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Alabama Department of Education Elluminate Session February 24, 2009

Embedding the 2008 Technology Education Course of Study in Alabama K-12 Classrooms. Alabama Department of Education Elluminate Session February 24, 2009. Dual Strategy for Implementing The Technology Education Course of Study. Strategy 1- Technology Education Embedded in Traditional Courses

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Alabama Department of Education Elluminate Session February 24, 2009

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  1. Embedding the 2008 Technology Education Course of Study in Alabama K-12 Classrooms Alabama Department of Education Elluminate Session February 24, 2009

  2. Dual Strategy for Implementing The Technology Education Course of Study Strategy 1- Technology Education Embedded in Traditional Courses Applies to Grades K-8 and Encouraged in Grades 9-12 Strategy 2- The Computer Applications Course Requirement Designed for the 9-12 Grade Level ½ Credit Required for High School Graduation Student Demonstration of Proficiency

  3. Governing Laws and Regulations • The State Board of Education … shall prescribe the minimum contents of courses of study for all public, elementary, and high schools in the state… (Code of Alabama, 1975, §16-35-4 and §16-6b-2f) • … the county (city) superintendent of education shall prescribe courses of study for schools of the county (city) and submit for approval and adoption by the county (city) board of education…Printed copies shall be supplied to every teacher and interested citizen. (Code of Alabama, 1975, §16-9-21and §16-12-9)

  4. Technology & No Child Left Behind Three Goals for Educational Technology Addressed by NCLB: • Use technology to improve the academic achievement of students in elementary and secondary schools. • Ensure that every student—regardless of race, ethnicity, gender, family income, geographic location, or disability—is technologically literate by the end of the eighth grade. • Encourage the effective integration of technology with teacher training and curriculum development to establish widely implemented, research-based best practices. 4

  5. 2008 Alabama Course of Study: Technology Education Becomes Law • The State Board of Education adopted the Alabama Course of Study: Technology Education March 13, 2008. • The adopted law supports the following Implementation Cycle.

  6. Implementation Cycle 2007-2008 ALABAMA COURSE OF STUDY: TECHNOLOGY EDUCATION REVISIONS AND ADOPTION Step 1: Step 3: 2008-2009 LOCAL SYSTEMS DESIGN CURRICULA 2009-2010 STATE TEXTBOOK COMMITTEE MEETS & ADOPTS Spring 2010 LOCAL TEXTBOOK ADOPTION Step 4: Step 2: 2008-2009 OPTIONAL IMPLEMENTATION 2009-2010 PROPOSED FULL IMPLEMENTATION Step 5:

  7. Local Implementation • Content standards and related content included in bullets in this document are minimum and required. • Examples are fundamental and specific but not exhaustive. 7

  8. Local Implementation • In developing local curriculum, school systems may include: • Additional Content Standards to Reflect Local Philosophies • Implementation Guidelines • Scope-&-Sequence Charts • Pacing Guides • Resources • Activities 8

  9. Significant Changes 2002 2008

  10. Old to New Comparison

  11. Strand Differences

  12. Position Statements • Cyber Safety • Global Awareness • Integration of Technology • Professional Development • Equitable Access • Local Waivers for the Computer Applications Course • Assessment • Keyboard Utilization

  13. Cyber Safety • Cyber safety standards are a part of every grade cluster. • Standards cover protection of personal information and avoidance of online predators and cyber bullying. • LEAs are encouraged to establish and strictly enforce guidelines for Internet use by students. • Cyber safety taught as an integral part of using technology leads to optimal learning. 13

  14. Children’s Internet Protection Act (CIPA) “S. 1492: Broadband Data Improvement Act” became law on October 10, 2008 (Public Law 110-385) Schools and libraries must also certify that, as part of their Internet safety policy, they are educating minors about appropriate online behavior, including cyber bullying awareness and response and interacting with other individuals on social networking sites and in chat rooms. 14

  15. Cyber Safety- Teaching Difference 2002 COS: In the Social, Ethical and Human Issues strand, cyber safety is not directly mentioned. The emphasis was on the responsibilities of the student to properly use technology. 2008 COS:The Digital Citizenship strand not only covers the responsibilities of each student to use technology properly, but the necessity of the student to protect themselves in social networking and other actions with technology. Cyber bullying now must be addressed. Teaching Change:We must teach students how to protect themselves in social networking and business relations conducted via technology. Students must be able to properly relate to others on a network. Example: A lesson discussing anarchy might stress the responsibility of citizens in helping to enforce public law and maintain order. Networks would be an extension of the concept of community which need order. 15

  16. Global Awareness • Students will need technology skills to compete in the global marketplace for jobs. • Technology Fluency, the goal of this Course of Study, allows the student to adjust to the rapidly changing global society. Current world economic conditions make it important for Global Awareness to be stressed. 16

  17. Global Awareness- Teaching Difference 2002 COS: In the Social, Ethical and Human Issues Strand, awareness focused more on local issues. 2008 COS:The Digital Citizenship strand goes beyond local, state and national government borders to international concerns with communications extending to other cultures in other geographic locations. Teaching Change: We must make students fully aware that global conditions directly affect their lives, and that they are no longer isolated from world conditions. Example: Students may take part in a project with other students from another part of the world via Internet connection. 17

  18. Assessment • Twenty-first century skills are not adequately measured using twentieth-century assessments such as paper and pencil. • Technology skills are inherently performance skills and must be evaluated through project- or problem-based assessments (digital portfolio format). • Students need not just demonstrate technology fluency through performance to meet high school graduation requirements, but also learn how to apply knowledge and skills to problem solving. (Prepared for tomorrow’s workforce)

  19. Assessment- Teaching Difference 2002 COS: In the Assessment position statement, it was noted that assessment for the Technology Education COS needed to go beyond paper-and-pencil to include skills-based assessments. 2008 COS:This idea is extended in the new COS to include project- or problem-based assessments. Teaching Change:Problem solving skills are stressed more in the new COS. This necessitates more emphasis on using portfolios for assessing student progress. Example: Instead of a multiple choice test, students turn in their digital project. Digital movies, photographs, word processing documents, charts, and many other digital forms may be submitted via a network to a database where these records can be maintained. 19

  20. Technology Operations- Teaching Difference 2002 COS: In Basic Operations and Concepts strand, most statements are concerned with computers. 2008 COS:The new strand, Technology Operations & Concepts, is a broader concept. Today’s student needs to have knowledge that goes beyond computers. Teaching Change:Knowledge about computers is still important, but peripherals for computers, communications devices, and mobile computing devices should be included in instruction. Example: Students are instructed in the safe use, maintenance of mobile computing devices such as smart phones. 20

  21. Creativity and innovation- Teaching Difference 2002 COS: Emphasis was on the use of the tools. The literacy goal only takes the student to the point of knowing how the tools work. 2008 COS:The new strand, Creativity and Innovation, pushes the student to the point of fluency. Student’s knowledge is to be raised to the point of being able to apply tools in creative ways. Teaching Change:We will need to design projects that challenge students to apply what they know and create new products, or creative solutions to problems. Example:Students could use database programs to collect data concerning a local environmental problem. The investigation could be focused around solutions to the problem. Charts and graphs produced in word processing programs might be used as communication tool to convince local official that their solution is appropriate. 21

  22. Research- Teaching Difference 2002 COS: Emphasis was on how to use research tools. The literacy goal only takes the student to the point of knowing how the tools work. 2008 COS: The new strand, Research and Information Fluency takes the learning to a new level. Again, beyond the tool to being able to analyze the value of the data returned by the search engine. Teaching Change: We need to go beyond finding information with the tools to develop the skills of analyzing its validity. Example:Students might use the Alabama Virtual Library to search for information concerning famous explorers. In the past, this probably would have fulfilled the COS strand. Now, we need to go beyond that to such techniques as using multiple sources and looking at links to determine if there is a possible bias or inaccurate data in the information found by the search engine. 22

  23. Tool/Student Centered- Teaching Difference 2002 COS: Emphasis in Problem-Solving and Communications strands was focused on learning how to use the tools to perform these activities. 2008 COS: Emphasis is on the student’s fluent use of the tools to perform these activities. Teaching Change: Teaching needs to go beyond the teaching of tools used for communication. Students need to understand when application of these tools is appropriate. Collaboration is emphasized over individual work. Example:Students working in a group might be asked to research a subject, determine the best method for communicating their results and then use technology tools to convey this information. 23

  24. http://alex.state.al.us The 2008 Technology COS Standards: Are currently located on ALEX. Are fully searchable. Will soon contain over 3,800 links to resources for easy reference…by May 1, 2009…just in time for summer!

  25. Technology COS Resources • Resources to help you implement the new Technology COS are also located on ALEX: • http://alex.state.al.us • Professional Learning • Professional Development • Please contact Dr. Shannon Parks for more information concerning ALEX- sparks@alsde.edu 25

  26. Question and Answer Time 26

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