Transcript The Relationship Between Science and Technology & How the

A 2009 Report on
Technology Education in the
United States
International Conference on Technology
Education in the Asia Pacific Region
Taipei Taiwan - November 11, 2009
Overview of Presentation
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Nationally-developed educational standards in
the U.S.
Standards for Technological Literacy: Content
for the Study of Technology (ITEA, 2000, 2002,
2007)
ITEA: Research and Curriculum Efforts
Technology and Engineering Education
National Assessment of Educational Progress
for Technological Literacy (The Nation’s Report
Card-2012)
Positioning of Technology Education
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Decade of Standards for
Technological Literacy
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
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 (ITEA,2006)
Who is a technologically
literate person?
One that understands:
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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.
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Standards:
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STL Standards are 20 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 from
Grades K-12.
STL Standards were written around five major
organizers or categories.
The Five Major Organizers
(Categories) in STL
The Nature of Technology (3 Standards)
 Technology and Society (4 Standards)
 Design (3 Standards)
 Abilities for a Technological World (3
Standards)
 The Designed World (7 Standards)
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Nature of Technology (3 Stds.)
 Students will develop an
understanding of the:
 characteristics and scope of technology.
 core concepts of technology.
 relationships among technologies and the
connection between technology and other
fields of study.
Technology and Society: (4 Stds.)
 Students will develop an understanding of
the:
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cultural, social, economic, and political effects of
technology.
effects of technology on the environment.
role of society in the development and use of
technology.
influence of technology on history.
Design (3 Stds.)
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Students will develop an understanding
of the:
attributes of design.
 engineering design.
 role of troubleshooting, research and
development, invention and innovation,
and experimentation in problem solving.
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Abilities for a Technological World: 3 Stds.)
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Students will develop the abilities to:
apply the design process.
 use and maintain technological products and
systems.
 assess the impact of products and systems.
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The Designed World (7 Stds.)
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Students will develop an understanding of and
be able to select and use:
 medical technologies.
 agricultural and related biotechnologies.
 energy and power technologies.
 information and communication technologies.
 transportation technologies.
 manufacturing technologies.
 construction technologies.
Advancing Excellence in Technological Literacy:
Student Assessment, Professional Development, and
Program Standards (AETL)(ITEA,2003)
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AETL provides the means for
implementing STL in K-12
laboratory-classrooms.
AETL is based on STL.
AETL contains three separate but interrelated
sets of standards.
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Student Assessment
Professional Development
Program
ITEA Research and Curriculum Efforts:
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.
(http://www.iteaconnect.org/TAA/Publications/TAA_
Publications.html)
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.
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”.
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.
What is Science?
What is Technology?
Science seeks to understand
the natural world.
National Science
Education Standards,
National Research
Council, 1996.
What is Technology?
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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)
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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
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vs.
Deals with the natural
world.
Is very concerned with
what is (exists) in the
natural world. (i.e.:
Biology, Chemistry,
Physics, Astronomy,
Geology, etc.)
Technology
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Deals with how humans
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.
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Is concerned with
inquiries that seek
out the meaning of
the natural world by
“inquiry”,
“discovering what
is”, “exploring”,
and using “the
Scientific Method”.
Technology
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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
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is the school subject specifically
designed to teach children about the
broad field of technology.
To eliminate confusion … technology is
the subject matter content while the study
of technology formally in schools today is
called technology education.
In the U.S. today, there is much
misunderstanding about …
Technology Education, which is the study of
technology, should NOT be confused with
Information Technology, Educational (or
instructional) Technology, or Information and
Computer Technology (ICT)!
STEM
There is a growing movement in the
U. S. to teach the integrative
subjects of Science, Technology,
Engineering, and Mathematics
(STEM).
A New Movement in The U.S.
on Technology and Engineering
Education
Shocking data:
Only four percent of American
college graduates in 2003
majored in engineering compared
to 13 percent of European
students and 20 percent of those
in Asia.
Some U. S. Efforts Now:
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International Technology Education Association
National Academy of Engineering (NAE)
American Society for Engineering Education
(ASEE)
Federal and State Efforts
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No Child Left Behind
Engineering Education for the Innovation Economy
Act (Pending)
States with engineering education:
Massachusetts
Tennessee
What Is
Engineering
byDesign™?
ITEA’s Curriculum Efforts:
Engineering by Design (EbD)
Goals:
 Provide a standards-based K-12 program (curriculum) that
ensures that all students are technologically literate.
 Provide opportunities for all students without regard to gender or
ethnic origin.
 Provide clear standards and expectations for increasing student
achievement in science, technology, engineering, and
mathematics (STEM).
 Provide leadership and support that will produce continuous
improvement and innovation in the program.
 Restore America's status as the leader in innovation. Provide a
program that constructs learning from a very early age and
culminates in a capstone experience that leads students to
become the next generation of technologists, innovators,
designers, and engineers.
Do We Teach engineering or Engineering?
engineering – little “e” – used as a verb
to teach all students to think or learn to
engineer or use engineering concepts
Engineering – big “E” – used as a noun
prepare students to be Engineers –
career oriented
Standards-Based Model – Grades K-16
K-2
1
Integrated concepts & lessons
3-5
2
Integrated concepts & lessons *
6
MS-1
Exploring Technology
18 weeks
7
MS-2
Invention and Innovation
18 weeks
8
MS-3
Technological Systems
18 weeks
9
HS-1
Foundations of Technology
36 weeks
10-12
HS-2/3
Technological Issues and Impacts
36 weeks
10-12
HS-4
Technological Design
36 weeks
11-12
HS-5
Advanced Design Applications *
36 weeks
11-12
HS-6
Advanced Technological Applications *
36 weeks
11-12
HS-7
Engineering Design (Capstone)
36 weeks
13-16
CL
Engineering Design
Semester
* ProBase and I3 – NSF funded projects
Endorsed by
National Assessment of
Educational Progress (NAEP)
(“The Nation’s Report Card”)
2012 Technological Literacy
Framework Project
Overall Purposes
1.
Develop the recommended framework and
specifications for NAEP Technological Literacy
2012 in grades 4, 8, and 12.
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The assessment will be entirely computer-based.
WestEd Project funded by the U.S. Department
of Education (2009-2012)
Technological Literacy
Reporting NAEP Scores
• The NAEP Technological Literacy Assessment is an assessment
of overall achievement, not a tool for diagnosing the needs of
individual students.
• Results will be reported in terms of average scores for groups of
students on the NAEP scale and as percentages of students who
attain each of the three achievement levels: Basic, Proficient, and
Advanced.
• The probe for 2012 NAEP Technological Literacy Assessment
• At one, perhaps two grades
• Reports only at the national level
• Recommend reporting separate subscales for the three
areas first, followed by the overall composite score.
For More Information:
NAEP Technological Literacy
Project
www.naeptech2012.org
National Assessment Governing Board
www.nagb.org
NAEP
nces.ed.gov/nationsreportcard
Positioning Technology
Education
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Change is hard to do in education
Much of what we do in education is political
We need to market or sell the study of
technology as an basic component of education
that everyone needs
Key decision makers in our countries need to
be informed and influenced about the
importance of the study of technology
Summary
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Standards for Technological Literacy in the U.S.
Technological Literacy Defined
What Americans think about technology
Technology and Science
Science, Technology, Engineering, and
Mathematics (STEM)
Technology and Engineering Education
National Assessment of Educational Progress
Positioning Technology Education
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 downloaded by going to:
http://www.iteaconnect.org/Resources/
PressRoom/2009Taiwanconferenceontechnology
education.ppt
Ariens Technology and Engineering
Education Center Blueprint:
Designing Wisconsin’s Future:
http://www.youtube.com/watch?v=FCF3BZsCdsU