1. William E. Dugger, Jr. Shelli D. Meade
Addenda to the Standards ITEA Conference Kansas City, MO April 3, 2005, 2:00 pm
[Welcome and Introductions]
William E. Dugger, Jr.
Shelli D. Meade

2. Technological Literacy Standards
Standards for Technological Literacy, otherwise known as STL, was published by ITEA in 2000 and provides the content for technological study.
Advancing Excellence in Technological Literacy, otherwise known as AETL, was published in 2003 and provides companion standards for student assessment, professional development, and program enhancement.

3. STL AETL Contains 20 content standards with benchmarks.
“Ramps” benchmarks by grade level
(i.e., K-2, 3-5, 6-8, 9-12).
AETL
Contains 3 sets of technological literacy standards:
Student Assessment Standards (Chapter 3)
Professional Development Standards (Chapter 4)
Program Standards (Chapter 5)
[Read slide]

4. 2004 STL and AETL Usage Data
41 states report using STL at either the state, district, or locality level, with 2 states reporting as unknown.
*This compares to data reported by Hassan Ndahi & John Ritz in 2003 of 43 states using STL.
22 states report using AETL at either the state, district or locality level, with 5 states reporting as unknown.
Data obtained from state departments of education in the spring and summer of 2004 indicate that 41 states report using STL, with 2 states reporting as unknown. This compares to the data reported by Hassan Ndahi and John Ritz in 2003 of 43 states using STL.
Also, 22 states report using AETL. We were very pleased with this report, especially considering that AETL had only been available for one year at the time this data was collected.
The full report of this survey is available in the October issue of The Technology Teacher.

5. States need more help with implementation of STL and AETL
However, neither STL nor AETL contain specific strategies for implementation. Although the 2004 survey did not specifically ask states what they needed to help implement STL and AETL, several states indicated that they did, in fact, need help.

6. Addenda Documents
ITEA has developed a series of addenda documents to the standards. The first addendum, Measuring Progress: A Guide to Assessing Students for Technological Literacy, was made available in March 2004 at the ITEA annual meeting in Albuquerque. The three addenda on K-12 programs, K-12 curricula, and professional development of K-12 technology teachers, are now available. All of the addenda detail the planning process involved in moving towards standards-based programs as well as suggest specific actions educators can take to achieve technological literacy in the laboratory-classroom.

7. Addenda: Based on Standards
Of course, the new addenda documents are based on the standards.

8. Addenda: Derived from Program Aspects
Program: Everything that affects student learning, including content, professional development, curricula, instruction, student assessment, and the learning environment, implemented across grade levels.
The addenda are also based upon the definition of program from AETL. [Hold up book.] [Read slide.]

9. Developing Professionals
The Big Picture
Measuring Progress
Here is a visual representation of program aspects. Notice that the “target” in the center is student learning. For content we rely on STL [Click Once]. The addenda documents highlight student assessment [click once], programs in general [click once], professional development [click once], and curricula [click once]. Other addenda documents have been suggested for instruction and the learning environment/safety, but there is no funding to develop these documents at this time.
Planning Learning
Developing Professionals
STL
Realizing Excellence

10. Timeline March 2004 Student Assessment Measuring Progress
April Programs
Realizing Excellence
April Professional Development
Developing Professionals
April Curricula
Planning Learning
[Read slide.]

11. Common Characteristics
1. FUNCTION
2. CONTEXT
Standards-Based
Practical
Provide examples
Consensus among stakeholders
While all of the addenda documents are uniquely specific to the aspect of programs being addressed, there are several characteristics that they share. The common functions of the addenda documents are to provide practical suggestions to help educators achieve standards-based programs. The common context of the addenda documents is that educators must look beyond individual classrooms and other program components to arrive at a consensus about the program rather than working in isolation.

12. School change is a collective endeavor; therefore, people do this most effectively in the presence of others (Lambert, 1998, p. 9)
As Linda Lambert, a Professor at California State University-Hayward with considerable expertise in educational leadership and reform, points out, [read slide]. The addenda documents suggest that stakeholders work together to advance technological literacy for all students.

13. Common Characteristics (Cont.)
3. FRAMEWORK
Where are we now?
Where do we want to go?
How are we going to get there?
What knowledge and abilities must educators possess to get there?
How will we know when we have arrived?
And the third common characteristic of the addenda documents is the framework used to facilitate the planning process for each program aspect. All of the addenda publications use these questions to orient the user on the task they are attempting to accomplish.

14. Framework Questions 1 & 2 1. Where are we now?
Addenda documents will help determine the current state of program components.
2. Where do we want to go?
These are the outcomes of learning, including technological literacy standards and other standards.
A little more detail may help you understand how the planning questions help provide a common framework for the addenda documents. The documents contain several worksheets in the back that can be photocopied for use by educators. Some of these worksheets will help answer questions such as, “Where are we now?” The answer to this question will, of course, be different for each user. However, it is expected that the answers to the question, “Where do we want to go?” will be similar from user to user in that they will be based upon the technological literacy standards in STL and AETL. Answers to this question should also consider other standards, such as state standards and standards in other, related disciplines.

15. Framework Questions 3 & 4
3. How are we going to get there?
A clear plan includes goals, responsibilities, and a timeline for action.
4. What knowledge and abilities must educators possess to get there?
In-service and pre-service professional development.
The addenda documents focus on action. In determining “how we are going to get there,” educators are encouraged to set specific goals, assign responsibilities, and put together an attainable timeline. Again, worksheets that are provided may assist in this process. With regard to necessary professional development, it is suggested that educators receive pre-service and in-service that is pertinent to the needs of the students they will serve. Such professional development should be standards-based. And both administrators and teachers must share the responsibility for professional development: teachers by seeking it out and administrators by supporting it. It is pertinent to note that while professional development in the addenda documents focuses on teachers, administrators also require professional development and would benefit by becoming familiar with STL, AETL, and the addenda series.

16. Framework Question 5 5. How will we know when we have arrived?
Student Assessment Results
Other Program Evaluation Data
We will know that we have arrived, that is, that we have succeeded in making our total programs standards-based, when student assessment and other evaluation data show that students have reached (and continue to reach) the desired level of technological literacy. Of course, there is no real “arrival,” as programs must continually be updated and evaluated. It is crucial that revisions are built into the implementation timeline every year and that such revisions are based upon evaluation data.

17. Addenda
Cohesion
The four addenda documents are designed to work both independently and as a set.

18. Realizing Excellence: A Guide for Exemplary Programs in Technological Literacy
Now we will provide you with a brief overview of the four addenda. Realizing Excellence is crucially needed to help teachers and administrators understand the scope of standards-based reform. This publication outlines program implementation at all levels of the K-12 continuum.

19. Realizing Excellence: A Guide for Exemplary Programs in Technological Literacy
In the graphic illustration of program elements provided in AETL, program is presented as the outer circle, the all-encompassing ring to which all the other program elements contribute as parts to a whole. As such, Realizing Excellence may be considered the general guide to the other addenda documents, although users will need to access the other addenda to consider the specificities of the program aspect they cover.

20. Realizing Excellence: Structuring Technology Programs
Section 1: Programs for the Study of Technology: An Introduction
Section 2: Planning New or Improved Standards-Based Technology
Programs
Section 3: A Model Standards-Based Technology Program
Section 4: Structuring Standards-Based Technology Programs
Section 5: Evaluating Technology Programs
Section 6: The Need for Change
Section 1 provides an introduction to standards-based technology programs. Section 2 introduces five questions of standards-based planning for use in judging the current state of technology programs. Section 3 offers a “snap-shot” view of what standards-based programs look like. Section 4 provides a suggested process for achieving standards-based programs. Section 5 provides direction to educators as they evaluate and revise technology programs consistent with “Program Standards” (chapter 5) of Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL) (ITEA, 2003). And Section 6 encourages users of Realizing Excellence to begin focusing on the changes they can make to realize standards-based technological study in all schools across the Nation.

21. Realizing Excellence: Structuring Technology Programs Common Characteristics of a Model Program
Disclaimer:
The characteristics provide a “snap-shot” of a standards-based technology program. They are NOT intended to shorten or substitute for the entirety of the Program Standards
Section 3 is intended to answer the question: “What would a model standards-based technology program look like?” But please note the disclaimer on p

22. Realizing Excellence: Structuring Technology Programs Common Characteristics of a Model Program
A standards-based technology program incorporates:
Technological Literacy Standards
Authentic Learning
Equity
Appeal for All Students
Articulation Across Grade Levels
Integration Across Disciplines

23. Realizing Excellence: Structuring Technology Programs Common Characteristics of a Model Program (Continued)
Professional Learning Communities
Business and Community Collaborations
Current Research
Flexibility / Capacity for Revision
Accountability to Stakeholders
Visibility

24. The process detailed in Section 5 of Realizing Excellence is intended to help users achieve standards-based programs for technological study in Grades K–12. Deliberate attempts were made to design the process in all the addenda to be as comprehensive as possible while still incorporating enough flexibility to be practical for specific situations. A worksheet in the appendix guides users through this process.

26. Measuring Progress: A Guide to Assessing Students for Technological Literacy
Measuring Progress is a resource for teachers to use as they plan and implement standards-based student assessment. The document was a joint endeavor of the ITEA-CATTS Consortium and the ITEA Technology for All Americans Project.

27. Measuring Progress: A Guide to Assessing Students for Technological Literacy
Section 1: Standards-Based Student Assessment of Technological Literacy
Section 2: An Approach to Standards-Based Student Assessment
Section 3: Student Assessment Tools and Methods
Section 4: Principles of Student Assessment
Section 5: Applying Assessment Data and Evaluating Assessment
Section 1 is an overview of how standards relate to assessing student technological literacy. Section 2 provides an approach to standards-based student assessment. Section 3 describes several assessment tools and methods. Section 4 details assessment principles that teachers should consider when designing student assessment. And Section 5 suggests some applications for assessment data as well as evaluation strategies for ensuring effective student assessment.

28. Measuring Progress: A Guide to Assessing Students for Technological Literacy
The approach in Section 2 of Measuring Progress incorporates the backward design concept and encourages teachers to look at the bigger picture of the program. For example, what specific standards are teachers addressing in this course or unit, and how does that relate to the larger content of student learning in other subject areas as well as their prior and future courses of study?

29. Measuring Progress: A Guide to Assessing Students for Technological Literacy
Section 3 contains useful information about a variety of assessment tools and methods. It is hoped that this section will become a handy resource for teachers to use as they consider the appropriate means of assessing students for any assessment instance, formative or summative. Each tool or method is presented on a separate page, and for each tool or method there is a description, guidelines for use, and lists of advantages and disadvantages.

30. Measuring Progress: Section 4 Principles of Student Assessment
Utilizes fair and equitable methods.
Establishes valid and reliable measurements.
Reflects current research.
Incorporates formative and summative assessment.
Enhances student learning.
Allows for student commonality and diversity.
Includes students in the process.
Reflects current technological content.
Utilizes authentic assessment.

31. Assessment results are used to:
Measuring Progress: Section 5 Applying Assessment Data and Evaluating Assessment
Assessment results are used to:
Improve teaching and learning.
Assign grades.
Monitor progress.
Identify levels of technological literacy.
Determine instructional effectiveness.
Communicate results.
Market and promote technological study.
Guide professional development decisions.
Guide program enhancement decisions.
Section 5 suggests some applications for assessment data including to improve teaching and learning. Assessment results are used to (read bullets). Section 5 also presents evaluation strategies for ensuring effective student assessment.

32. Planning Learning: Developing Technology Curricula
Planning Learning is a user’s guide to standards-based K-12 technology curriculum. It is designed to help teachers, curriculum developers, and supervisors in this process.

33. Planning Learning: Developing Technology Curricula
Section 1: Introduction to Curricula
Section 2: Planning Curricula
Section 3: Standards-Based Curriculum Development or Revision
Section 4: Evaluating Curricula
Section 5: Making a Difference
Section 1 provides defining characteristics of quality curricula and discusses the relationship of curricula to technology programs. The importance of a planned curriculum is also emphasized. Section 2 presents five fundamental planning questions of standards-based curricula and explains the differences between standards-based and standards-reflected practices. Section 3 provides a multi-step process for developing and revising curricula. Section 4 provides a general overview of the curriculum evaluation process. Section 5 provides direction to teachers and other curriculum developers to gain support for technological literacy from others. This call to action will be helpful to ensure quality standards-based curriculum implementation.

34. Planning Learning: Developing Technology Curricula
The approach in Section 3 of Planning Learning incorporates the backward design concept and encourages teachers to look at the bigger picture of the program, in a way that is very similar to Measuring Progress.

35. Planning Learning: Section 4 Evaluating Curricula
Curriculum evaluation attempts to answer questions such as:
Is the curriculum standards-based?
Did the curriculum result in student achievement of the desired content standards?
Did the curriculum provide for effective student assessment?
Were the identified resource materials appropriate?
Were the instructional strategies effective?
Were the safety and conduct rules appropriate?/
Were the laboratory-classroom facilities effective?

36. Planning Learning: Section 5 Making a Difference
Topics Addressed:
Curriculum Adoption
Education for Teachers and Other Curriculum Developers
State/Provincial/Regional Leadership
Support and Advocacy for Technological Literacy
Call to Action
[Also mention teacher stories.]

37. The standards-based approach to curriculum development presented in Planning Learning incorporates the backward design concept (Wiggins & McTighe, 1998). Comparison with the backward design process outlined by Grant Wiggins and Jay McTighe may reveal a seeming discrepancy in the order of Steps 2–4. However, there is little discrepancy, as the Wiggins and McTighe process is applied on a smaller scale, at the level of designing individual assessment instances, whereas the approach put forth in Planning Learning enables those individual assessment instances to be based upon the overall assessment criteria for the course or unit.
As mentioned, backward design was used as the basis for the student assessment approach in Measuring Progress and the curriculum development approach in Planning Learning. However, the approach does not exactly mirror that used by Grant Wiggins and Jay McTighe.

38. Standards-Based Technology Program Development
This development is iterative (not linear)
Dimensions
Vision
Realizing Excellence (Program)
Mission
Organizing Principles
Benchmarks
Developing Professionals (Professional Development)
Program
Benchmarks
Courses
Here is another holistic way of looking at the processes described in the addenda documents to achieve standards-based programs and program components.
(Student Assessment)
Measuring Progress
Big Ideas
Benchmarks
Planning Learning (Curriculum)
Units
Benchmarks
Lessons
Cognitive Process/Activities Affective

39. Developing Professionals: Preparing Technology Teachers
Developing Professionals will provide guidance to those seeking professional development as well as those providing it. For teachers, this addenda document will focus on the need to develop, pursue, and update a personal plan for professional development.

40. Developing Professionals: Preparing Technology Teachers
As AETL indicates:
The most important factor affecting the quality of any technology program is the teacher.
[Read Slide.] Preparing qualified teachers to deliver standards-based technological study to all students is critical to advancing technological literacy.

41. Developing Professionals: Preparing Technology Teachers
Section 1: Developing Professionals: An Overview
Section 2: Effective Professional Development
Section 3: A Comprehensive Approach to Teacher Learning
Section 4: Teacher Learning Approaches and Venues
Section 1 of Developing Professionals provides an overview of standards-based professional development, both in-service and pre-service, and introduces five questions of standards-based planning for use in judging the current state of professional development programs. Section 2 offers a “snap shot” view of what standards-based professional development programs look like. Section 3 presents an approach for achieving comprehensive professional development for teachers of technology. Section 4 describes approaches and venues for teacher learning.

42. Developing Professionals: Preparing Technology Teachers (Cont.)
Section 5: Evaluating Professional Development
Section 6: Roles and Responsibilities: A Call to Action
Section 5 provides direction to educators as they evaluate and revise professional development programs. And finally, Section 6 is a call to action with messages for teacher candidates, teacher educators, teachers, and administrators. Several appendices provide helpful information and forms to help users achieve standards-based professional development programs.

43. Developing Professionals: Preparing Technology Teachers
Considers both . . .
Pre-Service and
In-Service Teacher Education

44. Developing Professionals Characteristics of Effective Professional Development
Disclaimer:
The characteristics provide a “snap-shot” of a standards-based technology program. They are NOT intended to shorten or substitute for the entirety of the Professional Development Standards
Section 3 is intended to answer the question: “What would a model standards-based technology program look like?” [Reference Barry Burke.] But please note the disclaimer on p

45. Developing Professionals Characteristics of Effective Professional Development
Start with standards
Improve student learning
Enhance teacher content and pedagogical knowledge
Promote professionalism

46. Developing Professionals Characteristics of Effective Professional Development (Continued)
Align with other reform initiatives
Promote collegiality and collaborative exchange
Are ongoing, career-embedded, and sustained
Include accountability measures

47. All ITEA/TfAAP Addenda are available for sale in ITEA’s Resource Booth.
Planning Learning is available for preorder with no shipping charges.

48. Advancing Technological Literacy
End goal: Technological literacy for all students.
ITEA hopes that these addenda will be immediately useful in a practical sense .
These addenda are intended to be resources for educators. ITEA hopes that these addenda will be immediately useful in a practical sense to all of those who are committed to standards-based development and reform of technology programs. The addenda are designed to become part of the standards package, and hopefully they will be placed alongside STL and AETL in educators’ bookcases.

49. ITEA Professional Series
The addenda are one component of the Advancing Technological Literacy: ITEA Professional Series. The addenda, along with other publications in this series, are designed to assist educators in developing contemporary, standards-based K-12 technology programs. Features of the ITEA Professional Series include: direct alignment with technological literacy standards, benchmarks, and guidelines; connections with other school subjects; contemporary methods and student activities; and, guidance for developing exemplary programs that foster technological literacy.

50. Funding by . . .
At this stage we would like to remind you that the Technology for all Americans Project is funded by both NSF and NASA, and [next slide] . . .

51. The ITEA Standards Specialists are: Elazer Barnette Barry Burke
Mike Daugherty
Ed Reeve
Steve Shumway
Anna Sumner
For more information on the ITEA Standards Specialists and how they can help your schools prepare teachers to use STL, AETL, and the addenda, please see one of us at the conclusion of this session.

52. Summary Questions & Answers