1. Realizing Excellence: Structuring Technology Programs Realizing Excellence: Structuring Technology Programs ITEA Standards Specialist and CATTS Meeting September 23-25, 2005, Baltimore, MD William E. Dugger, Jr. Shelli D. Meade

2. Technological Literacy Standards

3. Addenda to the Standards

4. Student Assessment Standards (Chapter 3) (Chapter 3) Professional Development Standards (Chapter 4) Program Standards (Chapter 5) (Chapter 5) AETL contains:

5. STL contains the content standards Planning Learning helps educators turn STL into curricula.

6. AETL contains the program standards Realizing Excellence helps educators use the program standards to create quality programs.

7. General Characteristics of Realizing Excellence Includes concrete suggestions for incorporating technological literacy into the programs of all students throughout Grades K-12. Includes concrete suggestions for incorporating technological literacy into the programs of all students throughout Grades K-12. Focuses on the entire picture of program reformation, including content, professional development, curricula, instruction, student assessment and the learning environment. Focuses on the entire picture of program reformation, including content, professional development, curricula, instruction, student assessment and the learning environment. Calls for administrators, teachers, and the community to work together toward developing technologically literate students by forming Technology Program Committees that create realistic actions plans for program reform. Calls for administrators, teachers, and the community to work together toward developing technologically literate students by forming Technology Program Committees that create realistic actions plans for program reform. Contains hands-on suggestions and worksheets for educators to use to make changes specific to their locality and situation. Contains hands-on suggestions and worksheets for educators to use to make changes specific to their locality and situation.

8. Content of Realizing Excellence Front Matter:pp. i-v Sections 1-6:pp. 1-76 Appendix:pp. 77-116

9. Section 1 Begins with... –Need for Technological Literacy –Focus on Leadership and Partnership for Change pp. 2-3

10. Section 1 Program: Everything that affects student learning, including content, professional development, curricula, instruction, student assessment, and the learning environment, implemented across grade levels.

11. Section 1 The Big Picture p. 3

12. Realizing Excellence: A Guide for Exemplary Programs in Technological Literacy

13. Section 1 Purpose of Any Program The primary purpose of any program is to facilitate and enhance student learning Realizing Excellence, p. 3

14. Section 1 Purpose of Any Program for the Study of Technology The purpose of programs for the study of technology is to enable all students in Grades K-12 to become technologically literate. Realizing Excellence, p. 4

15. Section 1 Concludes with... –Brief overview of technological literacy standards in STL and AETL. –Explanation of the term “technological literacy.” –Emphasis on the need for partnerships. pp. 4-6

16. Section 2 Planning New or Improved Standards-Based Technology Programs

17. Section 2 Five Questions of Standards-Based Planning Where are we now? Where are we now? Where do we want to go? Where do we want to go? How are we going to get there? How are we going to get there? What knowledge and abilities must educators possess to get there? What knowledge and abilities must educators possess to get there? How will we know when we have arrived? How will we know when we have arrived?

18. Section 2 Framework Questions 1 & 2 1.Where are we now? (p. 9) Appendix F is a form for educators to use in judging the current state of technology programs within their schools and school districts. The final column of the form will be of use in evaluation, which is discussed in Section 5 of Realizing Excellence.

19. Section 2 Framework Questions 2 & 3 2.Where do we want to go? These are the outcomes of learning, including technological literacy standards and other standards. Other considerations include the priorities of the school and community. 3. How are we going to get there? Clear program management with adequate resources. (pp. 9-10)

20. Framework Questions 4 & 5 4.What knowledge and abilities must educators possess to get there? In-service and pre-service professional development. 5.How will we know when we have arrived? Student Assessment Results Student Assessment Results Other Program Evaluation Data Other Program Evaluation Data (p 10-11)

21. Section 2 Concludes with... The important thing is to begin somewhere, knowing that the rest will follow as the demand for technologically literate citizens reaches crucial levels. Any small beginning will help ensure that... students... Will not be left behind the technological forefront of opportunity in their adult lives. (p. 11)

22. Section 3 Common Characteristics of a Model Program Disclaimer: The characteristics provide a “snap- shot” of a standards-based technology program. They are NOT intended to shorten or substitute for the entirety of the Program Standards (p. 15)

23. Section 3 Characteristics A standards-based technology program incorporates: Technological Literacy Standards Technological Literacy Standards Authentic Learning Authentic Learning Equity Equity Appeal for All Students Appeal for All Students Articulation Across Grade Levels Articulation Across Grade Levels Integration Across Disciplines Integration Across Disciplines

24. Section 3 Characteristics Continued Professional Learning Communities Professional Learning Communities Business and Community Collaborations Business and Community Collaborations Current Research Current Research Flexibility / Capacity for Revision Flexibility / Capacity for Revision Accountability to Stakeholders Accountability to Stakeholders Visibility Visibility

25. Section 3 Technological Literacy Standards Standards-based, not standards- reflected Authentic Learning Attempts to replicate life outside the classroom (pp. 15-16)

26. Section 3 Equity All students are given access and the opportunity to succeed. Appeal for All Students Addresses a variety of student interests. (p. 18)

27. Section 3 Articulation Across Grade Levels Technological study is sequenced K-12. Integration Across Disciplines Minimum technological performance and understanding is expected in all content area classrooms. (p. 21)

28. Section 3 Professional Learning Communities Educators work together across grade levels and disciplines with administrative support. (p. 22)

29. Section 3 Business and Community Collaborations Opportunities are created for involvement. Current Research Educators take responsibility for their own professional growth and share with others. (pp. 26-27)

30. Section 3 Flexibility / Capacity for Revision Reflective of: –The dynamic nature of technology –The changing needs of students/community. –Research on teaching, learning, and assessment. (p. 27)

31. Section 3 Accountability to Stakeholders Program successes and setbacks are reported. Visibility Marketing campaigns are planned. (p. 27)

32. Section 3 Teacher Stories Building a Technology Education Program in Engineering Design for the High School (pp. 17-18). Building a Technology Education Program in Engineering Design for the High School (pp. 17-18). Children’s Designing and Engineering Lab for Elementary School (pp. 19-21). Children’s Designing and Engineering Lab for Elementary School (pp. 19-21). Designing Technology Courses That Are Standards-Based (pp. 23-26). Designing Technology Courses That Are Standards-Based (pp. 23-26). A Collaborative Approach to Building Technology Programs (pp. 28-31). A Collaborative Approach to Building Technology Programs (pp. 28-31).

33. Section 3 Concludes with... The importance of educational leaders in the study of technology who work together. (p. 31)

34. A positive attitude may not solve all your problems, but it will annoy enough people to make it worth the effort. Herm Albright (1876 - 1944)

35. Section 4 Begins with... –The need to apply the suggestions in Section 4 to specific needs of individual situations. –The need for action and persistence. (p. 34)

36. Section 4

37. Section 4 Articulating an Initial Vision Consider the technology program’s potential for advancing student technological literacy. Consider the technology program’s potential for advancing student technological literacy. Consider the purpose of the technology program. The purpose should incorporate why technological literacy is important to the community in which the program serves and society in general. Consider the purpose of the technology program. The purpose should incorporate why technological literacy is important to the community in which the program serves and society in general. Record the technology program’s initial vision in the Structuring Standards- Based Technology Programs Workbook. Record the technology program’s initial vision in the Structuring Standards- Based Technology Programs Workbook. (pp. 36-37)

38. Section 4 Forming Committees Realizing Excellence suggests that technology program leadership organize two committees to provide a system of “checks and balances”.... In some situations, however, it may be more practical to have a single committee that serves in both capacities. (p. 37)

39. Section 4 Technology Program Committee Working group that establishes the focus and direction of the technology program. (pp. 37-38)

40. Section 4 Technology Program Advisory Committee Working committee that oversees the technology program and assists the Technology Program Committee as it makes important decisions, ensuring that school and community concerns are addressed. (p. 39)

41. School change is a collective endeavor; therefore, people do this most effectively in the presence of others (Lambert, 1998, p. 9) School change is a collective endeavor; therefore, people do this most effectively in the presence of others (Lambert, 1998, p. 9)

42. Section 4 Technology Program Mission Statement The technology program mission statement goes beyond a definition of the program. It incorporates the overarching vision of what the community believes about technological literacy and its importance. (pp. 40-42)

43. Section 4 Long-Term Goals and Strategies Goals Goals Goals define the Technology Program Committee’s expectations for change. The Technology Program Committee should write goals that are specific, measurable, achievable, relevant, and timely. (pp. 42-45)

44. Section 4 Long-Term Goals and Strategies Strategies Strategies Strategies identify actions and define the specific activity to be accomplished. Ideally, strategies should be attainable in one year. The Technology Program Committee is encouraged not to define strategies that will require more than 3-5 years to complete. (p. 45)

45. Section 4 Organizing Principles Organizing Principles Organizing Principles Can be derived from standards and benchmarks and provide a method of grouping standards and benchmarks together to form specific courses. (pp. 45-47)

46. Section 4 Write a Program Statement Clearly define the overall purpose and function of the program. p. 48

47. Section 4 Solicit Administrative Approval Once the technology program mission statement, goals, organizing principles and program statement are developed, the Technology Program Committee will find it beneficial to receive initial “approval” from higher administration in writing. (p. 49)

48. Section 4 Identify and Document Courses The Responsibility Matrix Form, Appendix G, can be used by the Technology Program Committee to identify the standards that will be taught at each grade level. (p. 50)

49. Section 4 Identify and Document Courses Margin note: Ensuring that programs are standards-based does not necessarily require “starting from scratch.” Comparing where you are now with where you want to go will help the Technology Program Committee determine what changes are needed to realize standards-based technology programs. In some instances, elements of a program will demand adjustment; in other instances, entire programs may need to be transformed (p. 49).

50. Section 4 –Action Plans (pp. 51-54) –Budget (pp. 55) –Secure Resources (56-58)

51. Section 4 Implement, Monitor, and Adjust Implement, Monitor, and Adjust (pp. 58-61) –Establish and Utilize a Management System –Provide In-Service and Hire Teachers –Allocate Funds and Other Resources –Schedule Courses and Recruit Students –Market and Promote the Study of Technology Evaluate and Revise (pp 61-62 and Chapter 5) Evaluate and Revise (pp 61-62 and Chapter 5)

52. Section 4 Concludes with... Making technological literacy requires a strong system of support.... composed of teachers, students, parents, administrators, and community members. (p. 62)

53. Section 5 Evaluating Technology Programs Plan for Program Evaluation Plan for Program Evaluation Collect and Analyze Evidence Collect and Analyze Evidence Gather and Analyze Additional Data Gather and Analyze Additional Data Report Findings Report Findings Revise Revise (pp. 67-72)

54. Section 6 The Need for Change

55. The best way to predict the future is to invent it. Alan Kay