NATURE INFLUENCE OF

TECHNOLOGY

November27, 2011
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What you will gain from

this presentation...
Background on the Development
of Standards for Technological
Literacy
An overview of Standards for
Technological Literacy
Suggestions on how to begin the
implementation process
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Standards for Technological

Literacy: Content for the Study
of Technology

Terminology
Technology is the modification of the
natural environment in order to satisfy
perceived human needs and wants.
Technological literacy is the ability to
use, manage, assess, and understand
technology.
Technology Education is a study of
technology, which provides an opportunity
for students to learn about the processes
and knowledge related to technology that
are needed to solve problems and extend
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human capabilities.

Three Prevalent
Misconceptions
Technology is applied Science
The lack of technological literacy is
compounded by one prevalent misconception:
When asked to define technology, most
individuals reply with the archaic and mostly
erroneous, idea that technology is applied
science (Bybee, 2000, pg. 23).

Equating Technology Education with

teaching computers and information
technology
Confusing technology with technical
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Cannot escape the reality

that

Most advances in science are based on

technology.
S-T-S theme introduces even the nave person
to the pervasive nature of technology in our
society.
It is in the interest of science, science
education, and society to help students and
all citizens develop a greater understanding
and appreciation for some of the fundamental
concepts and processes of technology and
engineering (Bybee, 2000, p. 23-24).

Technology Education
and Educational
Technology

Technology Education Educational

(Technological Studies)
Teaches about technology
A school subject
Ultimate goal:
Technological literacy for
everyone

Technology
(Information Technology
Teaches with technology
A means of teaching
Ultimate goal:
Improving the process of
teaching and learning
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What is Standards for

Technological Literacy based
Based on Rationale and
on?
Structure Phase 1
Reviewed national
standards from other fields
Analyzed national
standards for inclusion of
technology
Coordinated with NSES
Standards and AAAS
Benchmarks
Reviewed state standards
Interviewed state
supervisors on standards

EVOLUTION OF TAXOMETRIC
ORGANIZERS
THE NATURE OF TECHNOLOGY

D
LE
W
O

PR
O
CE

KN
E

SS
ES

KNOWLEDGE

CONTEX
TS

From Rationale & Structure

(TfAAP, 1996)

*Nature and
Evolution of
Technology
*Linkages
*Technological
Concepts and
Principles

PROCESSES
*Designing and
Developing
Technological
Processes and
Systems
*Determining and
Controlling the
Behavior of
Technological
Systems
*Utilizing
Technological
Systems
* Assessing the
Impacts and
Consequences of
Technological
Systems

CONTEXTS
*Biological and

Std 1: The Characteristics and

Scope of Technology
Std 2: The Core Concepts of
Technology
Std 3: Relationships Among
Technologies and the Connections
Between Technology and Other
Fields

TECHNOLOGY AND SOCIETY

Std 4: The Cultural, Social,

Economic, and Political Effects of
Technology
Std 5: The Effects of Technology on
the Environment
Std 6: The Role of Society in the
Development and Use of
Technology
Std 7: The Influence of Technology
on History

DESIGN

Std 8: The Attributes of Design

Std 9: Engineering Design
Std 10: The Role of
Troubleshooting, Research and
Development, Invention and
Innovation, and Experimentation in
Problem Solving

ABILITIES FOR A
TECHNOLOGICAL WORLD

Std 11: Apply Design Processes

Std 12: Use and Maintain
Technological Products and
Systems
Std 13: Assess the Impact of
Products and Systems

From Technology Content Standards (TfAAP, 2000)

What Standards for

Technological Literacy is
NOT:
It is not a curriculum, on the other hand,

Standards for Technological Literacy can

describe overarching goals, or ways in
which the curriculum should be
orchestrated to achieve a desired result.

It is our belief that curriculum goals and

principles should not be part of a description of
content standards.

Standards for Technological Literacy does

not prescribe courses or programs (groups
of courses)
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Guiding Principles Behind

Standards for Technological
Literacy
The
standards and benchmarks were created
with the following guiding principles:

They offer a common set of expectations for

what students should learn in the study of
technology.
They are developmentally appropriate for
students.
They provide a basis for developing
meaningful, relevant, and articulated
curricula at the local, state, and provincial
levels.
They promote content connections with 11

Who is a technologically
literate person?
Understands:
What technology is
How technology is created
How the use of technology shapes society
and in turn,
How society shapes the development of
technology

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Executive Summary
Answers frequently asked
questions about technology and
technological literacy
Is in PDF format on ITEA website
Is a useful guide as you learn more
about
Standards for Technological Literacy
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Structure of the Standards

Standards
The Nature of
Technology
Technology
and Society

Design

Abilities for
A Technological
World

The Designed
World

Benchmarks
K-2

*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 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 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

3-5

6-8

9-12

Standards vs. Benchmarks

Standards are the target

Benchmarks are provided as a guide

to begin implementation, but there
may be additional benchmarks
needed for your particular situation.

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Grade 6-8 Benchmark Sample

Standard 11: Students are able to apply the design
process, including manipulative and mental abilities,
in order to solve technological problems.
As part of learning how to apply design processes, students in grades 6-8
should be able to
Identify and select a need, want, or problem to solve.
Specify goals of the problem to be solved.
Research the design and generate possible solution ideas.
Identify criteria and specify constraints.
Explore various processes and resources and select and use
the most appropriate ones.
Develop a design proposal that meets established criteria and
constraints.
Make a model of the proposed solution.
Test and evaluate the design in relation to pre-established
criteria and constraints and refine as needed.
Based on the results of the tests and evaluation, improve the
design solution.
Make a product or system and document the procedures and
results.
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Use a design portfolio, journal, drawing, sketch, or schematic

Table of Contents
Chapters

1. Preparing Students for a Technological

2.
3.
4.
5.
6.
7.
8.

World
Overview of Technology Content Standards
The Nature of Technology
Technology and Society
Design
Abilities for a Technological World
The Designed World
Call to Action
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The Nature of Technology

Std. 1: Students will develop an
understanding of the characteristics and
scope of technology.
Std. 2: Students will develop an
understanding of the core concepts of
technology.
Std. 3: Students will develop an
understanding of the relationships among
technologies and the connections between
technology and other fields of study.
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Technology and Society

Std. 4: Students will develop an understanding
of the cultural, social, economic, and political
effects of technology.
Std. 5: Students will develop an understanding
of the effects of technology on the environment.
Std. 6: Students will develop an understanding
of the role of society in the development and
use of technology.
Std. 7: Students will develop an understanding
of the influence of technology on history.

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Design
Std. 8: Students will develop an
understanding of the attributes of design.
Std. 9: Students will develop an
understanding of engineering design.
Std. 10: Students will develop an
understanding of the role of
troubleshooting, research and
development, invention and innovation,
and experimentation in problem solving.
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Abilities for a
Technological World
Std. 11: Students will develop the
abilities to apply the design process.
Std. 12: Students will develop the
abilities to use and maintain
technological products and systems.
Std. 13: Students will develop the
abilities to assess the impact of
products and systems.
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The Designed World

Std. 14: Students will develop an understanding of
and be able to select and use medical technologies.
Std. 15: Students will develop an understanding of
and be able to select and use agricultural and
related biotechnologies.
Std. 16: Students will develop an understanding of
and be able to select and use energy and power
technologies.
Std. 17: Students will develop an understanding of
and be able to select and use information and
communication technologies.

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The Designed World cont.:

Std. 18: Students will develop an
understanding of and be able to select
and use transportation technologies.
Std. 19: Students will develop an
understanding of and be able to select
and use manufacturing technologies.
Std. 20: Students will develop an
understanding of and be able to select
and use construction technologies.
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The Challenge
Blending depth and breadth in a
properly balanced ratio
Making choices, compromises, and
sacrifices
Highlighting Big ideas
Pursuing essential questions in depth
Providing as much direct experience
as possible to give meaning to key
ideas
Wiggins & McTighe,

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THANK YOU!
URL:

http://www.iteawww.org

ITEA-TfAAP:
William E. Dugger duggerw@itea-tfaap.org
Or
Pam B. Newberry

newberryp@itea-tfaap.org

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