Marylands Technology Education Voluntary State Curriculum 2007 Bob Gray Center for the Teaching of...
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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