ITEA Presentation of STANDARDS FOR TECHNOLOGICAL LITERACY

William E. Dugger Jr., DTE Pam B. Newberry September, 2000 1

What you will gain from this presentation...

Background on the Development of

Standards for Technological Literacy

An overview of

Standards for Technological Literacy

Suggestions on how to begin the implementation process 2

Standards for Technological Literacy: Content for the Study of Technology 3

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.

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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 5

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). 6

Technology Education and Educational Technology

Technology Education (Technological Studies)

Teaches about technology A school subject Ultimate goal: Technological literacy for everyone

Educational Technology

(Information Technology) Teaches with technology A means of teaching Ultimate goal: Improving the process of teaching and learning 7

What is Standards for Technological Literacy based on?

Based on fields Rationale and Structure — technology Benchmarks Phase 1 Reviewed national standards from other Analyzed national standards for inclusion of Coordinated with NSES Standards and AAAS Reviewed state standards Interviewed state supervisors on standards 8

EVOLUTION OF TAXOMETRIC ORGANIZERS

From

CONTEXT S

(TfAAP, 1996)

KNOWLEDGE *Nature and Evolution of Technology *Linkages *Technological Concepts and Principles PROCESSES *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 THE NATURE OF TECHNOLOGY Std 1: The Characteristics and Scope of Std 2: The Core Concepts of 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 Std 6: The Role of Society in the Development and Use of Technology History DESIGN Std 8: The Attributes of Design Std 9: Engineering Design Research and Development, Invention and Problem Solving ABILITIES FOR A TECHNOLOGICAL WORLD Std 11: Apply Design Processes Std 12: Use and Maintain Technological Products and Systems and Systems THE DESIGNED WORLD Std 14: Medical Technologies Std 15: Agricultural and Related Biotechnologies

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Std 17: Information and Communication Technologies

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) 10

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.

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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 12

Executive Summary

Answers frequently asked questions about technology and technological literacy Is in PDF format on ITEA website Is a useful guide as you learn more about

Standards for Technological Literacy

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The Nature of Technology Technology and Society Design

Structure of the Standards

Abilities for A Technological World Standards *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 Benchmarks K-2 3-5 6-8 9-12 The Designed World *Medical technologies *Agricultural and related biotechnologies *Energy and power technologies *Information and communication technologies *Transportation technologies *Manufacturing technologies *Construction technologies

Standards vs. Benchmarks

 Standards are the target Benchmarks are provided as a guide to begin implementation, but there may be additional benchmarks needed for your particular situation.

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Grade 6-8 Benchmark Sample

Standard 11: Students are able to apply the design process, including manipulative and mental abilities, in order to solve technological problems.

As part of learning how to apply design processes, students in grades 6-8 should be able to

• Identify and select a need, want, or problem to solve. • Specify goals of the problem to be solved. • Research the design and generate possible solution ideas. • Identify criteria and specify constraints. • Explore various processes and resources and select and use the most

appropriate ones.

• Develop a design proposal that meets established criteria and constraints. • Make a model of the proposed solution. • Test and evaluate the design in relation to pre-established criteria and

constraints and refine as needed.

• Based on the results of the tests and evaluation, improve the design solution. • Make a product or system and document the procedures and results. • Use a design portfolio, journal, drawing, sketch, or schematic to document

ideas, processes, and results.

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Table of Contents

Chapters 1.

Preparing Students for a Technological World 2.

Overview of Technology Content Standards 3.

The Nature of Technology 4.

5.

6.

7.

8.

Technology and Society Design Abilities for a Technological World The Designed World Call to Action 17

The Nature of Technology

Std. 1: Students will develop an understanding of the characteristics and scope of technology.

Std. 2: Students will develop an understanding of the core concepts of technology.

Std. 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

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Technology and Society

Std. 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology.

Std. 5: Students will develop an understanding of the effects of technology on the environment.

Std. 6: Students will develop an understanding of the role of society in the development and use of technology.

Std. 7: Students will develop an understanding of the influence of technology on history.

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Design

Std. 8: Students will develop an understanding of the attributes of design.

Std. 9: Students will develop an understanding of engineering design.

Std. 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

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Abilities for a Technological World

Std. 11: Students will develop the abilities to apply the design process.

Std. 12: Students will develop the abilities to use and maintain technological products and systems.

Std. 13: Students will develop the abilities to assess the impact of products and systems.

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The Designed World

Std. 14: Students will develop an understanding of and be able to select and use medical technologies.

Std. 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.

Std. 16: Students will develop an understanding of and be able to select and use energy and power technologies.

Std. 17: Students will develop an understanding of and be able to select and use information and communication technologies.

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The Designed World cont.:

Std. 18: Students will develop an understanding of and be able to select and use transportation technologies.

Std. 19: Students will develop an understanding of and be able to select and use manufacturing technologies.

Std. 20: Students will develop an understanding of and be able to select and use construction technologies.

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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 24 Wiggins & McTighe, 1998

THANK YOU!

URL:

http://www.iteawww.org

ITEA-TfAAP: William E. Dugger [email protected]

Or Pam B. Newberry [email protected]

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