish"** tab at the upper-right of the spreadsheet edit page
 * 1) Click **"Publish now."**
 * 1) Click **"More publishing options.."**
 * 1) In the new window select **"HTML to embed in a webpage"** in the **"File formats"** dropdown menu
 * 1) Click **"Generate URL"**
 * 1) Copy the text under **"Here's the code:"** into the box below
 * 1) Click **Preview** to preview the spreadsheet or click **Save**
 * 1) Go to any [|scribd.com] document
 * 2) Look for the **"Embed"** text box
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the document or click **Save**

=Survey Gizmo= > > > =RSS Feed= **About RSS Feeds** A feed is a specially formatted web page that lists a summary of each change on a site, sorted by date. Sometimes you'll see feeds called syndication, XML, or RSS - they're all the same thing. || Feed URL ||  || =Skype= > =Gabbly= =YackPack= Your Walkie Talkie Web Channel: =Meebo= > > > =Slide= > =Flickr= > Feed URL: =Del.icio.us= > =Google Maps= > > Add your favorite media clips and applications to your wiki in three easy steps:
 * 1) Go to any [|Survey Gizmo] survey
 * 2) Click the **"Publishing"** tab
 * 1) If you have not published your survey, click **"Launch Your Survey Now"**
 * 1) Look for the text box under **"Option 1 - the iFrame Option:"**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the document or click **Save**
 * Number of Entries || 1234567891011121314151617181920 ||
 * Show Description || length: ||
 * Show Link ||  ||
 * Show Date ||  ||
 * Show Author ||  ||
 * Show Audio and Video ||  ||
 * 1) Go to the [|Skype button page]
 * 2) Enter your Skype Name and select your button style
 * 3) Look for the text box under **"Copy & paste this code"**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the chat or click **Save**
 * 1) Go to [|meebome.com]
 * 2) Fill out the form and click **"next"**
 * 1) Login to your meebo account or create a new meebo account and click **"next"**
 * 1) Look for the text box under **"Congratulations! Here's the code you need..."**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the chat or click **Save**
 * 1) Go to any [|Slide] slideshow
 * 2) Look for the text box next to **"Embed"**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the chat or click **Save**
 * 1) Go to any [|Flickr] user or tag page
 * 2) Copy the URL pointed to by the **"Latest"** link next to **"Subscribe to"** at the bottom of the page
 * 1) Paste that URL into that box below
 * 2) Click **Preview** to preview the slideshow or click **Save**
 * 1) Go to your [|del.icio.us] account
 * 2) Click **"settings"** at the top right
 * 3) Click **"link rolls"** under the **"Blogging"** menu at the right
 * 4) Look for the text box under **"Linkrolls"**>
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the chat or click **Save**
 * 1) Go to your [|Google Map]
 * 2) Click **"Link to this page"**
 * 1) Look for the text box under **"Paste HTML to embed in website"**
 * 1) Copy the text from that box into the box below
 * 2) Click **Preview** to preview the map or click **Save**
 * 1) Go to your favorite video clip, podcast, or embedded application. Anything from **Google Calendar** to **Odeo** to **YouTube**!
 * 2) Find the HTML code to paste into your site. This will be found in a text box labeled "Embed", "Embed HTML", "Add to My Site/Blog", "Link to this page", or similar.
 * 3) Paste in the HTML below and click "Preview" to see how it will look. When you save your changes by clicking the "Save" button, your media clip or application will appear in your Wikispaces page.

|| =Other users editing this page= =Changes since you started editing= Paste the code fragment into the text area
 * None
 * Format: Plain Text ActionscriptAdaApache configuration fileApplescriptx86 AssemblerActive Server PagesAutoIt Window automation scriptBourne Again ShellBasic4GLBlitz BasicBNF: Backus-Naur formCContext-Free Design GrammarColdfusionC++C#Cascading Style SheetsDelphi Object PascalDiffDivDOSD programming languageEiffelFree BasicFortranGame Maker LanguageGroovyHTMLUno IDLINJInno Script Object PascalIOJavaJava, version 5 syntaxJavascriptLaTeXLispLuaMatlabmIRCMySQL SQLOracle SQLObjective CamlPascalPERLPHPPythonQBasicMicrosoft Registryrobots.txtRubySASSchemesdlbasicSmalltalkSmarty PHP template languageSQLTCLThinbasicTransact-SQLVisual BasicVisual Basic .NETVHSICADL, very high speed integrated circuit HDLVisual Fox ProWindows Batch ScriptingXML

or Cancel Alignment: NoneLeftCenterRight Link: Change Link · Remove Link Add Link Caption:  * This Cell Choose the number of columns and rows that the table will contain. Columns: Rows:   or Cancel ||  ||   || Help · About · [|Blog] · Terms · Privacy · [|**Support**] · [|**Upgrade**]Contributions to http://tech561.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2008 Tangient LLC.
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