Foundation for the Atlantic Canada Technology Education

1. Foundation for the Atlantic Canada Technology Education Implementing Innovative Change By: Team Nova Scotia

2. Sales Pitch • Attitude is a significant element in transposing abilities into capabilities (APEF, 2001, p. 2) • Society is calling for all learners to become “technologically literate and capable citizens who can develop, implement, and communicate practical, innovative, and responsible technological solutions to problems” (APEF, 2001, p. v) • To date this has not been done

3. Foundations • Philosophy • Psychology • Social / Cultural • Historical

4. Philosophy • The big picture “Pragmatist” • A touch of Existentialism • Educational philosophy • Progressivism • Relevant • Humanistic

5. Psychology • Cognitive • Areas of development • Constructivism • Problem – solving

6. Social / Cultural • Technology is everywhere • Community Involvement • Why technology education

7. Historical • Narrow focus in training high school students for employment • Some technology at the Junior High Level • Includes all students from entry to grade 12

8. Barriers and Facilitators • The inconsistent delivery of curriculum • Resources and cost • Consultants • conduct needs assessment of schools • train the technology teachers • collect and organize exemplars • collect organize and report on data during each year of the implementation plan • allocate resources to schools to facilitate • Write year end report to facilitate communication among stake holders • Society

9. Board Structure

10. Implementation Diagram

11. Needs Assessment Adoption Practice Reflection Awareness Informational Personal Management Consequence Collaboration Refocusing Stages of Implementationand CBAM Concerns

12. Needs Assessment Adoption Practice Reflection 0 – Non-Use 0I – Orientation II – Preparation III – Mechanical IVA – Routine IVB – Refinement V – Integration VI - Renewal Stages of Implementation and CBAM Levels of Use

13. Implementation • Phase 1 – Pre-pilot • Phase 2 – Pilot one family of schools • Phase 3 – Expanded pilot • 3 additional families • Phase 4 – Board Wide Implementation

14. Phase 1 – Pre-pilot • Presentation / Sales pitch to board / administrators • Incentive program offering technology • Application process to select one “family of schools” • Selection of consultants • Professional Development

15. Phase 2 – Pilot one family of schools • Teachers in selected family of schools deliver curriculum • Supported by system of consultants • Collect exemplars and lessons to help evaluate program • If required, make changes

16. Phase 3 – Expanded pilot • Add 3 additional family of schools • Continued support through consultants and year 1 pilot teachers • Continue to revise through collection of exemplars and plans

17. Phase 4 – Board Wide Implementation • Board wide implementation to all schools • Expanded system of support through consultants and teachers • Continued collection of data to revise implementation

18. Key Stake Holders • Teachers • Parents • Principals • School Board • Community

19. Teacher’s Role • Work with students in delivering curriculum • Attend PD to learn and share with other teachers • Reflect on the process to help make it better • Act as champions for Technology Education

20. Parent’s Role • Serve as an expert community resource • Become advocates for the process

21. Principals Role • Support teachers involved with pilot • Support the program

22. School Board’s Role • Provide support to consultants, teachers and others involved in the implementation process • Allocate resources required for successful implementation

23. Communities’ Role • Partner with the board to provide resources • Act as experts to guide teachers • Continue to demand better technology skills from students

24. Evaluation • Stage evaluation • Student design portfolios • Pre-post testing • Reflection • Evaluation questions