CONTENTS: Syllabus for teaching Technology Education ...

1 TECHNOLOGYEDUCATIONCONTENTS: Syllabus forteaching Technology Education (State developed)Preface2 Elementary Level1. Elementary School Technology Education Grade K-69 Intermediate Level2. introduction to Technology Grades 7-810 Commencement Level(Foundation Courses)3. Materials Processing134. Energy165. Energy/Power186. Graphic Communications207. Electricity/Electronics258. Technical Drawing309. Design and Drawing for Production38(Systems Courses)10. Communications3911. Construction4312. Manufacturing4513. Production4614. Transportation48(Elective Courses)15. AC/DC Electronic Theory5016. Aerospace5017.

2 Architectural Drawing5118. Audio Electronics6119. Automotive Technology6320. Creativity and Innovation6421. Communications Electronics6522. Computer Applications6723. Computer Aided Design6824. Computer Aided Manufacturing(See 34. Product Design and Engineering )6925. Computer Graphics(See 31. Media Production Technology )6926. Construction Engineering/Management6927. Digital Electronics7028. Energy Applications7129. History of Technology7330. Land Transportation(See 19. Automotive Technology )7331. Media Production Technology7432. Photography7733. Principles of Engineering7934. Product Design and Engineering8335.

3 Production Research and Development(See 34. Product Design and Engineering )8436. Residential Structures8537. The World of Technology (NOTS tate Developed )87 TECHNOLOGYEDUCATIONP refaceHow to use this materialThe content outlines represent excerpts from State-developed syllabi that formed the basis of the cur-riculum in Technology Education in New York State in the 1980 s and 90 s. All of the material needs to beupdated to be usable in a contemporary program. To obtain information on ordering a full reference copy of aparticular syllabi please go to material presented here should only beused as content organizers oridentifiers as part of a local effort to modify ordesign courses Self Study Form on Systemic Thinkingdeveloped at West Virginia University and the Curriculum-Analysis Procedureare items that can be used by Technology Education programs to identify appropriate ele-ments of a contemporary schools move towards standards based instruction all efforts should be directed towards providingcourses and instruction that supports student

4 Achievement of the Technology standard and performance indica-tors under the key ideas of the standard. By delineating the standard at three levels; elementary, intermediateand commencement, benchmarks and assessments can be established in which to measure student knowledgeand understanding of school district should strive to address the Technology standards at all three levels. Essential Elements Of New York State s Technology Education ProgramThe 1990 s brought more debate in the Education reform movement. Many states began to adopt edu-cation standards in their states as the result of poor performance by students on national and this time, New York State was developing frameworks around the subject areas taught in theschools.

5 It was seen that Technology Education had an important role to play in the support of the more tradi-tional subjects. The alignment of Technology Education with Mathematics and Science created a bond thatwas both complementary and supportive for these usually separate and distinct disciplines. With the adoption of the Learning Standards for Math, Science, and Technology Education it becamemore apparent that curriculum coordination and staff development would play a key role in a successful transi-tion to a standards based Education system. Teachers were being asked to change how they taught. In the pastmany teachers struggled with the change of focus to systems and process over skill development and crafts-manship.

6 In the new paradigm, teachers are facilitators as students search for the answers to conceptual ques-tions (systemic thinking). In a standards based systemthe focus moves from specific content knowledge acquisition to measuringstudents abilities tied to standard levels of performance. IssuesWhat content should be offered that will help students meet the standards?In Technology Educationthe curriculum that was developed as the result of the Regent sAction Plan and Futuring had become were expected to update their courses to stay current with the advance of Technology . Unfortunately,this was not always the case.

7 While specific content taught may not be the central focus for students in a stan-dards based system, content is important in getting students to achieve the standards in an appropriate content is important if it helps students perform at a higher do we change?, and why? Change is never easy, but not changing only promotes obstacles both personal and societal make it easy not to do things different. Technology teachers shouldnot feel alone in changing, all subject teachers need professional development to stay current in their should seek out opportunities to learn about the standards and take advantage of staff developmentspecific to their subject area when ever possible.

8 We should not lose sight of why we need to do these we do effects future generations of students and how they will be influenced by a global do we mean when we say Technology ? With the advances in the field also came confusionover the meaning. New York State adopted the name change early to keep its focus on the future. TechnologyEducationhad the intent to give students knowledge and skills which would prepare them to deal effectivelywith all forms of Technology in the computers became more common place for the averageperson to use, and the recognition that everyone in the future would need to be computer literate, the wordtechnology was used generally to describe all applications of computers.

9 This generalization of the term hascaused much confusion over what Technology Education is. Is it about using computers, or is it about usingthe computer as a tool? For Technology Education it is both. Like other subject areas, Technology Educationis a field of study that sees the value of using the computer to enhance instruction and increase is what is described as Instructional Technology . Because Technology Education has long used the com-puter as a tool it was one of the first subject areas to incorporate instructional Technology into its Education promotes systems thinking. We should use this same technique to review whatwe are doing and develop a plan for transitioning to a standards based performance program.

10 Many programswill start by examining their course offerings to see what relevant content they are currently using that willsupport student achievement of the standards related to Technology Education . Taking courses in TechnologyEducation requires student thinking to be systemic. Areview by districts of their Technology Education pro-grams to determine the extent to which they challenge students to analyze, synthesize and evaluate problems isa first step (see Self Study Form).At the elementarylevel of the standards, students are expected to demonstrate their performance of thestandards through indicators that use age appropriate activities that allow students to develop opinions and anawareness of Technology in their lives.