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K-12 Program Guide K-12 Program Guide OverviewOverview

Presented By:Presented By:

Steve Barbato - Daniel E. Steve Barbato - Daniel E. EngstromEngstrom

Len Litowitz - Joseph McCadeLen Litowitz - Joseph McCade

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Today’s 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

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Overview ofOverview ofTechnology Education Technology Education

StandardsStandards

Daniel E. EngstromDaniel E. Engstrom

Assistant ProfessorAssistant Professor

California University of California University of PennsylvaniaPennsylvania

engstrom@cup.eduengstrom@cup.edu

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Material Adapted from: International Technology Education

Association (ITEA) website: http://www.iteawww.org/TAA/SlidePresentations.htm

Mr. Bob Dorn: Pennsylvania Technology Education Advisor

PDE Home Page: www.pde.state.pa.us

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TerminologyTechnology – “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)

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TerminologyTechnology Education – (technological studies) A school subject that “involves designing, making, developing, producing, using, managing, and assessing technological systems and products” (ITEA, 1998, p. 17)

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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 technologyA means of teachingUltimate goal: Improving the process of teaching and learning

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Technology Education Myths I use computers – I teach technologyMy district must be wealthyStudents won’t sign up because they

are mostly college-bound If I change the name isn’t that good

enough? Woodworking Manufacturing

It is just a fad

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Technology Activities – What’s 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

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Technology Activities – What’s 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

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Standards for Technological Literacy: Content for the Study of Technology

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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Pennsylvania Standards Approved by the State Board on July 12,

2001

The Standards Are For All Students*

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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

Content StandardsIntegrative Standards

Relationships

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Standard (3.6)Level (3.6.7)

Bullets (Descriptors)Standard (3.6.7.A)

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How Does Standards Instruction Differ From Traditional Instruction?

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S/T Curriculum

LESS Emphasis onFacts/information

Separate sciences or Technology

BreadthInquiry as

process

MORE Emphasis on

Concepts & ability of inquiry

Contextual learning/integration

DepthInquiry as

strategies towards lifelong learning

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S/T Assessment

LESS emphasis onDiscrete

knowledge

Achievement

External Assessment

MORE emphasis on

Rich well-structured knowledge

Achievement and opportunity to learn

Internal and teacher developed external assessments

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S/T Instruction

LESS emphasis onClassesRecitationTesting facts onlyCompetitionWorking alone

MORE emphasis onIndividual student

needsDiscussion and

debateContinuous

assessmentShared

responsibilityWorking with other

teachers and students

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Creating Technology Creating Technology Education CurriculumEducation Curriculum

Steven Barbato, SupervisorSteven Barbato, Supervisor

Curriculum, Instruction, & Curriculum, Instruction, & Assessment Assessment

Science and Technology Science and Technology EducationEducation

Lower Merion School DistrictLower Merion School District

barbats@lmsd.orgbarbats@lmsd.org

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TEAP K-12 Program Guide TEAP K-12 Program Guide For Technology EducationFor Technology Education

Provides the starting Provides the starting point!point!

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“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

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Establish Curriculum Priorities

“Enduring Understandings”

“Important To Know and

Do”

“Worth Being Familiar With”

Worth being familiar with

Important to know and do

“Enduring” understanding

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Planning Learning Experiences and Instruction

Learning Goals Clearly

Identified

Appropriate Assessments -

Planned & Well Articulated

Lessons, Projects,

Resources, & Other Essential

Resources

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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)

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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

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Sample Content BenchmarkInstructional 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)

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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

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Sample Content BenchmarkAdaptations 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.

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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.

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Sample Content Benchmark Resources :

- Pennsylvania / TSA Curricular Resource Guide

- Video production software, student workstation manuals, Internet Access (for research), Compton’s 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.

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Executive Summary Executive Summary Overview of TEAP K-12Overview of TEAP K-12Program Rationale and Program Rationale and

GuideGuide

Len LitowitzLen Litowitz

ProfessorProfessor

Millersville University of Millersville University of PennsylvaniaPennsylvania

len.litowitz@millersville.edulen.litowitz@millersville.edu

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Audience & Purpose

*Intended audience

*Purpose of the document

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Major Subheadings

• Introduction

• Vision of the TEAP K-12 Guide

• Why is Technological Literacy Important to PA?

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Major Subheadings

Technology is the system by which society provides its

members with those things needed or desired.

(Websters …) Technology Education is….

Basic definitions are provided:

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Sample Technology Education Program Framework K-12

RR ee qq uu ii rr ee dd C u r r i c u l u m C o n t e n t S e q u e n c e - P A( S a m p l e R e c o m m e n d e d M o d e l )

H i g h S c h o o lE l e c t i v e s

G r . 9 - 1 2

E l e m e n t a r yG r . K - 5

D e s i g n a n d T e c h n o l o g y E d u c a t i o n( I n t e g r a t e d i n t o t h e E l e m e n t a r y C u r r i c u l u m )

H i g h S c h o o lF o u n d a t i o n s

G r . 9

M i d d l e L e v e lG r . 6 - 8

E n g i n e e r i n gT e c h n o l o g y

S t r a n d

I n n o v a t i o n T e c h n o l o g y C o u r s eH i g h S c h o o lC a p s t o n e ( G r . 1 1 - 1 2 )

A n d / O r

(( RR ee qq uu ii rr ee dd ii ff nn oo ee ll ee cc tt ii vv ee ss tt aa kk ee nn ii nn gg rr aa dd ee ss 99 -- 11 22 ))

EE ll ee cc tt ii vv eeD e s i g n a n d P r o b l e m S o l v i n g E l e c t i v eC o u r s e s

RR ee qq uu ii rr ee ddT e c h n o l o g i c a l D e s i g n a n d S y s t e m sC o u r s e

RR ee qq uu ii rr ee ddE x p l o r i n g

T e c h n o l o g yC o u r s e

C r e a t i n gT e c h n o l o g y

C o u r s e

A p p l y i n gT e c h n o l o g y

C o u r s e

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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)

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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

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Relationship Between PA and National Standards for TE

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In Conclusion….AudiencePurposeContentAny Questions?Thank you for your time!

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ObservationsObservationsAndAnd

ConclusionsConclusionsJoe McCadeJoe McCade

ProfessorProfessor

Millersville University of Millersville University of PennsylvaniaPennsylvania

jmccade@millersville.edujmccade@millersville.edu

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Thanks for the Team Effort1. Steve Barbato* Lower Merion School District2. Steven Baylor Garden Spot Middle School3. Linda Baylor Conestoga Elementary School4. Terry Crissey Forest Hills High School5. Stephen Crnkovich Susquehanna Twp. Middle School6. Bob Dorn Pennsylvania Dept. of Education7. Dan Engstrom* California University of PA8. Dave Hortman Catherine Hall MS (Milton Hershey)9. Van Hughes Schenley High School10. Lynn Hull Cook-Wissahickon Elem. School11. Joseph Huttlin School District of Philadelphia12. Jay Huss Washington High School13. Stan Komacek California University of PA14. Cindy Lapinski Strayer Middle School15. Hal Lefever Warwick High School16. Len Litowitz Millersville University of PA17. Joe McCade* Millersville University of PA18. Wayne McConahy Milford Middle School19. Martin Meier Warwick Middle School20. Kevin G. Reigner Boyertown School District21. Robert Rudolph Cumberland Valley HS22. David Shultz Margaret Bell Miller M.S.23. Kevin Stover Hershey Middle School24. Chris Weaver Welsh Valley Middle School25. Barry Walton Manheim Township HS* Editors

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It’s About Time!

We have changed our nameWe have changed our contentWe have changed our methodologyIt is about time someone explained…

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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

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Who owns this content?We don’t “own” technology any more

than science teachers “own” science.Technological literacy will require the

concerted effort of a wide range of disciplines.

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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?

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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

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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

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The Challenges are GreatTogether we can….

...continue to meet them!