Interpretation Workshop Notes Using Technological Literacy Standards to Develop Curriculum and Assess Student Learning Welcome. Introductions. The purpose of this presentation is not to teach you new ways to teach activities or to provide you with new lesson ideas. Rather, we intend to introduce you to an approach for implementing technological literacy standards in your classroom. William E. Dugger, Jr., DTE Shelli Meade Lisa Delany

Educational Standards Interpretation Workshop Notes Educational Standards Standards are written statements about what is valued that can be used for making a judgment of quality. (SHOW TITLE) Standards. What are they and why are they important? (ADVANCE) (READ SLIDE)

Interpretation Workshop Notes Why Standards? Focused approach to education. Common set of expectations for what students should learn. Basis for developing meaningful, relevant, and articulated studies. (SHOW TITLE) Why should our classroom practices be standards-based? (ADVANCE) Educational standards offer a (READ SLIDE)

Interpretation Workshop Notes “National, state, and local standards are important resources for teachers, but these standards have little meaning until teachers and administrators take true ownership of them.” (Carr & Harris, 2001, p. 2) (READ SLIDE) Making standards a reality in the classroom, requires that teachers build their classroom practices from the content of the standards. (NEXT SLIDE)

Technological Literacy Standards and the Elementary Classroom Interpretation Workshop Notes Technological Literacy Standards and the Elementary Classroom Implemented in the regular classroom. Reinforce and complement other content areas. At the elementary level, technological study should occur as part of the regular classroom experience. The content prescribed by STL should not be regarded as additional content needing to be covered in an already crowded curriculum. Rather, the content in STL should be used to reinforce and complement that of other school subjects. (NEXT SLIDE)

Standards for Technological Literacy Interpretation Workshop Notes Standards for Technological Literacy Twenty standards The Nature of Technology Technology and Society Design Abilities for a Technological World The Designed World (SHOW TITLE) Standards for Technological Literacy, also known as STL, provides the content basis upon which the study of technology should be built. The twenty standards (SHOW 1st BULLET) of STL are arranged into five major categories. (ADVANCE) The standards corresponding with The Nature of Technology ask that students understand what technology is, become familiar with its concepts, and recognize the relationships between technology and other fields of study. Those standards dealing with Technology and Society examine the use of technology in a broader context by examining its effects on human society and the physical environment, by exploring how societal factors shape technology, and by tracing the history of technology. The Design standards focus on cognitive understanding of a design process with an emphasis on the attributes of design, the engineering design process, and other problem-solving approaches. Standards focusing on Abilities for a Technological World deal with developing abilities in designing, making, developing, operating, maintaining, managing, and assessing technological products and systems. The Designed World standards cover selecting, using, and understanding major technologies that are common today. (Next slide)

Interpretation Workshop Notes STL Benchmarks Benchmarks provide the fundamental content elements for the broadly stated standards. The goal is to meet all of the standards through the benchmarks within a grade band: • K–2 • 6–8 • 3–5 • 9–12 (SHOW TITLE AND 1st BULLET) It is not necessary to address all 20 standards in any given grade level (i.e., kindergarten, 1st grade, 2nd grade, etc.). However, it is necessary to address all of the STL standards and benchmarks within a grade band. Benchmarks provide the fundamental content elements for the broadly stated standards. (ADVANCE) Between kindergarten and 2nd grade student learning should address each of the 20 standards and all of the benchmarks within that grade band. This requires that we work with other teachers to establish articulated technological study across grade levels and disciplines. (NEXT SLIDE)

Interpretation Workshop Notes The vision of STL and AETL is that all students can and deserve to become technologically literate. Advancing Excellence in Technological Literacy, also known as AETL, helps the standards in STL to be used. Together, STL and AETL, provide the basis for all students becoming technologically literate.

Advancing Excellence in Technological Literacy Interpretation Workshop Notes Advancing Excellence in Technological Literacy Student Assessment Standards Professional Development Standards Program Standards AETL contains three separate but related sets of standards. The student assessment standards identify criteria to ensure effective assessment of student technological literacy. The professional development standards ensure effective and continuous in-service and pre-service education for teachers of technology. And the program standards detail criteria for technology program enhancement. (NEXT SLIDE)

Interpretation Workshop Notes International Technology Education Association’s Technology for All Americans Project Funded by: National Science Foundation (NSF) STL and AETL were made possible by way of generous support from the National Science Foundation and the National Aeronautics and Space Administration. National Aeronautics and Space Administration (NASA)

Another set of standards? Interpretation Workshop Notes Another set of standards? (SHOW TITLE) We’ve mentioned that standards offer a focused approach to education… that standards provide a common set of expectations for what students should learn… and that they can serve as the basis for developing meaningful, relevant, and articulated studies… but do elementary teachers really need ANOTHER set of standards?

Why Technological Literacy Standards? Interpretation Workshop Notes Why Technological Literacy Standards? “With the growing importance of technology to our society, it is vital that students receive an education that emphasizes technological literacy.” (ITEA, 2000, vii) (SHOW TITLE) Maybe a more important question is…. Why technological literacy standards, in other words, why STL and AETL? (SHOW BULLET) In short…. (READ SLIDE)

Interpretation Workshop Notes “… the goal of technological literacy is to provide people with the tools to participate intelligently and thoughtfully in the world around them.” (NAE & NRC, 2002, p. 3) As noted by the National Academy of Engineering and the National Research Council, (READ SLIDE) It is probably safe to say that we all want our students to be able to participate thoughtfully and intelligently in their world. (NEXT SLIDE)

Interpretation Workshop Notes A “Typical” Day 8:30-8:50 Morning Procedure 8:50-9:20 Success Groups 9:20-9:40 Social Studies 9:40-11:00 Language Arts         11:00-11:20 Science 11:25-12:20 Lunch and Recess 12:25-1:30 Math                  1:35-2:15 Music, PE, Art 2:15-2:30 Homework Help 2:30-3:15 Reading 3:15 Pack-up Procedures But with the elementary curriculum already being “crowded” where can the additional content of STL be added? (NEXT SLIDE)

Interpretation Workshop Notes Making It Add Up “Technology education activities can be used to integrate the study of technology with related concepts from other disciplines, such as mathematics, science, social studies, and the humanities.” (ITEA, 1996, p. 36) Ideally, technological study can be used to integrate the study of technology with related concepts from other disciplines, such as mathematics, science, social studies, and the humanities.

Interpretation Workshop Notes We should not regard technological study as an “add-in.” Rather, what we do in ALL subject areas should assist students in becoming technologically literate. After all, children are inherent problem-solvers and human beings are uniquely able to adapt natural resources for their own gain.

Interpretation Workshop Notes HOW? Let’s get to the HOW? (NEXT SLIDE)

Interpretation Workshop Notes Start with standards Being standards-based means being built on standards. So, as we plan classroom practices we must always begin with standards. These might include national, state, and or district standards. (NEXT SLIDE)

Consider Content Connections Interpretation Workshop Notes Consider Content Connections Mathematics Science Social Studies Language Arts Educators can consult STL to identify how the content standards can reinforce and complement what students are learning in mathematics, science, social studies, and language arts, among other content areas. (DISCUSS HANDOUT)

Interpretation Workshop Notes Learning Environment Student Assessment Curricula Instruction Standards provide the content base. Professional development, curricula, instruction, student assessment, and the learning environment should be built from the standards. (NEXT SLIDE) Professional Development Standards

Interpretation Workshop Notes “The task ahead is to build technology education into the curriculum … so that all students become well informed about the nature, powers, and limitations of technology.” (AAAS, 1993, p. 42) As the American Association for the Advancement of Science states, (READ SLIDE)

Interpretation Workshop Notes Resources Technology Starters: A Standards-Based Guide Models for Introducing Technology: A Standards-Based Guide Kids Inventing Technology Series ITEA, through its Center to Advance the Teaching of Technology and Science (CATTS), has developed resources to help elementary teachers bring technological study into their classrooms. ITEA publications specifically designed for elementary teachers include (READ SLIDE)

Addenda to Technological Literacy Standards Series Interpretation Workshop Notes Addenda to Technological Literacy Standards Series CATTS is also working with ITEA’s Technology for All Americans Project to develop a series of addenda to technological literacy standards. Each of the addenda documents is based on STL and AETL. It is the hope of ITEA that the addenda will provide practical suggestions for implementing the standards. (NEXT SLIDE)

Interpretation Workshop Notes The Big Picture Realizing Excellence Measuring Progress The addenda are being developed to highlight program and its components that affect student learning. AETL defines program (click) as everything that affects student learning, including content, professional development (click), curricula (click), instruction, student assessment (click), and the learning environment, implemented across grade levels. The titles in the addenda series correspond with program elements. Teaching Technology Planning Learning

Interpretation Workshop Notes Available Today! Pick up your copy of Measuring Progress at the ITEA Resource Booth or visit http://iteaconnect.org Measuring Progress is the first title in the addenda series and is available for purchase today. Measuring Progress suggests an approach to standards-based assessment of student technological literacy. (NEXT SLIDE)

Interpretation Workshop Notes [READ SLIDE] Advancing technological literacy will require teachers, administrators, parents and communities to work together to provide leadership for technological study within our schools and school districts.