Transcript General Presentation PowerPoint

K-12 Program Guide Overview
Presented By:
Steve Barbato - Daniel E. Engstrom
Len Litowitz - Joseph McCade
1
Today’s Presentation Will:
 Introduce
the “TEAP K-12 Program
Rationale and Guide”
 Introduce
The “Executive Summary”
Document for the TEAP K-12 program
Rationale and Guide
 Suggest
strategies for implementation
 “Appreciative
 Entertain
Inquiry” Interview
any questions from the
audience
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Overview of
Technology Education
Standards
Daniel E. Engstrom
Assistant Professor
California University of Pennsylvania
[email protected]
3
Material Adapted from:
 International
Technology Education
Association (ITEA) website:
http://www.iteawww.org/TAA/SlidePresentations.
htm
 Mr.
Bob Dorn: Pennsylvania
Technology Education Advisor
 PDE Home Page: www.pde.state.pa.us
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Terminology
Technology – “Human innovation
in action”, (TFAA, 1996) “A body of
knowledge and the systematic
application of resources to produce
outcomes in response to human
needs and wants” (Savage and Sterry, 1990, p. 7)
Technological Literacy – “is the
ability to use, manage, assess, and
understand technology”. (TFAA, 1996)
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Terminology
Technology Education –
(technological studies) A school
subject that “involves designing,
making, developing, producing,
using, managing, and assessing
technological systems and products”
(ITEA, 1998, p. 17)
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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
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Technology Education Myths
I
use computers – I teach technology
 My district must be wealthy
 Students won’t sign up because they are
mostly college-bound
 If I change the name isn’t that good
enough? Woodworking 
Manufacturing
 It is just a fad
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Technology Activities – What’s
Important?
Safely use tools and machines
 Consider various solutions
 Test and evaluate the solution
 Design a solution to the
problem
 Integrate information from
other academic subjects
 Build a solution to a problem

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Technology Activities – What’s
Important?
Receive formative and
summative feedback
 Make sketches and drawings
of potential solutions
 Utilize a design or problemsolving model
 Assess the impacts and
consequences of technology

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Standards for Technological
Literacy: Content for the Study of
Technology
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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
Pennsylvania Standards

Approved by the State Board on July 12, 2001
The Standards Are For All Students*
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Table of Contents
3.1 Unifying Themes
 3.2 Inquiry & Design
 3.3 Biological
Sciences
 3.4 Physical Science,
Chemistry & Physics

Content Standards
Integrative Standards
Relationships
3.5 Earth Sciences
 3.6 Technology
Education
 3.7 Technological
Devices
 3.8 Science,
Technology &
Human Endeavors

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Standard (3.6)
Level (3.6.7)
Standard (3.6.7.A)
Bullets (Descriptors)
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How Does Standards
Instruction Differ From
Traditional Instruction?
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S/T Curriculum
LESS Emphasis on
Facts/information
Separate sciences or
Technology
Breadth
Inquiry as process
MORE Emphasis on
Concepts & ability of
inquiry
Contextual
learning/integration
Depth
Inquiry as strategies
towards lifelong
learning
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S/T Assessment
LESS emphasis on
Discrete knowledge
Achievement
External Assessment
MORE emphasis on
Rich well-structured
knowledge
Achievement and
opportunity to
learn
Internal and teacher
developed external
assessments
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S/T Instruction
LESS emphasis on
Classes
Recitation
Testing facts only
Competition
Working alone
MORE emphasis on
Individual student
needs
Discussion and debate
Continuous assessment
Shared responsibility
Working with other
teachers and students
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Creating Technology Education
Curriculum
Steven Barbato, Supervisor
Curriculum, Instruction, & Assessment
Science and Technology Education
Lower Merion School District
[email protected]
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TEAP K-12 Program Guide For
Technology Education
Provides the starting point!
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“Understanding By Design”:
 Written
By Wiggins and McTighe:
 Employ
a “Backward Design Process”
http://www.ascd.org/readingroom/books/wiggins98toc.html
3
Steps:
 Identify
Desired Results
 Determine Acceptable Evidence
 Plan Learning Experiences and Instruction
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Establish Curriculum
Priorities
Worth being familiar with
Important to know and do
“Enduring” understanding
“Enduring Understandings”
“Important To Know and Do”
“Worth Being Familiar With”
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Planning Learning
Experiences and Instruction
Learning Goals Clearly Identified
Appropriate Assessments - Planned
& Well Articulated
Lessons, Projects, Resources, &
Other Essential Resources
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Sample Content Benchmark
(Sample TEMPLATE Is Provided In Appendix ‘D’)
Pennsylvania School District Sample Benchmark
Data Sheet - (~Courtesy of Lower Merion School District~) Curriculum
Project
Standard Category: Technology Education
Academic Standard: Explain information
technologies of encoding, transmitting, receiving,
storing, retrieving & decoding. (3.6.7.B)
Course Number and Title: Applying Technology
Benchmark: Demonstrate the effectiveness of
image generating technique to communicate a
story (3.6.7.B1)
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
Sample Content Benchmark
Content: Video Production:
•Learn about the field of Video Technology and understand such topics as
framing a shot and adding special effects
•Identify different types of shots & angles: close-up, medium, long shots
•Learn the phases of making a video: pre-production, production/postproduction
•Understand the various kinds of lenses of a video camera
•Identify the four types of camera movement
•Review the major controls of a camcorder
•Examine lighting techniques to enhance the quality of a shot
•Learn about voice-over and recording sound
•Understand the term “raw footage”
•Use video recorder to practice learned techniques & review editing equipment
•Edit a video; modify the movie window
•Add transition effects to a video
•Insert titles and voice-overs with video editing software
•Storyboard a video presentation
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Sample Content Benchmark
Instructional Strategies
- Research & view multimedia
- Discuss and apply appropriate
presentations to provide an overview of
techniques, processes, and
physical, informational, and biomaterials typically used in
technology systems, their technical
physical, information, and
concepts, and their social, economic,
biotechnology systems.
and environmental impacts.
- Apply the technological problem
- Students will be given a context-based
solving process to their designed
problem to solve and will review the
solutions (Understand, Gather,
method of preparing their design charts
Select, Implement, Test/Evaluate,
for the task.
Communicate) through physical,
- Will use ‘CAI’ simulation to design and
information, and bio-related
evaluate physical, information and biotechnology systems.
related technology system according to - Apply the universal systems model
the stated problem context and design
of input-process-output-feedback,
challenge previously given.
using the appropriate resources of
- Interpret graphical and numeric data to
technology (tools/machines,
evaluate their design choices regarding
materials, information, people,
physical, information, and biocapital energy, and time)
technology systems.
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Sample Content Benchmark

Assessment(s):
- Pre-test – ‘Advanced Thought Organizer’
- Formative assessment via electronic journal entries (T/F, MC,
Fill-in, open-ended)
- Anecdotal Record Keeping (Teacher input into electronic journal
via a summative authentic observation & assessment)
- Build and test solutions to specific design challenges related to
the context areas of physical, information, and bio-related
technologies
- Summative Assessment (Post-test)
- Peer/Self Assessment
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Sample Content Benchmark
Adaptations
and Extensions:
-Utilize and implement the Pennsylvania and National Technology Student
Association (TSA) curricular challenge for the physical, information and
bio-related technology systems being studied in this technological area.
-Each instructional area has an audible remediation component available for
all students or for those that the instructor feels would benefit from having
the text of the multimedia presentations read to them. The multimedia
presentations also have hypertext links associated with new or difficult
terms that provide additional explanation and vocabulary resource
availability.
-Each activity includes an enhancement activity at the end to allow students
who finish early to work on a physical science-related problem-solving
software program.
-Each activity is designed with a link to an Internet site that is related to the
technology topic, i.e. CNN.COM site.
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Sample Content Benchmark

Connections:
- Interdisciplinary Connections : Universal core
technology themes cover the social/cultural, economic,
and environmental impacts of each technology that are
inherit in each area of study. This provides for a common
foundation of understanding that reinforces the content
and the rationale of the context-based problems across a
variety of disciplines.
- Multicultural Connections: The teachers shall ensure
that technology milestones and current event reports
shall highlight or include the contributions of AfricanAmericans and other minority groups.
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Sample Content Benchmark

Resources :
- Pennsylvania / TSA Curricular Resource Guide
- Video production software, student workstation manuals,
Internet Access (for research), Compton’s Encyclopedia
CD (for use in the Technology Timeline activity), along with
appropriate Internet sites for these research-based design
activities.
- Timeline activity, a careers exploration activity, hands-on
components for the construction of the students’ hands-on
activities. Each activity includes "The Incredible Machine,"
a physical and informational technology/science-based
software problem-solving program which can be used as
an enhancement activity.
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Executive Summary
Overview of TEAP K-12
Program Rationale and
Guide
Len Litowitz
Professor
Millersville University of Pennsylvania
[email protected]
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Audience & Purpose
*Intended audience
*Purpose of the document
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Major Subheadings
•
Introduction
•
Vision of the TEAP K-12 Guide
•
Why is Technological Literacy
Important to PA?
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Major Subheadings
Basic definitions are provided:
Technology is the system by
which society provides its
members with those things
needed or desired.
(Websters …)
Technology Education
is….
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Sample Technology Education
Program Framework K-12
Curriculum
R e q u i rContent
e d Sequence - PA
(Sample Recommended Model)
Elementary
Gr. K-5
Middle Level
Gr. 6-8
High School
Foundations
Gr. 9
High School
Electives
Gr. 9-12
Design and Technology Education
(Integrated into the Elementary Curriculum)
Exploring
Technology
Course
Applying
Technology
Course
Creating
Technology
Course
Required
Required
Technological Design and Systems
Course
Elective
Engineering
Design and Problem Solving Elective
Technology
Courses
Strand
And/Or
High School
Capstone (Gr. 11 -12)
Innovation Technology Course
(Required if no electives taken in grades 9-12)
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Brief Explanation of TE
Courses
Elementary School (grades K to 5)
Middle School (grades 6 to 8)
Exploring Technology
Applying Technology
Creating Technology
High School (grades 9 –12)
Technological Design and Systems
Design & Problem Solving Elective Courses
Innovation (capstone course)
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A Call to Action

Support TE courses and content at all levels

Support a new requirement for a Technological
Design & Systems course at the 9th/10th grade level

Support initiatives to provide teacher training so all
teachers may become technologically literate

Support advanced level elective courses in various
technologies
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Relationship Between PA and
National Standards for TE
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In Conclusion….
 Audience
 Purpose
 Content
 Any
Questions?
 Thank you for your time!
50
Observations
And
Conclusions
Joe McCade
Professor
Millersville University of Pennsylvania
[email protected]
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Thanks for the Team Effort
1. Steve Barbato*
2. Steven Baylor
3. Linda Baylor
4. Terry Crissey
5. Stephen Crnkovich
6. Bob Dorn
7. Dan Engstrom*
8. Dave Hortman
9. Van Hughes
10. Lynn Hull
11. Joseph Huttlin
12. Jay Huss
13. Stan Komacek
14. Cindy Lapinski
15. Hal Lefever
16. Len Litowitz
17. Joe McCade*
18. Wayne McConahy
19. Martin Meier
20. Kevin G. Reigner
21. Robert Rudolph
22. David Shultz
23. Kevin Stover
24. Chris Weaver
25. Barry Walton
* Editors
Lower Merion School District
Garden Spot Middle School
Conestoga Elementary School
Forest Hills High School
Susquehanna Twp. Middle School
Pennsylvania Dept. of Education
California University of PA
Catherine Hall MS (Milton Hershey)
Schenley High School
Cook-Wissahickon Elem. School
School District of Philadelphia
Washington High School
California University of PA
Strayer Middle School
Warwick High School
Millersville University of PA
Millersville University of PA
Milford Middle School
Warwick Middle School
Boyertown School District
Cumberland Valley HS
Margaret Bell Miller M.S.
Hershey Middle School
Welsh Valley Middle School
Manheim Township HS
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It’s About Time!
 We
have changed our name
 We have changed our content
 We have changed our methodology
 It is about time someone explained…
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What we should be doing in the
classroom.
•As frustrating as all this change is we can not offer the “golden
bullet” that will define it all!
•We are modeling a process:
•start with learning targets
•decide how students can demonstrate this knowledge
•design activities/assessments
•One size does not fit all
•the guide contains examples
•adapt them
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Who owns this content?
 We
don’t “own” technology any more
than science teachers “own” science.
 Technological literacy will require the
concerted effort of a wide range of
disciplines.
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What are we teachers trying to
do?
 Protect
our comfort zones?
 Protect our favorite activities?
 Avoid hard work and ambiguity?
 Whatever it takes to help kids be
prepared?
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How about the Future?
The next project for the TEAP Curriculum
Committee is to revise the high school
guide to match the new K-12 Guide
 Foundations
Gr. 9 Technological Design
and Systems
 Electives Gr. 9-12 Design and ProblemSolving Electives
 Capstone Gr. 11-12 Innovation
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We need help creating:
 A 9th
grade course:
Technological Design and Systems
President Litowitz wants to make this
a required course – it must be
outstanding.
 A Capstone Course:
Innovation
58
The Challenges are Great
Together we can….
...continue to meet them!
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