Transcript The Relationship Between Science and Technology & How the

The Perspective of
Technology
Education
The Second International Symposium
on Educational Cooperation for
Industrial Technology Education
Kariya City, Japan
Presenter:
William E. Dugger, Jr.
Senior Fellow
International Technology Education Association (ITEA)
&
Emeritus Professor
Virginia Tech
USA
The Study of Technology
 Many countries in the world have
been and are now implementing the
study of technology.
In the United States as well as
in other countries, there is
confusion about the term
“technology.”
In 2001 and 2004, The
International Technology
Education Association (ITEA)
conducted polls which were
done by the Gallup
Organization on how
Americans think about
technology.
In both polls, a majority of
Americans (62% in 2004 and
59% in 2001) responded that
science and technology are
basically one and the same
thing.
When asked how important
it is for high school students
to understand the
relationship between science
and technology, 98% of the
Americans stated that they
thought that this was “very
or somewhat important”.
Most Americans (68% in
2004 & 67% in 2001)
view technology very
narrowly as being
computers, electronics,
and the internet.
There was near total
consensus (98% in 2004 &
97% in 2001) in the public
sampled that schools should
include the study of
technology in the curriculum.
What is Science?
What is Technology?
Science seeks to
understand the natural
world.
National Science
Education Standards,
National Research
Council, 1996.
What is Technology?
 It is the innovation, change, or
modification of the natural environment
in order to satisfy perceived human
wants and needs. (Standards for
Technological Literacy, ITEA, 2000)
 The goal of technology is to make
modifications in the world to meet
human needs. (National Science
Education Standards, NRC, 1996)
What is Technology ?
(Continued)
 In the broadest sense, technology extends
our abilities to change the world: to cut,
shape, or put together materials; to move
things from one place to another; to reach
farther with our hands, voices, and senses.
(Benchmarks for Science Literacy, AAAS,
1993)
 Technology is the process by which humans
modify nature to meet their needs and wants.
(Technically Speaking: Why All Americans
Need to Know More About Technology,
NAE/NRC, 2002)
Science
vs.
Technology
 Deals with the natural
 Deals with how humans
world.
 Is very concerned with
what is (exists) in the
natural world. (i.e.:
Biology, Chemistry,
Physics, Astronomy,
Geology, etc.)
modify, change, alter, or
control the natural world.
 Is very concerned with what
can or should be designed,
made, or developed from
natural world materials and
substances to satisfy human
needs and wants
Science
vs. Technology
(Continued)
 Is concerned with
processes that seek
out the meaning of
the natural world by
“inquiry”,
“discovering what
is”, “exploring”, and
using “the Scientific
Method”.
 Is concerned with
such processes that
we use to
alter/change the
natural world such as
“Invention”,
Innovation”,
Practical Problem
Solving, and Design.
While technology and science
have a common denominator
being the natural world, they
are similar yet very different.
Technology is not any more
“applied science” than science is
“applied technology”.
Techno-Science
Technology Education
This is the school subject
specifically designed to teach
children about the broad field of
technology.
Technology Education (the study of
technology) should NOT be
confused with Information
Technology or Educational (or
instructional) Technology!
So what is
“Technological Literacy?”
Technological literacy is the ability
to use, manage, evaluate, and
understand technology.
Technology Literacy for All: A Rationale and
Study for the Study of Technology (2006)
Who is a technologically
literate person?
One that 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
 A person who is comfortable with and objective
about the use of technology – neither scared of
it nor infatuated with it.
Technological literacy
involves:
Much more than a knowledge
about computers and digital
electronics.
 Gaining a degree of knowledge
about the nature, behavior, power,
and consequences of technology
from a real world perspective.
There is a growing movement in
the U. S. to teach the integrative
subjects of Science, Technology,
Engineering, and Mathematics
(STEM).
So how do we educate our
citizens to be
technologically literate?
?
?
?
?
?
?
?
What Content should be
taught in the study of
technology that will
provide technological
literacy for all students?
Standards for
Technological Literacy
(STL)(ITEA,
2000,2002/2007)
presents the content
for what every student
should know and be
able to do in order to
be technologically
literate.
www.iteaconnect.org
Standards
 STL Standards are twenty written
statements about what is valued that can
be used for making a judgment of quality.
 Standards represent fundamental
concepts.
 The goal is to meet all of the standards in
Grades K-12.
 STL Standards were written around five
major organizers or categories.
Nature of Technology
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Students will develop an understanding of
the characteristics and scope of technology.
Students will develop an understanding of
the core concepts of technology.
Students will develop an understanding of
the relationships among technologies and
the connection between technology and
other fields of study.
Technology and Society
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Students will develop an understanding of
the cultural, social, economic, and political
effects of technology.
Students will develop an understanding of
the effects of technology on the
environment.
Students will develop an understanding of
the role of society in the development and
use of technology.
Students will develop an understanding of
the influence of technology on history.
Design
 Students will develop an understanding
of the attributes of design.
 Students will develop an understanding
of engineering design.
 Students will develop an understanding
of the role of troubleshooting, research
and development, invention and
innovation, and experimentation in
problem solving.
Abilities for a Technological
World
 Students will develop the abilities to apply
the design process.
 Students will develop the abilities to use
and maintain technological products and
systems.
 Students will develop the abilities to
assess the impact of products and
systems.
The Designed World
 Students will develop an understanding of
and be able to select and use medical
technologies.
 Students will develop an understanding of
and be able to select and use agricultural
and related biotechnologies.
 Students will develop an understanding of
and be able to select and use energy and
power technologies.
The Designed World (Cont.)
 Students will develop an
understanding of and be able to
select and use information and
communication technologies.
 Students will develop an
understanding of and be able to
select and use transportation
technologies.
The Designed World (Cont.)
 Students will develop an
understanding of and be able to
select and use manufacturing
technologies.
 Students will develop an
understanding of and be able to
select and use construction
technologies.
Benchmarks
Benchmarks in STL are specific
requirements or enablers for each
grade level (K-2, 3-5, 6-8, & 9-12)
that identify what needs to be done
in order to meet a given standard.
A Sample Standard &
Benchmark
Standard 11:
Students will develop abilities to apply a
design process.
Grades K-2 Benchmark in Standard 11:
Build or construct an object using a
design process.
In conclusion…
The power and promise of
technology can be further
enhanced through the study of
technology to assure that all
people are technologically literate
in the future.
Thank You!
William E. Dugger, Jr.
Senior Fellow and Former Director
Technology for All Americans Project
International Technology Education Association
[email protected]
A copy of this
presentation can be
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to:
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PressRoom/JapanSymposium08.ppt