Transcript Document

ITEA 1-Day
Implementation Workshop
STANDARDS FOR
TECHNOLOGICAL LITERACY
{Put Your Name Here}
{Put Location & Date Here}
1
LOGISTICS OF WORKSHOP
Introductions
Agenda
Registration Form
ITEA Membership Form
Lunch
Breaks – Restrooms and Phones
2
Standards for
Technological Literacy:
Content for the Study of Technology
Co-Sponsored by


{List co-sponsor}
ITEA
 TfAA Project
Other Guests
3
What you will gain from this
workshop...
An overview of Standards for
Technological Literacy
An introduction to implementing the
standards in your current programs
A script of the workshop that you may
adapt and use {Optional…depending
on type of workshop….}
4
WHAT IS YOUR VIN?
VIN: Vehicle Identification Name
Look at the various vehicles listed around
the room…which most correlates to
your current teaching practices and
your technology education program?
5
KNOW-WANT-LEARN
6
Terminology
Technology is the modification
of the natural environment in
order to satisfy perceived human
needs and wants.
Technological literacy is the
ability to use, manage, assess,
and understand technology.
Technology Education is a
study of technology, which
provides an opportunity for
students to learn about the
processes and knowledge
related to technology that are
needed to solve problems and
extend human capabilities.
7
Three Prevalent Misconceptions
Technology is applied Science
“The lack of technological literacy is compounded by
one prevalent misconception: When asked to
define technology, most individuals reply with the
archaic and mostly erroneous, idea that
technology is applied science” (Bybee, 2000, pg.
23).
Equating Technology Education with teaching
computers and information technology
Confusing technology with technical
8
Cannot escape the reality
that…
Most advances in science are based on
technology.
S-T-S theme introduces even the naïve
person to the pervasive nature of technology
in our society.
“It is in the interest of science, science
education, and society to help students and
all citizens develop a greater understanding
and appreciation for some of the
fundamental concepts and processes of
technology and engineering” (Bybee, 2000,
p. 23-24).
9
Technology Education and
Educational Technology
Technology Education
(Technological Studies)
Teaches about technology
A school subject
Ultimate goal:
Technological literacy for
everyone
Educational
Technology
Teaches with technology
A means of teaching
Ultimate goal:
Improving the process of
teaching and learning
10
Technology Education and
Educational Technology
Technology Education Educational Technology
(Technological Studies)
Teaches about technology
as a content area
Concerned with the broad
spectrum of technology
(How humans have
designed & innovated the
natural world)
Primary goal:
Technological literacy for
everyone
(Information Technology)
Teaches with technology (uses
technology as a tool)
Primarily concerned with the
narrow spectrum of
information and
communication technologies
Primary goal: To enhance the
teaching and learning process
11
What is Standards for
Technological Literacy based on?
Based on Rationale and
Structure — Phase 1
Reviewed national
standards from other fields
Analyzed national
standards for inclusion of
technology
Coordinated with NSES
Standards and AAAS
Benchmarks
Reviewed state standards
Interviewed state
supervisors on standards
12
EVOLUTION OF TAXOMETRIC ORGANIZERS
THE NATURE OF TECHNOLOGY
KNOWLEDGE
*Nature and Evolution of
Technology
*Linkages
*Technological Concepts
and Principles
PROCESSES
CONTEXTS
From Rationale & Structure
(ITEA, 1996)
*Designing and Developing
Technological Processes
and Systems
*Determining and
Controlling the Behavior of
Technological Systems
*Utilizing Technological
Systems
* Assessing the Impacts and
Consequences of
Technological Systems
CONTEXTS
*Biological and Chemical
Systems
*Informational Systems
*Physical Systems
Std 1: The Characteristics and Scope of Technology
Std 2: The Core Concepts of Technology
Std 3: Relationships Among Technologies and the
Connections Between Technology and Other Fields
TECHNOLOGY AND SOCIETY
Std 4: The Cultural, Social, Economic, and Political
Effects of Technology
Std 5: The Effects of Technology on the
Environment
Std 6: The Role of Society in the Development and
Use of Technology
Std 7: The Influence of Technology on History
DESIGN
Std 8: The Attributes of Design
Std 9: Engineering Design
Std 10: The Role of Troubleshooting, Research and
Development, Invention and Innovation, and
Experimentation in Problem Solving
ABILITIES FOR A TECHNOLOGICAL
WORLD
Std 11: Apply Design Processes
Std 12: Use and Maintain Technological Products
and Systems
Std 13: Assess the Impact of Products and Systems
THE DESIGNED WORLD
Std 14: Medical Technologies
Std 15: Agricultural and Related Biotechnologies
Std 16: Energy and Power Technologies
Std 17: Information and Communication
Technologies
Std 18: Transportation Technologies
Std 19: Manufacturing Technologies
Std 20: Construction Technologies
13
From Standards for Technological Literacy (ITEA, 2000)
What Standards for
Technological Literacy is NOT:
It is not a curriculum, on the other hand,
Standards for Technological Literacy can
describe overarching goals, or ways in which
the curriculum should be orchestrated to
achieve a desired result.

It is our belief that curriculum goals and principles
should not be part of a description of content
standards.
Standards for Technological Literacy does not
prescribe courses or programs (groups of
courses)
14
Guiding Principles Behind
Standards for Technological Literacy
The standards and benchmarks were
created with the following guiding principles:
• They offer a common set of expectations for what
students should learn in the study of technology.
• They are developmentally appropriate for students.
• They provide a basis for developing meaningful,
relevant, and articulated curricula at the local, state,
and provincial levels.
• They promote content connections with other fields
of study in grades K-12.
• They encourage active and experiential learning.
15
Who is a technologically
literate person?
Understands:
 What technology is
 How technology is created
 How the use of technology shapes society and in
turn,
 How society shapes the development of
technology
16
Standards for Technological Literacy:
Content for the Study of
Technology
17
Executive Summary
PDF format on ITEA website
Discussion of Highlights
Please use as a guide as we discuss
Standards for Technological Literacy
18
Structure of the Standards
Standards
The Nature of
Technology
Technology
and Society
Design
Abilities for
A Technological
World
The Designed
World
*The characteristics and scope of technology
*The core concepts of technology
*The relationships among technologies and the connections
between technology and other fields of study
*The cultural, social, economic, and political effects of
technology
*The effects of technology on the environment
*The role of society in the development and use of
technology
*The influence of technology on history
*The attributes of design
*Engineering design
*The role of troubleshooting, research and development,
invention and innovation, and experimentation in
problem solving
*Apply the design process
*Use and maintain technological products and systems
*Assess the impact of products and systems
*Medical technologies
*Agricultural and related biotechnologies
*Energy and power technologies
*Information and communication technologies
*Transportation technologies
*Manufacturing technologies
*Construction technologies
Benchmarks
K-2
3-5
6-8
9-12
Table of Contents
Chapters
1. Preparing Students for a Technological World
2. Overview of Technology Content Standards
Activity
III
3.
4.
5.
6.
7.
The Nature of Technology
Technology and Society
Design
Abilities for a Technological World
The Designed World
8. Call to Action
20
Activity III
Getting to Know Standards for
Technological Literacy
Break into Teams of Four
Think – Pair – Share
Open Discussion
21
10 MINUTE BREAK
22
ACTIVITY IV:
Getting to Know Standards for
Technological Literacy




Packets of Benchmarks
Organize in a logical sequence
Discuss agreement and disagreement of
placement and sequencing.
Discuss issues deemed missing or key
transitional items viewed not included
Standard 8
Standard 18
23
How are Standards Used in
the Classroom?
After reviewing newly developed
standards to identify the desired results
of your program, you may realize that
the exploration and experience (the
activities) are the how of your program
and the Content Standards are the
what and the why.
24
Content vs. Curriculum
Content standards specify
what students should
know and be able to do
in technology. They
indicate the knowledge
and processes essential
to technology that
should be taught and
learned in school.
A curriculum specifies the
way content is
delivered: It includes
the structure,
organization, balance,
and presentation of the
content in the
laboratory-classroom
from the learner’s point
of view and the desired
achievements.
25
Student Performance
Standards
The degree or quality of proficiency
that students are expected to display in
relation to the Content Standards.
Student Performance Standards answer
questions about quality & degree while
Content Standards define what
students should know & be able to do.
26
Example
Content Standard: Students will develop an
understanding of the characteristics and
scope of technology.
Performance Standard: Students in K-2 are
able to distinguish between the natural world
and the human-made world, recognizing the
difference between trees, plants, and
animals and those that are human designed
and made, such as artificial trees and plants.
27
Using standards to develop
lessons
Non-linear process
Begin at Different Points



Existing units of study
Student questions, interests, & concerns
Standards from related fields & one or more state
frameworks
Develop Rubrics and Assessments
Check for Understanding



What should students come away understanding?
What is evidence of that understanding?
What activities will develop the understandings?
28
A Student who understands…
Can Explain
Can
Apply
Can Interpret
Student
Understanding….
Demonstrates
Empathy
Wiggins & McTighe, 1998
Sees in
Perspective
Reveals
Self-knowledge
29
Plan Assessment to Reflect
Standards
Not limited to tests
Any method used to gather information
about students is assessment
Different types of assessment are useful for
different types of content


“Think like an assessor, not an activity designer.”
Wiggins & McTighe
Sound evidence is valid and reliable, provides
user-friendly feedback
30
Select Tasks and Activities
Three Kinds of Learning-Teaching Activities



Introductory Activities - stimulate student
interest to participate in the unit of study
Enabling Activities - students learn and
demonstrate the knowledge, skills, and habits
of mind needed to attain the standards
Culminating Activities - students demonstrate
their learning of most or all standards
identified
31
Lesson-Activity Challenge
Discuss premise
Break into teams


Provide Design Directive
Bag of goodies
32
Lunch
33
Continue
Lesson-Activity Challenge
34
Exchange Activities &
Evaluation
Exchange activities with groups
Work through the lesson-activity and
Evaluate using the following questions
as guides…
35
Questions…
Which standard(s) and benchmarks are addressed?
What will students understand as a result of this
lesson-activity?
To what extent does the lesson-activity provide a valid
and reliable measure of the targeted standard(s)?
Will students be able to revise and refine their work
based on feedback?
Do you need to
 Change the activity?
 Change the product or performance?
 Reconsider the standard(s)?
 Consider a combination of factors?
Remember the Standards are the Target!
36
The Challenge…
Blending depth and breadth in a
properly balanced ratio
Making choices, compromises, and
sacrifices
Highlighting Big ideas
Pursuing essential questions in depth
Providing as much direct experience as
possible to give meaning to key ideas
Wiggins & McTighe, 1998
37
What We’ve Learned
Revisit Know-Want-Learn Transparency
Identify issues still needing clarification
Plan for follow-up opportunities
38
Evaluation of the Workshop
39
THANK YOU!
URL: http://www.iteawww.org
E-mail: {Place your E-mail here}
ITEA-TfAAP:
William E. Dugger [email protected]
Or
Pam B. Newberry
[email protected]
40
41
STANDARDS THAT MAY BE
COVERED IN THIS
WORKSHOP
42
The Nature of Technology
Standard 2:
Students will develop an understanding of the
core concepts of technology.
A. Some systems are found in nature, and some are
made by humans.
B. Systems have parts or components that work
together to accomplish a goal.
C. Tools are simple objects that help humans
complete tasks.
D. Different materials are used in making things.
E. People plan in order to get things done.
43
The Nature of Technology
Standard 2 continued 3-5:
F. A subsystem is a system that operates as a part of another
system.
G. When parts of a system are missing, it may not work as planned.
H. Resources are the things needed to get a job done, such as tools
and machines, materials, information, energy, people, capital, and
time.
I. Tools are needed to design, make, use, and assess technology.
J. Materials have many different properties.
K. Tools and machines extend human capabilities, such as holding,
lifting, carrying, fastening, separating, and computing.
L. Requirements are the limits to designing or making a product or
system.
44
The Nature of Technology
Standard 2 continued 6-8:
M. Technological systems include input, processes, output, and,
at times, feedback.
N. Systems thinking involves considering how every part relates
to others.
O. An open-loop system has no feedback path and requires
human intervention, while a closed-loop system uses
feedback.
P. Technological systems can be connected to one another.
Q. Malfunctions of any part of a system may affect the function
and quality of the system.
45
The Nature of Technology
6-8 Benchmarks-Std 2 Continued:
R. Requirements are the parameters placed on the development of
a product or system.
S. Trade-off is a decision process recognizing the need for careful
compromises among competing factors.
T. Different technologies involve different sets of processes.
U. Maintenance is the process of inspecting and servicing a
product or system on a regular basis in order for it to continue
functioning properly, to extend its life, or to upgrade its
capability.
V. Controls are mechanisms or particular steps that people
perform using information about the system that causes
systems to change.
46
The Nature of Technology
Standard 2 continued 9-12:
W. Systems thinking applies logic and creativity with
appropriate compromises in complex real-life problems.
X. Systems, which are the building blocks of technology,
are embedded within larger technological, social, and
environmental systems.
Y. The stability of a technological system is influenced by
all of the components in the system, especially those in
the feedback loop.
Z. Selecting resources involves trade-offs between
competing values, such as availability, cost, desirability,
and waste.
47
The Nature of Technology
9-12 Benchmarks- Std 2 Continued:
AA. Requirements involve the identification of the criteria and
constraints of a product or system and the determination of
how they affect the final design and development.
BB. Optimization is an on going process or methodology of
designing or making a product and is dependent on criteria
and constraints.
CC. New technologies create new processes.
DD. Quality control is a planned process to ensure that a
product, service, or system meets established criteria.
EE. Management is the process of planning, organizing, and
controlling work.
FF. Complex systems have many layers of controls and
feedback loops to provide information.
48
Standard 2 with Benchmarks
The Core Concepts of Technology
K-2
*Systems
*Resources
*Processes
3-5
*Systems
*Resources
*Requirements
*Processes
6-8
*Systems
*Resources
*Requirements
*Trade-offs
*Processes
*Controls
9-12
*Systems
*Resources
*Requirements
*Optimization
and trade-offs
*Processes
*Controls
49
Technology and Society
Standard 5:
Students will develop an understanding of the
effects of technology on the environment.
A. Some materials can be reused and/or
recycled.
B. Waste must be appropriately recycled or
disposed of to prevent unnecessary harm to
the environment.
C. The use of technology affects the
environment in good and bad ways.
50
Technology and Society
Standard 5 continued 6-8 :
D. The management of waste produced by
technological systems is an important societal issue.
E. Technologies can be used to repair damage caused
by natural disasters and to break down waste from
the use of various products and systems.
F. Decisions to develop and use technologies often put
environmental and economic concerns in direct
competition with one another.
51
Technology and Society
Standard 5 Continued 9-12:
G. Humans can devise technologies to conserve water, soil, and energy
through such techniques as reusing, reducing and recycling.
H. When new technologies are developed to reduce the use of resources,
considerations of trade-offs are important.
I. With the aid of technology, various aspects of the environment can be
monitored to provide information for decision-making.
J. The alignment of technological processes with natural processes
maximizes performance and reduces negative impacts on the
environment.
K. Humans devise technologies to reduce the negative consequences of
other technologies.
L. Decisions regarding the implementation of technologies involve the
weighing of tradeoffs between predicted positive and negative effects on
the environment.
52
Standard 5 with Benchmarks
The Effects of Technology on the Environment
K-2
*Reuse
and/or
recycling of
materials
3-5
*Recycling and
disposal of
waste
*Affects
environment in
good and bad
ways
6-8
*Management
of waste
*Technologies
repair damage
*Environmental
vs. economic
concerns
9-12
*Conservation
*Reduce resource use
*Monitor environment
*Alignment of natural
and technological
processes
*Reduce negative
consequences of
technology
*Decisions and tradeoffs
53
Design
Standard 8:
Students will develop an understanding of the
attributes of design.
A. Everyone can design solutions to a problem.
B. Design is a creative process.
C. The design process is a purposeful method
of planning practical solutions to problems.
D. Requirements for a design include such
factors as the desired elements and features
of a product or system or the limits that are
placed on the design.
54
Design
Standard 8 continued 6-8:
E. Design is a creative planning process that
leads to useful products and systems.
F. There is no perfect design.
G. Requirements for a design are made up of
criteria and constraints.
55
Design
Standard 8 continued 9-12:
H. The design process includes defining a problem, brainstorming,
researching and generating ideas, identifying criteria and
specifying constraints, exploring possibilities, selecting an
approach, developing a design proposal, making a model or
prototype, testing and evaluating the design using
specifications, refining the design, creating or making it, and
communicating processes and results.
I. Design problems are seldom presented in a clearly defined
form.
J. The design needs to be continually checked and critiqued, and
the ideas of the design must be redefined and improved.
K. Requirements of a design, such as criteria, constraints and
efficiency, sometimes compete with each other.
56
Standard 8 with Benchmarks
The Attributes of Design
K-2
*Everyone can
design
*Design is a
creative
process
3-5
*Definitions of
design
*Requirements
of design
6-8
*Design leads to
useful products
and systems
*There is no
perfect design
*Requirements
9-12
*The design
process
*Design
problems are
usually not clear
*Designs need
to be refined
*Requirements
57
Abilities for a Technological World
Standard 12:
Students will develop the abilities to use and
maintain technological products and systems.
A. Discover how things work.
B. Use hand tools correctly and safely and be able to name them
correctly.
C. Recognize and use everyday symbols.
D. Follow step-by-step directions to assemble a product.
E. Select and safely use tools, products, and systems for specific
tasks.
F. Use computers to access and organize information.
G. Use common symbols, such as numbers and words, to
communicate key ideas.
58
Abilities for a Technological World
Standard 12 continued 6-8:
H. Use information provided in manuals, protocols, or
by experienced people to see and understand how
things work.
I. Use tools, materials, and machines safely to
diagnose, adjust, and repair systems.
J. Use computers and calculators in various
applications.
K. Operate and maintain systems in order to achieve a
given purpose.
59
Abilities for a Technological World
Standard 12 continued 9-12:
L. Document processes and procedures and communicate them to
different audiences using appropriate oral and written techniques.
M. Diagnose a system that is malfunctioning and use tools, materials,
machines, and knowledge to repair it.
N. Troubleshoot, analyze, maintain systems to ensure safe and
proper function and precision.
O. Operate systems so that they function in the way they were
designed.
P. Use computers and calculators to access, retrieve, organize,
process, maintain, interpret, and evaluate data and information in
order to communicate.
60
Standard 12 with Benchmarks
Use and Maintain Technological Products and Systems
K-2
*Discover
how things
work
*Use tools
correctly
and safely
*Recognize
and use
everyday
symbols
3-5
*Follow step-bystep
instructions
*Select and
safely use tools
*Use computers
to access and
organize
information
*Use common
symbols
6-8
*Use information
to see how things
work
*Safely use tools
to diagnose,
adjust, and repair
*Use computers
and calculators
*Operate systems
9-12
*Document and
communicate
processes and
procedures
*Diagnose a
malfunctioning system
*Troubleshoot and
maintain systems
*Operate and
maintain systems
*Use computers to
communicate 61
The Designed World
Standard 18:
Students will develop an understanding of and be
able to select and use transportation
technologies.
A. A transportation system has many parts
that work together to help people travel.
B. Vehicles move people or goods from one
place to another in water, air, or space and
on land.
C. Transportation vehicles need to be cared for
to prolong their use.
62
The Designed World
Standard 18 CONTINUED 3-5:
D. The use of transportation allows people
and goods to be moved from place to
place.
E. A transportation system may lose efficiency
or fail if one part is missing or
malfunctioning or if a subsystem is not
working.
63
The Designed World
Standard 18 continued 6-8:
F. Transporting people and goods involves a
combination of individuals and vehicles.
G. Transportation vehicles are made up of
subsystems, such as structural, propulsion,
suspension, guidance, control, and support,
that must function together for a system to
work effectively.
64
The Designed World
Standard 18 6-8 continued:
H. Governmental regulations often influence the
design and operation of transportation
systems.
I. Processes, such as receiving, holding, storing,
loading, moving, unloading, delivering,
evaluating, marketing, managing,
communicating, and using conventions are
necessary for the entire transportation system
to operate efficiently.
65
The Designed World
Standard 18 continued 9-12:
J. Transportation plays a vital role in the operation of
other technologies, such as manufacturing,
construction, communication, health and safety, and
agriculture.
K. Intermodalism is the use of different modes of
transportation, such as highways, railways, and
waterways as part of an interconnected system that
can move people and goods easily from one mode
to another.
66
The Designed World
Standard 18 9-12 continued:
L. Transportation services and methods have led to a
population that is regularly on the move.
M. The design of intelligent and non-intelligent
transportation systems depends on many processes
and innovative techniques.
67
Standard 18 with Benchmarks
Transportation Technologies
K-2
*Transporta
tion system
*Individuals
and goods
* Care of
transportati
on products
and
systems
3-5
*Transportation
system use
*Transportation
systems and
subsystems
6-8
*Design and operation
of transportation
systems
*Subsystems of
transportation systems
*Governmental
regulations
*Transportation
processes
9-12
*Relationship of
transportation and
other technologies
*Intermodalism
*Transportation of
services and
methods
*Positive and
negative impacts of
transportation
*Transportation
processes and
efficiency 68