This is the narrative that was used to accompany the slide presentation at the 1999 ITEA Conference in Indianapolis. Feel free to modify and use this script when preparing your own presentation.  Note:  the numbers to the left of each statement corresponds to the number of the slides.

(1)  This presentation is on Standards for Technology Education: Content for the Study of Technology (Technology Content Standards).

(2)  What we hope you will gain from this presentation is an update on the project, what the project is doing now, what the project will be doing in the near future, and what we recommend you need to do in preparation for the release of the standards.

(3) Technology Content Standards is part of a project currently under the leadership of the International Technology Education Association (ITEA) being developed by the Technology for All Americans Project (TfAAP).

(4)  ITEA’s Resource Development Plan provides a vision for the technological literacy and curriculum that we feel is necessary in supporting students K-12 grade.  You will notice that there is a box at the bottom that refers to the Rationale and Structure. We will talk about the Rationale and Structure in more detail a little later.  From this book are two arrows: one that leads into current or future plans for the Technology for All Americans Project -- Technology Content Standards, which we are currently working on, and in the future, we hope to develop assessment standards, professional development standards, and program standards.  All of these are critical in helping to plan the development of technological literacy.  These boxes lead into the model for curriculum that has been developed by ITEA’s CATTS program.  CATTS is an acronym for Center to Advance the Teaching of Technology and Science.  Next you see that there are boxes representing future Technological Studies Series (TSS) addendum.  We are currently working on a middle school addendum referred to as Technological Studies for the 6th-8th grade and we will refer to and talk more about these later in the presentation.  Finally all of these boxes lead to curriculum boxes for grades K-12th grade.

(5)  The project is funded by the National Science Foundation and the National Aeronautics and Space Administration.

(6)  The overall goal of the project is to promote excellence in technology education.  Under that we have three key points that we are developing: 1 - Define the domain of technology,
2 - Promote the study of technology, and 3 - Create standards.

(7)  Phase I of the project was from October 1994-September 1996.  During this phase the Technology for All Americans: A Rationale and Structure for the Study of Technology was developed and published.

(8)  Phase II: We are currently in Phase II (October 1996 to September 1999) in which we are developing Standards for Technology Education: Content for the Study of Technology (Technology Content Standards) for grades K-12.

(9)  In this presentation we would like to explain some basic terminology.  The terms are technology, technology education, technological literacy, standards, content standards and curriculum.

(10)  The definition for technology education is given in the Rationale and Structure and this is a very nice and simple definition: Technology is human innovation in action.

(11)  Technological studies involves designing and developing technological systems. Also students are in the process of learning open-ended, problem-based design activities when they study technology.  Technological studies also involves cognitive, manipulative, and affective learning strategies.  Students apply technological knowledge and processes to real world experiences using up-to-date resources.  And finally, students work both as individuals as well as in teams to solve practical problems.

(12)  Often people are confused between technology education and educational technology.  We think you will find this slide helpful to you in giving clarity to the terminology.  Technology education (sometimes referred to as technological studies) teaches about technology.  In contrast, educational technology teaches with technology or uses technology as a tool.  Technology education is a school subject, where as educational technology is a means of teaching.  Technology education's ultimate goal is technological literacy for everyone--where as educational technology's ultimate goal is enhancing the leaning and teaching process.

(13)  The definition for technological literacy is one's ability to use, manage, and understand technology.

(14)  A technologically literate person, is a problem solver, who considers different points of views and concerns.  These are under different contexts.  A technologically literate person understands that technology involves systems and uses a strong systems oriented approach. A technologically literate persons use concepts from science, mathematics, social studies, and the humanities as tools for managing technological systems.  A technologically literate person can identify appropriate solutions and forecast results of implementing solutions.  And, a technologically literate person understands major technological concepts.

(15)  Also a technologically literate person is one who can incorporate the characteristics from engineers, architects, designers, craftsperson, technicians, mechanics, and sociologists in their educational understanding.  Also this person appreciates and understands the importance of fundamental technological developments which are part of history.  A technologically literate person can combine ingenuity and resources to help human needs and wants.  A technological literate person can also use and understand a variety of classification systems.  This person can see how society is being re-shaped by our inventions and innovations.  And a technologically person can assess the impact and consequences of technological system.

(16)  Standards may be defined as statements about what is valued that can be used for making a judgment of quality.

(17)  This slide discusses content standards which specify what students should know and be able to do in technology.  They indicate the knowledge and processes essential to technology that should be taught and learned in schools.

(18) This is what standards are NOT.  Standards are not a federal policy or mandate.  Standards are not a test, although we realize tests will probably follow standards in order to determine achievement. Finally, standards are not a curriculum.

(19)  Curriculum is the way the content is delivered.  It includes the structure, the organization balance and presentation of the content in the classroom, day in and day out.  So, as you look at the boxes at the bottom, the content standards feed into what is the curriculum and the program of study.  This is developed by curriculum planners and teachers.  Then the curriculum is part of what happens in each classroom.  The teacher is the deliverer of the instruction to the students.

(20)  Why do we need technology education standards?  First of all, we need consistency in teaching and learning.  Second, we need to have a foundation of what every child should know and be able to do in the study of technology.  And finally, we need coherency in the educational process.

(21)  Who is involved and who is developing the standards?  The primary group is the Standards Writing Team.  Representatives from the elementary school, middle school and high school served on the team.  Nine people in each of these categories form a sub team to give us a total of 27 members on the Standards Writing Team.  Also, representatives on these teams are not only from technology education, but are from science, mathematics, and engineering.  The staff of the project takes the input from the Standards Writing Team and fashions it into each of the drafts of the standards.  The Standards Writing Team are participants in the review process and their input  has been very valuable in creating the standards.

(22)  The mail out review is one of four review methods that we have used to help gather information.  Under the mail out review we have 14 focus groups that you see listed here on the slide.  The International Technology Education board; the Standards Writing Team; The National Academy of Engineering Focus Group; the Council of Technology Teacher Educator Representatives; Representatives from the Council of Supervisors of Technology Education; a Professional Group, which involves a variety of different people across the technology education field as well as related fields; members of CATTS; the Project Advisory Group which are representatives from some of the other subject matters who have established their standards for the study of their subjects; a full team of engineers from around the country, known as the engineering group; the international group has representation from over 22 countries around the world; representatives from the National Council of Social Studies; business and industry; ITEA’s Technology Education Advisory Council; and curriculum developers.  All of these groups provided information during our various reviews. The data from these reviews was collected and analyzed to help in refinement and revision.

(23)  The second method of review for the standards was in the form of hearings, presentations and conferences.  The staff of the project gave a number of presentations at various National ITEA conferences and  at 17 regional and state conferences.  In addition to this, workshop presentations were given at the National Council of Teachers of Mathematics conference as well as four regional conferences.  There were presentations given at the National Science Teachers Association National Conference and four of their regional state conferences around the country.  Presentations were given at three regional engineering conferences and finally presentations were given at the National Association's for Elementary School Principals Conference as well as the American Vocational Association.  A number of presentations were given to international groups on the standards for technology education.

(24)  The third method of review was on the World Wide Web during the months of November 1997 and then again in April 1998.  Copies of the standards drafts were placed on the web for visitors to review.  Over 4000 visitors logged on to our web site and gave some indication of looking at the standards.  Over 1000 of those visitors actually went into the standards and provided some response to looking at them.  Of that 8% provided detailed comments giving us valuable information from all parts the world.

(25)  A fourth method of review was what we called a Field Review in the classroom.  This method allowed teachers an opportunity to compare the standards with their present curriculum that they were teaching.  The third draft of the standards was sent to 64 schools nationwide with representation at the elementary, middle and high school levels.  Some of the schools were comprehensive in that they included grades K-12.

(26)  The ITEA vision for technological studies is that all students regardless of age, gender, cultural, or ethnic background, disabilities, aspirations or interests, and motivation in technology should have the opportunity to obtain high levels of technological literacy.

(27)  Technology Content Standards promotes this vision of ITEA.  It does this through encouraging active involvement in learning by each student.  It helps to recognize teachers and students as thinkers and doers, creators, innovators, and problem solvers.  This also includes the belief that all students can learn technology and that the vision would include encouraging teachers to reflect on their teaching abilities that they have developed in the past.  Another part of the vision is that real life situations are used to make connections to other fields of study such as science, mathematics, language arts, and social studies.  Finally, the inclusion of parents, educators, business, and government officials is important as they should be partners in the change process of requiring technology education for all students.

(28)  The guiding principles behind the standards are the following: First; is recognizing that technology is for all students; Secondly; learning technology is an active process involving a knowledge foundation; Third; technological studies reflects the history and nature of technology. Finally, improving the study of technology is part of system wide educational reform.

(29)  How do students learn technology?  They learn technology through experiences that brings out richness and excitement of the human innovated world.  Students learn technology by applying technological principles and processes to make personal and societal decisions.  Students also actively participate in designing, making, using, and assessing technology. Finally these, students can increase their potential contribution to society and to the economy as a result of studying technology.

(30)  The content standards are divided into four grade levels: K-2, 3-5, 6-8, and 9-12.

(31)  We would like for you to remember the role of the content standards.  Standards act as a guide and not a mandate.  They provide a vision for the study of technology. They encourage the development of technological literacy. Finally, they promote technology education and the study of technology.

(32)  What we have learned?  We have learned that technology is the subject matter, while technology education is the means of delivery.  Secondly, we have learned that the study of technology includes both knowing and doing.  The development of technological literacy takes time and requires a consistent structure.  Finally, we have learned that science is the study of the natural world and that technology is the study of how humans modify that world.

(33)  So what are the benefits of the standards to educational exhibitors, publishers, equipment specialists, and vendors.  First the standards should open new markets for these exhibitors, publishers and vendors.  Also the standards should provide opportunity for expansion of current product lines.  Standards will help promote technology education content that has been nationally developed and validated.  The standards are compatible with present and future laboratory environments.  They are designed to present a structured, articulated, K-12 content that will enhance products for these vendors.  Finally, technology education provides technological literacy which each and every student needs to be a productive citizen in the future.

(34)  Developing products for the study of technology should be based on the criteria that promotes Technology Content Standards.  These products should promote quality activities and opportunities that demonstrate Technology Content Standards. These products should provide a solid articulation that enhances and illuminates the technology content in grades K-12.  Products should demonstrate sound, practical principles that provide a solid foundation for future growth and enrichment  Finally, vendors, publishers, and others should continually evaluate and refine their products based on guidelines established by ITEA for administrators and teachers to assess quality classroom and laboratory resources.

(35)  So what does someone who is interested in developing a curriculum which will be based on the standards for technology education need to do?  First you must realize that the development of a curriculum is a non-linear process.  Secondly, the developers of a curriculum must begin at different points using existing units of study.  Developers must work with student questions, interests, and concerns at the various grade levels.  Finally, the standards from related fields such as science, math, language arts, and social studies may need to be studied in order to develop a technology curriculum that would relate to these other fields of study.  Finally, after the curriculum is developed, the teacher or the curriculum developer needs to develop rubrics or assessment techniques to assess how well the student is learning the material and how well the teacher is properly teaching the material.

(36)   Approaches to a standards-based curriculum first involve teachers and curriculum developers starting with existing units of study.  This will provide them with a solid foundation to begin to move towards standards-based curriculum.  Often, you may want to use student questions, issues, and concerns, but in doing that...care must be taken to avoid covering information that may not be relevant or timely.  And finally, all standards-based curriculum should employ and use Technology Content Standards as a resource.

(37)  Some recommended actions for teachers and educators who need to keep up with the development of the standards are as follows:  First obtain a copy and read Technology for All Americans A Rationale and Structure for the Study of Technology.  Next, stay informed on what is in Technology Content Standards.  This may be done by attending standards presentations, visiting the World Wide Web site, and looking at and reading the quarterly newsletter which is sent out by the project.  Third- we recommend that educators become active, participating members of ITEA and especially the international affiliates and countries.  Finally, we suggest reading the publications and the journals of the ITEA.

(38)  What can I do now?  First develop a dialog with your administration and secure their support.  Take advantage of in-service and other professional opportunities to study and learn more about Technology Content Standards.  Try out sample curriculum ideas, see how this helps or changes the work you are currently doing in your laboratory-classroom.  Continue daily planning, but with an emphasis toward including the ideas and vision of Technology Content Standards.  Interact with experts.  Talk with them, ask questions, and get ways to help you make movement and change toward adopting Technology Content Standards.

(39)  Also, talk and collaborate with other colleagues in your school.  Be sure to use new assessment techniques to gauge student learning.  It is very important to communicate with parents about standards-based changes in your technology program.  Students also need to be informed to allow them to adjust to upcoming changes.  Be sure that a long range plan is developed for implementation and transition from the past to the present and to the future.

(40)  Again, Rationale and Structure was the original document produced by the Technology for All Americans Project and ITEA.  As we indicated earlier, this was a two year effort from 1994-1996.  Now we are working on Technology Content Standards which is in the left-center of the slide. TfAAP hopes to have Technology Content Standards released in the year 2000.

(41)  After Technology Content Standards is released, TfAAP is hoping to begin work on developing Assessment Standards.  These will provide clear indicators of what students have obtained in learning and understanding about Technology Content Standards.

(42)  In addition to the assessment standards, the Technology for All Americans Project, hopes to work on Professional Development Standards.  These will deal with in-servicing the existing teachers who are currently teaching technology in classrooms and laboratories each day.  Also there is a component in the professional development standards on preparing new teachers with pre-service training.  Therefore, the standards will be developed at this level for helping both existing teachers and potentially new teachers that will be teaching technology education in the future.

(43)  The Technology for All Americans Project plans to develop Program Standards.  These will be detailed explanations of what the laboratory-classroom should look like, how it should function, and what are the critical components that should be a part of every laboratory-classroom.

(44)  Again Rationale and Structure is the document that provided the background for Technology Content Standards and the Assessment, Professional, Development and Program Standards.  All of these standards need to be implemented and the large area around them, deals with how we would implement the standards at each state and locality in the future.

(45)  Helping people stay informed and keeping information available for people is the purpose of public relations.  We do this in the project through presentations, two web pages- ITEA’s homepage and our home page.  You can go to our page from ITEA’s website by clicking on the word Standards that is hyper-texted.  Also, brochures and newsletters are used to publicize project work.  And finally we publish articles in professional journals and related subject journals such as Technos and Education Week.

(46)  We would like to give you a brief overview of the various publications that ITEA currently publishes.  We talked earlier about the Journal for Technology Education.  This journal is published twice a year once in the fall and once in the spring.  It provides a forum for scholarly discussion on topics related to technology education.  Manuscripts should be submitted to ITEA from such topics as technology, philosophy, educational research, and theory.  In addition to the journal published book reviews, editorials, guest articles, comprehensive literature reviews, and reactions to previously published articles.

(47)  The Technology Teacher and the new Technology Teacher Electronic (TTTe) is published 8 times a year.  You can see the dates listed on the slide.  Technology Teacher is the flagship journal of ITEA.  It is a useful and interesting tool for technology education professionals, from elementary, middle, junior, and high school levels, as well as technology educators.  Content includes reports on current trends in technology education, technological learning activities, news and a calendar.  The new TTTe is an electronic version of The Technology Teacher that has additional articles, separate from what is published in The Technology Teacher. You are really getting two for one.

(48)  The Technology and Children is published four times a year; in the fall, winter, spring, and summer.  It is really packed with practical innovative, and creative articles and activities for the elementary teacher.  There are a number of articles that deal with interdisciplinary programs and how these programs can be taught by the elementary teacher.

(49) Technological Studies Series is a new series being developed as an addendum to Technology Content Standards.  This series will provide ideas and methods to support implementation of Technology Content Standards.  Presently, we are working on the middle level, grades 6-8 and hope to have them available at a date after the release of Technology Content Standards.

(50)  In summary, this has been an overview of the Technology for All Americans Project.  This presentation has talked about Phase I, in which we developed the Rationale and Structure for the Study of Technology.  Phase II, in which we are developing Technology Content Standards.  In addition to that a number of areas were defined, and we gave a presentation in this section on the benefits of the standards for technology education, for educational publishers, vendors, and equipment manufactures. This presentation also included recommended actions for educators to take in order to be up to date on Technology Content Standards.  Finally, we have given the viewer an overview of what ITEA’s publications are like, so that hopefully in the future, new readers will be subscribing to and joining ITEA.

In summary, Technology Content Standards is currently being developed.  We envision that they will be available in the year 2000.

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