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Writing for The Technology Teacher
 

Writing for The Technology Teacher

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Presentation delivered at ITEA\'s Louisville Conference in March, 2009 to persuade classroom teachers to write articles for The Technology Teacher.

Presentation delivered at ITEA\'s Louisville Conference in March, 2009 to persuade classroom teachers to write articles for The Technology Teacher.

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Writing for The Technology Teacher Writing for The Technology Teacher Presentation Transcript

  • Writing for The Technology Teacher 2009 ITEA Conference Louisville, KY
  • Presenters
    • Mike Fitzgerald, DTE is Technology Education Specialist for the Indiana Department of Education’s Office of Career and Technical Education. He is a published TTT author and currently serves as a Regional Director on the ITEA Board. He can be reached via email at [email_address] .
  • Presenters
    • Curtis Funkhouser has been a technology teacher at Mars Middle School, Mars, PA for eight years. Mars, PA is located north of Pittsburgh. He can be reached via email at [email_address] .
    • Katie de la Paz is Editor-in-Chief of the International Technology Education Association. She can be reached via email at [email_address] .
    • Quick Quiz: What percentage of TTT submissions come from classroom teachers?
      • 5%
      • 8%
      • 10%
      • 25%
      • 50%
    Why Should I Write?
  • Why Should I Write?
    • Answer: 8%
    • 78% of readers were
    • “ unaware” of this problem.
  • Why Should I Write?
    • Readership polls consistently show that a vast majority of readers want to see more practical pieces written by classroom teachers.
    • A published piece and the recognition it can bring can be a valuable asset in promoting your program within your school as well as the outside community.
    • Each teacher has experiences that resonate with others. If each teacher shared those experiences, the field, as a whole, would benefit tremendously.
    • Because you want to. Otherwise you wouldn’t be attending this session.
  • How Do I Find the Time in an Already Overscheduled Life?
    • The number one reason listed in response to why classroom teachers don’t write:
    • “ Teachers don’t have time.”
  • How Do I Find the Time in an Already Overscheduled Life?
    • Allow yourself to dream of the ideal lesson while driving, eating a meal, or whenever inspiration strikes you.
    • Take notes about ideas that you have. I jot down notes while I’m walking.
    • Work smart – you’ll find the time if you really want to do it.
    • You do not have to reinvent an activity, just improve it!
    • It is amazing how you can carve out time to write if you combine time from lunch, breaks, lesson planning time, weekends, or summer.
    • Look at writing an article as an extension of your regular lesson planning. Often the lessons that you are developing need very little to transition into an article.
    • Be creative while waiting for a doctor’s appointment.
    • If taking a grad class use material from that to develop an article.
    • Before school / Two-hour delays.
  • What Would I Write About?
    • Quick Quiz: What were the two leading types of content requested by TTT readers?
  • What Would I Write About?
    • Quick Quiz: What were the two leading types of content requested by TTT readers?
    • Model programs or projects from other schools (67%)
    • Ways to improve teaching and learning techniques (65%)
  • What Would I Write About?
    • Personal experience is probably your best source of article ideas. As a practitioner of technology education, you have encountered problems, developed solutions, and corrected mistakes that your colleagues can learn from. Have you created a program or solution that works better than anything you’ve used before? Do you have a fresh approach to an old problem or a cost-effective solution to a new one?
  • The Writing Process
    • Dream big and sketch out ideas on paper.
    • Listen to your inner voice. Often you can see what you want to write before you ever commit words to paper.
    • Think pragmatically. Classroom teachers are most often looking for “how to” and new ideas rather than research.
    • Find an author who writes in a style that you like. Model your writing on their structure.
    • Get to know an author. Often they are more than happy to help you get started.
    • Do not be afraid to look at and use the Writing Process that English language arts teachers use with students…it is similar to the Problem Solving Process in our content area!
    • Use your school’s language arts teacher as a resource/peer editor.
    • Cowrite the article with an L.A. teacher, i.e., writing across the curriculum.
  • The Writing Process
    • Help is available:
    • Sample classroom-teacher-written articles
    • Author guidelines
    • Author checklist
    • All available at www.iteaconnect.org
  • Copyright
    • Quick Quiz:
    • It’s okay to cut and paste text from the Internet as long as I cite the source in my manuscript. (T/F)
    • It’s okay to rephrase material I found in a book as long as I cite the source. (T/F)
    • You should NEVER take images from a website under any circumstances. (T/F)
  • Copyright
    • Quick Quiz Answers:
    • It’s okay to cut and paste text from the Internet as long as I cite the source in my manuscript. (FALSE)
    • It’s okay to rephrase material I found in a book as long as I cite the source. (TRUE)
    • You should NEVER take images from a website under any circumstances. (FALSE)
  • Copyright
    • This is an issue that cannot be understated. If you “borrow” the words or illustrations of another author and present them as your own, you are guilty of a form of copyright infringement referred to as plagiarism . Plagiarism and other forms of copyright infringement are considered theft—the stealing of intellectual property.
    •  
    • Please carefully review the copyright guidelines that were distributed today and are also available on the ITEA website.
  • Submission
    • Peer-reviewed vs. Volunteered
  • Peer-Reviewed Submission
    • Peer-Reviewed: All submitted articles are acknowledged via email and then forwarded to the editorial review board chairperson to be entered into peer review. The review includes the following features:
  • Peer-Reviewed Submission
    • The process is “double blind.” All identifying information about each author is removed. Manuscripts are assigned a tracking number, which is communicated to the author.
    • Three members of the editorial review board review each manuscript to judge its suitability, appropriateness, and quality. The peer-review process generally takes approximately eight weeks.
  • Peer-Reviewed Submission
    • Reviewers’ recommendations are compiled by the chair of the editorial review board. If there are major differences among the reviewers, another reviewer will be assigned to review the manuscript and the recommendations made by the initial reviewers. The additional reviewer prepares a summary review.
    • Each manuscript is then rated as:
      • accepted without changes
      • accepted pending minor revisions
      • accepted pending major revisions
      • rejected
    • Recommended revisions are sent to authors for incorporation in the manuscript.
  • Volunteered Submission
    • Volunteered: You agree to bypass the peer-review process. The merit of your article will be determined by ITEA Headquarters staff and accepted or rejected solely on that basis. Volunteered articles may not carry as much “weight” as one that is peer-reviewed. You may not be eligible for author “incentives,” that will be described later in this presentation.
  • Supporting Materials
    • Images
    • Images should be considered a required part of your submission. When submitting images for print, be aware of technical requirements. While 72dpi images are suitable for the web, print has much higher requirements (300dpi). Please see the complete image submission guidelines that were distributed and are also available on the ITEA website.
  • Supporting Materials
    • Citing sources
    • All ITEA publications rely on The Publication Manual of the American Psychological Association for style rules and guidelines. More information about APA style can be accessed at www.apastyle.org.
    • Keep copyright in mind when submitting lesson plans or other materials that aren’t entirely original.
  • Don’t Be Intimidated
    • Copyright, APA style, DPI, etc. – it can all be overwhelming and off-putting. It’s my job to help you with any questions including grammar, formatting, or any technical requirements. If every manuscript was submitted without errors, I would be without a job. Don’t ever hesitate to contact me with any questions about writing or submitting.
  • Don’t Be Intimidated
    • Additional help is available
    • Sample classroom-teacher-written articles on the website
    • Author guidelines on the website
    • Author checklist
  • What’s in it For Me?
    • Recognition and public relations
    • Free year of ITEA membership as well as recognition at an ITEA conference
    • Author certificate and pin
  • Introductions
    • Jerry Day is Chair of the TTT Editorial Review Board. He can be reached via email at [email_address] .
  • Introductions
    • Brian Lien is a technology education teacher at Princeton High School in Cincinnati, Ohio. He has recently authored two articles for TTT :
      • “ How Many Licks Does it Take to Get to the Center of a Tootsie Roll Pop” (November, 2007) (Rated the #1 article in the 2008 TTT survey)
      • “ Design Your Own Underwater Remotely Operated Vehicle (ROV)” (March, 2008)
          • Brian can be reached via email at [email_address] .