K-12 Program Guide Overview

1
K-12 Program Guide Overview
Presented By Steve Barbato - Daniel E.
Engstrom Len Litowitz - Joseph McCade
2
Todays 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 Inquiry Interview
• Entertain any questions from the audience

3
Overview of Technology Education Standards
Daniel E. Engstrom Assistant Professor California
University of Pennsylvania engstrom_at_cup.edu
4
Material Adapted from

• International Technology Education Association
  (ITEA) website http//www.iteawww.org/TAA/SlidePr
  esentations.htm
• Mr. Bob Dorn Pennsylvania Technology Education
  Advisor
• PDE Home Page www.pde.state.pa.us

5
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)

6
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)

7
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

8
Technology Education Myths

• I use computers I teach technology
• My district must be wealthy
• Students wont sign up because they are mostly
  college-bound
• If I change the name isnt that good enough?
  Woodworking ? Manufacturing
• It is just a fad

9
Technology Activities Whats 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

10
Technology Activities Whats Important?

• Receive formative and summative feedback
• Make sketches and drawings of potential solutions
• Utilize a design or problem-solving model
• Assess the impacts and consequences of technology

11
Terminology

• Academic Standards Define the knowledge and
  skills which students will be expected to
  demonstrate before graduating from a public
  school (Chapter 4.11d)
• Performance Standards Define how students
  demonstrate proficiency and knowledge framed by
  the content standards.
• Standards are designed to be
• Challenging
• Measurable
• Applicable
• Clear

12

• Standards for Technological Literacy Content for
  the Study of Technology

13
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

14
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.
• Standards for Technological Literacy does not
  prescribe courses or programs (groups of courses)

15
Structure of the Standards
Standards
Benchmarks
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 Nature of Technology
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
Technology and Society
Design
The attributes of design Engineering
design The role of troubleshooting, research and
development, invention and innovation, and
experimentation in problem solving
Abilities for A Technological World
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 Manufac
turing technologies Construction technologies
The Designed World
16
Pennsylvania Standards

• Approved by the State Board on July 12, 2001

The Standards Are For All Students
17
Other PA Academic Standards

• Approved and adopted into law
• Mathematics
• Reading, Writing, Speaking Listening
• Approved by the State Board (July 12, 2001)
• Science Technology
• Environment Ecology

18
Table of Contents

• 3.1 Unifying Themes
• 3.2 Inquiry Design
• 3.3 Biological Sciences
• 3.4 Physical Science, Chemistry Physics

• 3.5 Earth Sciences
• 3.6 Technology Education
• 3.7 Technological Devices
• 3.8 Science, Technology Human Endeavors

19
Science and Technology Standards

• 3.1 Unifying Themes
• Systems
• Models
• Patterns
• Scale
• Change

20
Science and Technology Standards

• 3.2 Inquiry and Design
• Nature of Scientific Knowledge
• Process Knowledge
• Scientific Knowledge
• Problem Solving in Technology

21
Science and Technology Standards

• 3.6 Technology Education
• Biotechnology
• Informational Technology
• Physical Technology

22
Science and Technology Standards

• 3.7 Technological Devices
• Tools, Materials and Processes
• Instruments apparatus
• Computers
• Operations
• Software
• Communications

23
Science and Technology Standards

• 3.8 Science, Technology and Society
• Constraints
• Meeting Needs and Wants
• Consequences and Impacts

24
(No Transcript)
25
How Does Standards Instruction Differ From
Traditional Instruction?
26
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 Inqu
iry as strategies towards lifelong learning
27
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
28
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
29
Alignment

• When planning, remember that curriculum,
  instruction and assessment must designed together
  and not in isolation of each other.
• Ask the question
• How can I best make use of my instructional time?
• Can I justify the use of instructional time?
• How can I re-adjust to make room for new material
  and instructional strategies?

30
Creating Technology Education Curriculum
Steven Barbato, Supervisor Curriculum,
Instruction, Assessment Science and Technology
Education Lower Merion School District barbats_at_lms
d.org
31
TEAP K-12 Program Guide For Technology
Education
Provides the starting point!
32
Understanding By Design

• Written By Wiggins and McTighe
  http//www.ascd.org/readingroom/books/wiggins98toc
  .html
• Employ a Backward Design Process
• 3 Steps
• Identify Desired Results
• Determine Acceptable Evidence
• Plan Learning Experiences and Instruction

33
Establish Curriculum Priorities

• Enduring Understandings
• Important To Know and Do
• Worth Being Familiar With

34










Planning Learning Experiences and
Instruction

• Learning Goals Clearly Identified
• Appropriate Assessments - Planned Well
  Articulated
• Lessons, Projects, Resources, Other Essential
  Resources

35
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)

36
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

37
Sample Content Benchmark

• Instructional Strategies
• - Research view multimedia presentations to
  provide an overview of physical, informational,
  and bio-technology systems, their technical
  concepts, and their social, economic, and
  environmental impacts.
• - Students will be given a context-based problem
  to solve and will review the method of preparing
  their design charts for the task.
• - Will use CAI simulation to design and
  evaluate physical, information and bio-related
  technology system according to the stated problem
  context and design challenge previously given.
• - Interpret graphical and numeric data to
  evaluate their design choices regarding physical,
  information, and bio-technology systems.

• - Discuss and apply appropriate techniques,
  processes, and materials typically used in
  physical, information, and biotechnology systems.
• - Apply the technological problem solving process
  to their designed solutions (Understand, Gather,
  Select, Implement, Test/Evaluate, Communicate)
  through physical, information, and bio-related
  technology systems.
• - Apply the universal systems model of
  input-process-output-feedback, using the
  appropriate resources of technology
  (tools/machines, materials, information, people,
  capital energy, and time)

38
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
39
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.

40
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 African-Americans and other
  minority groups.

41
Sample Content Benchmark

• Resources

- Pennsylvania / TSA Curricular Resource Guide -
Video production software, student workstation
manuals, Internet Access (for research),
Comptons 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.
42
Executive Summary Overview of TEAP K-12 Program
Rationale and Guide
Len Litowitz Professor Millersville University of
Pennsylvania len.litowitz_at_millersville.edu
43
Audience Purpose

• Intended audience
• Purpose of the document

44
Major Subheadings

• Introduction
• Vision of the TEAP K-12 Guide
• Why is Technological Literacy Important to PA?

45
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.
46
Sample Technology Education Program Framework K-12
47
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)
48
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

49
Relationship Between PA and National Standards
for TE
50
In Conclusion.

• Audience
• Purpose
• Content
• Any Questions?
• Thank you for your time!

51
Observations And Conclusions
Joe McCade Professor Millersville University of
Pennsylvania jmccade_at_millersville.edu
52
Thanks for the Team Effort

• 1. Steve Barbato Lower Merion School District
• 2. Steven Baylor Garden Spot Middle School
• 3. Linda Baylor Conestoga Elementary School
• 4. Terry Crissey Forest Hills High School
• 5. Stephen Crnkovich Susquehanna Twp. Middle
  School
• 6. Bob Dorn Pennsylvania Dept. of Education
• 7. Dan Engstrom California University of PA
• 8. Dave Hortman Catherine Hall MS (Milton
  Hershey)
• 9. Van Hughes Schenley High School
• 10. Lynn Hull Cook-Wissahickon Elem. School
• 11. Joseph Huttlin School District of
  Philadelphia
• 12. Jay Huss Washington High School
• 13. Stan Komacek California University of PA
• 14. Cindy Lapinski Strayer Middle School
• 15. Hal Lefever Warwick High School
• 16. Len Litowitz Millersville University of PA
• 17. Joe McCade Millersville University of PA
• 18. Wayne McConahy Milford Middle School
• 19. Martin Meier Warwick Middle School

53
Its About Time!

• We have changed our name
• We have changed our content
• We have changed our methodology
• It is about time someone explained

54
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

55
Who owns this content?

• We dont own technology any more than science
  teachers own science.
• Technological literacy will require the concerted
  effort of a wide range of disciplines.

56
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?

57
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 Problem-Solving
  Electives
• Capstone Gr. 11-12 Innovation

58
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

59
The Challenges are Great

• Together we can.

• ...continue to meet them!