STANDARDS FOR TECHNOLOGICAL LITERACY

ITEA Presentation of

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

Standards for Technological Literacy: Content for the Study of Technology

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.
4

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 nave 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 Educational Technology (Technological Studies) (Information Technology)
Teaches about technology A school subject Ultimate goal: Technological literacy for everyone Teaches with technology A means of teaching Ultimate goal: Improving the process of teaching and learning

What is Standards for

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

Technological Literacy based on?

EVOLUTION OF TAXOMETRIC ORGANIZERS

THE NATURE OF TECHNOLOGY KNOWLEDGE
*Nature and Evolution of Technology *Linkages *Technological Concepts and Principles Std 1: The Characteristics and Scope of Technology Std 2: The Core Concepts of Technology Std 3: Relationships Among Technologies and the Connections Between Technology and Other Fields

TECHNOLOGY AND SOCIETY

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

Std 4: The Cultural, Social, Economic, and Political Effects of Technology Std 5: The Effects of Technology on the Environment Std 6: The Role of Society in the Development and Use of Technology Std 7: The Influence of Technology on History

DESIGN

CONTEXTS
From Rationale & Structure (TfAAP, 1996)

Std 8: The Attributes of Design Std 9: Engineering Design Std 10: The Role of Troubleshooting, Research and Development, Invention and Innovation, and Experimentation in Problem Solving

ABILITIES FOR A TECHNOLOGICAL WORLD

CONTEXTS
*Biological and Chemical Systems *Informational Systems *Physical Systems

Std 11: Apply Design Processes Std 12: Use and Maintain Technological Products and Systems Std 13: Assess the Impact of Products and Systems

THE DESIGNED WORLD

Std 14: Medical Technologies Std 15: Agricultural and Related Biotechnologies Std 16: Energy and Power Technologies Std 17: Information and Communication Technologies Std 18: Transportation Technologies Std 19: Manufacturing Technologies Std 20: Construction Technologies

From Technology Content Standards (TfAAP, 2000)

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.
11

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

13

Structure of the Standards

Standards
The Nature of Technology Technology and Society
*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

Design

Abilities for A Technological World

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.

15

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.
16

Table of Contents
Chapters

1. Preparing Students for a Technological World 2. Overview of Technology Content Standards 3. The Nature of Technology 4. Technology and Society 5. Design 6. Abilities for a Technological World 7. The Designed World 8. 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.
18

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.
19

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.
20

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.
21

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.
22

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.
23

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
Wiggins & McTighe, 1998
24

THANK YOU!
URL: http://www.iteawww.org
ITEA-TfAAP:

William E. Dugger duggerw@itea-tfaap.org

Or Pam B. Newberry newberryp@itea-tfaap.org

25