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ITEA Presentation ofSTANDARDS FOR
TECHNOLOGICAL LITERACY
William E. Dugger Jr., DTEPam B. Newberry
September, 2000
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What you will gain from this presentation...
Background on the Development of Standards for Technological LiteracyAn overview of Standards for Technological Literacy Suggestions on how to begin the implementation process
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Standards for Technological Literacy: Content for the Study of Technology
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Terminology
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.
Technology is the modification of the natural environment in order to satisfy perceived human needs and wants.
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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 technologyConfusing technology with technical
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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).
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Technology Education and Educational TechnologyTechnology Education(Technological Studies)
Teaches about technologyA school subjectUltimate goal: Technological literacy for everyone
Educational Technology
(Information Technology)
Teaches with technologyA means of teachingUltimate goal:
Improving the process of teaching and learning
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What is Standards for Technological Literacy based on?
Based on Rationale and Structure — Phase 1Reviewed national standards from other fieldsAnalyzed national standards for inclusion of technologyCoordinated with NSES Standards and AAAS BenchmarksReviewed state standardsInterviewed state supervisors on standards
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PROCES
SES K
NOW
LEDG
E
CONTEXTS
EVOLUTION OF TAXOMETRIC ORGANIZERS
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 TECHNOLOGYStd 1: The Characteristics and Scope of TechnologyStd 2: The Core Concepts of TechnologyStd 3: Relationships Among Technologies and the Connections Between Technology and Other Fields
TECHNOLOGY AND SOCIETYStd 4: The Cultural, Social, Economic, and Political Effects of TechnologyStd 5: The Effects of Technology on the EnvironmentStd 6: The Role of Society in the Development and Use of TechnologyStd 7: The Influence of Technology on History
DESIGNStd 8: The Attributes of DesignStd 9: Engineering DesignStd 10: The Role of Troubleshooting, Research and Development, Invention and Innovation, and Experimentation in Problem Solving
ABILITIES FOR A TECHNOLOGICAL WORLDStd 11: Apply Design ProcessesStd 12: Use and Maintain Technological Products and SystemsStd 13: Assess the Impact of Products and Systems
THE DESIGNED WORLDStd 14: Medical Technologies Std 15: Agricultural and Related BiotechnologiesStd 16: Energy and Power TechnologiesStd 17: Information and Communication TechnologiesStd 18: Transportation TechnologiesStd 19: Manufacturing TechnologiesStd 20: Construction Technologies
From Rationale & Structure (TfAAP, 1996)
From Technology Content Standards (TfAAP, 2000)
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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)
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Guiding Principles BehindStandards 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
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Executive Summary
Answers frequently asked questions about technology and technological literacyIs in PDF format on ITEA websiteIs a useful guide as you learn more about
Standards for Technological Literacy
Structure of the Standards
The Nature of Technology
Abilities for A Technological
World
The Designed World
Technology and Society
Design
Standards
*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 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 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
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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 SampleStandard 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
1. Preparing Students for a Technological World
2. Overview of Technology Content Standards
3. The Nature of Technology4. Technology and Society5. Design6. Abilities for a Technological World7. The Designed World8. Call to Action
Chapters
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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 SocietyStd. 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 WorldStd. 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 ratioMaking choices, compromises, and sacrificesHighlighting Big ideasPursuing essential questions in depthProviding as much direct experience as possible to give meaning to key ideas
Wiggins & McTighe, 1998
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URL: http://www.iteawww.org
ITEA-TfAAP:
William E. Dugger [email protected]
Or
Pam B. Newberry [email protected]
THANK YOU!
