Maryland’sTechnology Education

Voluntary State Curriculum

2007

Bob Gray

Center for the Teaching of Technology & Science (ITEA-CATTS)and the

University of Maryland Eastern ShoreDepartment of Technology

The purpose of technology education is the development of technological literacy for all students.

Technological literacy is the ability to use, manage, understand, and assess technology.

Purpose of Technology Education

The VSC is the document that defines what students should know and be able to do regarding technology.

http://www.mdk12.org/instruction/curriculum/index.html

Maryland’s Voluntary State Curriculum

MARYLANDTECHNOLOGY EDUCATION

VOLUNTARY STATE CURRICULUM

Maryland: A Leader in Education Reform

Visionary Panel for Better Schools (2001)

• Maryland business people

• Teachers

• School superintendents

• School Principals

• Parents

• Local citizens

Task

Review past reforms and develop a vision for improvement

Visionary Panel for Better Schools

Major Recommendation

Provide teachers with a curriculum for every grade level and every subject area that is rigorous and standards based.The first step in addressing this recommendation is the

development of the

Voluntary State Curriculum.

Maryland’s Voluntary State Curriculum for Technology Education Curriculum Is

Based on The Standards For Technological Literacy

http//

www.iteaconnect.org

• National Science Foundation (NSF)

• National Aeronautics and Space Administration (NASA)

• International Technology Education Association (ITEA)

Technology for All Americans Project

Maryland’s Voluntary State Curriculum and the National

Standards

MD STD #1

The Nature of

Technology

MD STD #2

Impacts of Technology

MD STD #3

Engineering Design

and Developme

nt

MD STD #4

The Core Technologi

es

MD STD #5

The Designed

World

STL #1STL #2STL #3

STL #4STL #5STL #6STL #7STL #13

STL #8STL #9STL #10STL #11STL #12

ElectricalElectronic

FluidThermal

StructuralMaterialsOptical

BioMechanical

STL #14STL #15STL #16STL #17STL #18STL #19STL #20

5 Overarching Standards

The VSC begins with content standards or broad, measurable statements about what students should know and be able to do.

http://www.mdk12.org/instruction/curriculum/index.html

Maryland’s Voluntary State Curriculum for Technology Education

Students will demonstrate knowledge of and apply the engineering design and development process.

Example:

Indicator statements provide the next level of specificity and begin to narrow the focus for teachers.

http://www.mdk12.org/instruction/curriculum/index.html

Maryland’s Voluntary State Curriculum

Develop abilities to apply the design process.

Example:

Finally, the objectives provide teachers with very clear information about what specific learning should occur.

http://www.mdk12.org/instruction/curriculum/index.html

Maryland’s Voluntary State Curriculum

Select and use tools, equipment and materials to make a prototype.

Example:

Organization of the Content Standards

The indicators and objectives for each grade level grade level are aligned to a model course guide developed by the Center to Advance the Teaching of Technology and Science (CATTS).

Grade 6: Exploring TechnologyGrade 7: Invention and InnovationGrade 8: Technological SystemsGrades 9-12: Foundations of Technology

Center to Advance the Teaching of Technology & Science

CurriculumCurriculum

Research & Research & ProjectsProjects

Consortium of Consortium of StatesStates

Professional Professional DevelopmentDevelopment

The Center provides leadership and The Center provides leadership and support to improve the results of support to improve the results of

learners studying technology & science learners studying technology & science as it pursues four continuing initiatives:as it pursues four continuing initiatives:

What is CATTS?What is CATTS?

K-2K-2 11 Integrated concepts & lessonsIntegrated concepts & lessons

3-53-5 22 Integrated concepts & lessonsIntegrated concepts & lessons

66 MS-1MS-1 Exploring TechnologyExploring Technology 18 weeks18 weeks

77 MS-2MS-2 Invention and InnovationInvention and Innovation 18 weeks18 weeks

88 MS-3MS-3 Technological SystemsTechnological Systems 18 weeks18 weeks

99 HS-1HS-1 Foundations of TechnologyFoundations of Technology 36 weeks36 weeks

10-1210-12 HS-2HS-2 Impacts of TechnologyImpacts of Technology 36 weeks36 weeks

10-1210-12 HS-3HS-3 Technological IssuesTechnological Issues 36 weeks36 weeks

10-1210-12 HS-4HS-4 Technological DesignTechnological Design 36 weeks36 weeks

11-1211-12 HS-5HS-5 Advanced Design Applications *Advanced Design Applications * 36 weeks36 weeks

11-1211-12 HS-6HS-6 Advanced Technological Applications *Advanced Technological Applications * 36 weeks36 weeks

11-1211-12 HS-7HS-7 Engineering Design Engineering Design (Highly Rigorous)(Highly Rigorous) 36 weeks36 weeks

* proBase – an NSF funded project at the Illinois State University

Standards-Based Model – Grades K-12

Technology Education Grade 6 Voluntary State Curriculum

EXPLORING TECHNOLOGY  

Content Standard 3 - Engineering Design and Development:

Students will demonstrate knowledge of and apply the engineering design and development process.

Indicator Statement:

Select and use tools and equipment correctly and safely.

 

Objective(s):

• Select and use the appropriate tools and equipment in:

1. making two-dimensional and three dimensional representations of design solutions

2. forming and molding processes

3. machining processes

4. assembly processes.

• Select and use appropriate tools based on the property of materials.

• Select and use tools and equipment in the testing and evaluation of design solutions.

Technology Education Grade 7 Voluntary State Curriculum

INVENTION AND INNOVATION

Content Standard 2 - The Impacts of Technology:

Students will develop abilities to assess the impacts of technology.

 

Indicator Statement:

Develop abilities to assess the impacts of products and systems. (ITEA, STL 13)

 

Objective(s):

• Use data collected to analyze and interpret trends in order to identify the positive or negative effects of technology. (ITEA, STL 13-G)

• Interpret and evaluate the accuracy of the information obtained and determine if it is useful. (ITEA, STL 13-I)

• Analyze important ideas and messages in informational text to determine the impact of a technology product or system. (VSC Reading/Comprehension of Informational Texts)

• Investigate the influence of a specific technology on the individual, family, and community.

Technology Education Grade 8 Voluntary State Curriculum

TECHNOLOGICAL SYSTEMS

Content Standard 1 - The Nature of Technology:

Students will develop an understanding of the nature of technology.

Indicator Statement:

Develop an understanding of the core concepts of technology. (ITEA, STL 2)

Objective(s):

• Explain that technology systems include input, processes, output, and, at times, feedback. (ITEA, STL 2-M)

• Explain that systems thinking involves considering how every part relates to others. (ITEA, STL 2-N)

• Explain that an open-loop system has n o feedback path and requires human intervention, while a closed-loop system uses feedback. (ITEA, STL 2-O)

• Explain that technology systems can be connected to one another. (ITEA, STL 2-P)

• Explain that requirements are the parameters placed on the development of a product or system. (ITEA, STL 2-R)

Technology Education Grades 9-12 Voluntary State Curriculum

FOUNDATIONS OF TECHNOLOGY

Content Standard 2 - The Impacts of Technology:

Students will develop abilities to assess the impacts of technology.

Indicator Statement:

Develop an understanding the influence of technology on history. (ITEA, STL 7)

 

Objective(s):

• Analyze how different cultures develop their own technologies to satisfy their individual and shared needs, wants, and values.

• Explain that most technological development has been evolutionary, the result of a series of refinements to a basic invention. (ITEA, STL 7-G)

• Explain that the evolution of civilization has been directly affected by, and has in turn affected the development of tools and materials. (ITEA, STL 7-H)

• Explain that throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape. (ITEA, STL 7-I)

What does it mean to be Standards-Based?

When the standards and benchmarks from STL are used as the major content organizer, the process is considered standards-based.

Center to Advance the Teaching of Technology & Science

STANDARDS-BASED CURRICULUM ANCHORED TO STL BENCHMARKS & VSC

STANDARDS-BASED CURRICULUM ANCHORED TO STL BENCHMARKS & VSC

STANDARDS-BASED CURRICULUM ANCHORED TO STL BENCHMARKS & VSC

STANDARDS-BASED CURRICULUM ANCHORED TO STL BENCHMARKS & VSC

STANDARDS-BASED CURRICULUM ANCHORED TO STL BENCHMARKS & VSC

The implementation of a rigorous, statewide, standards-based technology education program.

Process

1. Analyze current programming

2. Develop familiarity with standards-based curriculum implementation

3. Identify next steps for standards-based program implementation

Our TaskOur Task

Implement CATTS Curricula ?Implement CATTS Curricula ?

Teach to the “Big Ideas”

Center to Advance the Teaching of Technology & Science

1. Technology affects everyday life2. Technology drives invention and

innovation3. Technologies combine to make

systems4. Engineering through design improves

life5. Technology creates issues6. Technology has impacts7. Technology is the basis for improving

on the past and creating the future

bgray@umes.edu

Bob Gray

http//www.iteaconnect.org

http//www.mdk12.org