William E. Dugger, Jr., DTE Shelli Meade Lisa Delany The Complete Picture STL and AETL

ITEA-TfAAP International Technology Education Association’s Technology for All Americans Project Funded by: National Science Foundation (NSF) National Aeronautics and Space Administration (NASA)

ITEA-TfAAP “With the growing importance of technology to our society, it is vital that students receive an education that emphasizes technological literacy.” (ITEA, 2000, vii)

ITEA-TfAAP “… the goal of technological literacy is to provide people with the tools to participate intelligently and thoughtfully in the world around them.” (NAE & NRC, 2002, p. 3)

ITEA-TfAAP Components that Affect Student Learning  Content  Curricula  Instruction  Learning Environments  Student Assessment  Professional Development  Programs

ITEA-TfAAP A Closer Look at the Components  Content  Standards for Technological Literacy: Content for the Study of Technology (STL)  Twenty standards  The Nature of Technology  Technology and Society  Design  Abilities for a Technological World  The Designed World

ITEA-TfAAP Standards for Technological Literacy: Content for the Study of Technology (STL)  “Cognitive” Standards: What students should know and understand about technology. Basic knowledge about technology.  “Process” Standards: What students should be able to do. The abilities students should possess.

ITEA-TfAAP “The promise of the future lies not in technology alone, but in people’s ability to use, manage, and understand it.” (ITEA, 1996, p. 3)

ITEA-TfAAP STL Benchmarks  Benchmarks provide the fundamental content elements for the broadly stated standards.  The goal is to meet all of the standards through the benchmarks.

ITEA-TfAAP “The task ahead is to build technology education into the curriculum…so that all students become well informed about the nature, powers, and limitations of technology.” (AAAS, 1993, p. 42)

ITEA-TfAAP  Curricula The way content (STL) is delivered StructureBalance OrganizationPresentation  Enable all students to attain technological literacy  Designed across grade levels and disciplines STL is NOT curricula. A Closer Look at the Components

ITEA-TfAAP  Instruction The teaching process employed to deliver content (STL)  Consistent with research on how students learn technology  Coordinated with curricula  Enable all students to attain technological literacy  Incorporate educational technology  Utilize student assessment A Closer Look at the Components

ITEA-TfAAP  Learning Environments Formal or informal location where learning occurs  Facilitate technological literacy for all students  Support student interactions  Support student abilities to question, inquire, design, invent, and innovate  Up-to-date and adaptable A Closer Look at the Components

ITEA-TfAAP  Student Assessment The systematic, multi-step process of collecting evidence on student learning, understanding, and abilities and using that information to inform instruction and provide feedback to the learner, thereby enhancing student learning. A Closer Look at the Components

ITEA-TfAAP  Professional Development A continuous process of lifelong learning and growth that begins early in life, continues through the undergraduate, pre-service experience, and extends through the in-service years. A Closer Look at the Components

ITEA-TfAAP  Program Everything that affects student learning, including content, professional development, curricula, instruction, student assessment, and the learning environment implemented across grade levels. A Closer Look at the Components

ITEA-TfAAP Putting it Together

ITEA-TfAAP  AETL provides the means for implementing STL in K–12 laboratory- classrooms.  AETL is based on STL.  AETL contains three separate but interrelated sets of standards.  Student Assessment  Professional Development  Program Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL)

ITEA-TfAAP Program Permeability The vision behind the standards calls on teachers, administrators, and policymakers to perpetuate interchange between elements of the program, including content, professional development, curricula, instruction, student assessment, and the learning environment, in all areas of learning.

ITEA-TfAAP Standards  Standards are written statements about what is valued that can be used for making a judgment of quality.  Standards represent a fundamental concept.  The goal is to meet all of the standards in each chapter.

ITEA-TfAAP Number of Standards in AETL AETL Sets of Standards # of Standards Student Assessment5 Professional Development7 Program5

ITEA-TfAAP Student Assessment Standards  Chapter 3 of AETL  Criteria for use in judging the quality of student assessment practices.  Define how assessment of technological literacy should be designed and implemented. Primary Audience (Users of Standards): Teachers

ITEA-TfAAP Student Assessment Standards Standard A-1: Assessment of student learning will be consistent with Standards for Technological Literacy: Content for the Study of Technology (STL). Standard A-2: Assessment of student learning will be explicitly matched to the intended purpose. Standard A-3: Assessment of student learning will be systematic and derived from research-based assessment principles. Standard A-4: Assessment of student learning will reflect practical contexts consistent with the nature of technology. Standard A-5: Assessment of student learning will incorporate data collection for accountability, professional development, and program enhancement.

ITEA-TfAAP  Chapter 4 of AETL  Criteria for use in ensuring the effective and continuous in-service and pre-service education of teachers. Primary Audience: Professional Development Providers (Including Teacher Educators, Supervisors, and Administrators) Professional Development Standards

ITEA-TfAAP Professional Development Standards Standard PD-1: Professional development will provide teachers with knowledge, abilities, and understanding consistent with Standards for Technological Literacy: Content for the Study of Technology (STL). Standard PD-2: Professional development will provide teachers with educational perspectives on students as learners of technology. Standard PD-3: Professional development will prepare teachers to design and evaluate technology curricula and programs. Standard PD-4: Professional development will prepare teachers to use instructional strategies that enhance technology teaching, student learning, and student assessment.

ITEA-TfAAP Professional Development Standards (Continued) Standard PD-5: Professional development will prepare teachers to design and manage learning environments that promote technological literacy. Standard PD-6: Professional development will prepare teachers to be responsible for their own continued professional growth. Standard PD-7: Professional development providers will plan, implement, and evaluate the pre-service and in- service education of teachers.

ITEA-TfAAP Program Standards  Chapter 5 of AETL  Criteria for use in assuring that the design and implementation of programs provides comprehensive and coordinated experiences for all students across grade levels and disciplines. Primary Audience: Teachers and Administrators (Including Supervisors)

ITEA-TfAAP Program Standards Standard P-1: Technology program development will be consistent with Standards for Technological Literacy: Content for the Study of Technology (STL). Standard P-2: Technology program implementation will facilitate technological literacy for all students. Standard P-3: Technology program evaluation will ensure and facilitate technological literacy for all students. Standard P-4: Technology program learning environments will facilitate technological literacy for all students. Standard P-5: Technology program management will be provided by designated personnel at the school, school district, and state/provincial/regional levels.

ITEA-TfAAP Guidelines Guidelines are specific requirements or enablers that identify what needs to be done in order to meet a standard. ITEA does not recommend that users eliminate any guidelines; however, users may add to the guidelines to accommodate local differences.

ITEA-TfAAP Number of Guidelines in AETL AETL Sets of Standards # of Guidelines Student Assessment23 Professional Development36 Program24 30

ITEA-TfAAP Guidelines of Program Standards  Two sets of guidelines.  Two groups identified as primary users of the program standards.  Teachers  Administrators

ITEA-TfAAP Technology Program  Managed by teachers.  Everything that affects student attainment of technological literacy implemented across grade levels as a core subject of inherent value.

ITEA-TfAAP Cross-Curricular Technology Program  Managed by administrators.  Everything that affects student attainment of technological literacy implemented across grade levels and disciplines.

ITEA-TfAAP The Complete Picture  STL and AETL provide the vision that all students can and should become technologically literate.  Making technological literacy a reality for all students requires a strong system of support for content, student assessment, professional development, and programs.

ITEA-TfAAP “The health of the U.S. economy…will depend not only on [science, math, and engineering] professionals but also on a populace that can effectively assimilate a wide range of new tools and technologies.” (U.S. Commission on National Security/ 21 st Century, 2001, p. 39)

ITEA-TfAAP Together, STL and AETL lay the foundation for developing a technologically literate citizenry.

ITEA-TfAAP ITEA Standards Specialists ITEA Standards Specialists are a cadre of professional educators available to conduct workshops and presentations on interpreting and implementing STL and AETL on a cost-recovery basis.

ITEA-TfAAP URL: tfaap.org

ITEA-TfAAP Thank You!