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Technological Literacy: A California Priority!

Technological Literacy: A California Priority!. Integrating S cience, T echnology, E ngineering, and M athematics Education: Articulating A Vision and Opportunities for a California STEM Innovation and Learning Network. Ethan B. Lipton , Ph.D. Professor, Department of Technology

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Technological Literacy: A California Priority!

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  1. Technological Literacy:A California Priority! Integrating Science, Technology, Engineering, and Mathematics Education: Articulating A Vision and Opportunities for a California STEM Innovation and Learning Network Ethan B. Lipton, Ph.D. Professor, Department of Technology California State University, Los Angeles The Hyatt RegencyFebruary 18-19, 2009 Sacramento, California

  2. In the California NewsFebruary 2009 • Aviation authorities defend safety of turboprops (Sac. Bee) • . . . green automobiles are here now (SF Chronicle) • Steam generator for nuclear plant (LA Times) • Does termite killer worsen global warming? (OC Register) • Stimulus package to expand Net's reach (SF Chronicle) • SoCal Edison in 1,300 megawatt solar power deal (SF Chronicle) • Solar energy: Q & A with L.A. mayoral candidates (LA Times) • Computerized medical records: stimulus or socialism? (Sac. Bee)

  3. Narrow Conception ofTechnology Technology “particularized” • Computers and software • Web/Internet • Other tools and toys (PDAs, cell phones, GPS, DSL, etc.) 2002 ITEA/Gallup Poll • In open-ended response, 68% choose “computer” as first thing that comes to mind when word “technology” is mentioned • A distant second: electronics (4% of responses)

  4. Broad Conception of Technology Technology “generalized” as the modification of nature to meet human needs/wants • Artifacts (i.e., the Great Engineering Achievements) • Knowledge and processes (e.g., engineering design) • Related infrastructure (e.g., for manufacturing, repair, maintenance) In this view, technology is tightly coupled to both science and engineering • Scientific research contributes to technology creation • Technology facilitates much of scientific research • Engineering uses scientific knowledge, among other inputs, to create or improve technology

  5. Don’t ConfuseTechnology Education(ACADEMIC DISCIPLINE, CONTENT) withEducational Technology(DELIVERY, TEACHING STRATEGIES) WARNING Technology Education TECHNOLOGICAL STUDIES Teaches about technology as a content area. Concerned with the broad spectrum of technology (How humans have designed and innovated in the natural world). Primary goal: Technological literacy for everyone. Educational Technology INFORMATION TECHNOLOGY Teaches with technology (uses technology as a tool). Primarily concerned with the focused spectrum of information and communication technologies. Primary goal: To enhance the teaching and learning process.

  6. What is Technological Literacy (TL)? A Three-Dimensional Model

  7. Characteristics of aTechnologically Literate Person* Knowledge: basic engineering concepts (e.g., systems, constraints, trade-offs), technology and history, design, risks Ways of Thinking and Acting: asks questions, seeks information, participates in decision making Capabilities: hands-on skills, identify simple problems and design solutions, apply basic math concepts (e.g., related to probability, scale) * Technically Speaking, 2001

  8. What are the benefits? • Improved decision making about technological matters • Personal (e.g., consumer choices) • Policy making (e.g., legislation and regulation) • Increased citizenship participation (aka, democracy!) • Support for a modern workforce • Enhancing social well-being • Technological Literacy as a “tool” for adapting to change

  9. Standards for Technological Literacy: Content for the Study of Technology • Published in 2000 by the International Technology Education Association (ITEA) • Reviewed by the National Academies − National Academy of Engineering (NAE) − National Research Council (NRC) • Modeled after NRC National Science Education Standards and the American Association for the Advancement of Science (AAAS) Benchmarks for Science Literacy

  10. Standards for Technological Literacy • 20 Standards w/ Associated Benchmarks for the study of technology (as a content field) • 4 Grade Bands (K-2, 3-5, 6-8, 9-12) • − Developmentally Appropriate • − Serves as an integrator and reinforces for other learning • 5 Areas • − Nature of Technology • − Technology and Society • − Design • − Abilities for a Technical World • − The Designed World

  11. Technology Education in the U. S.* • Over 25,000+ teachers reaching 2,500,000 students • Represented by the International Technology Education Association • 42 states use Standards for Technological Literacy (STL) at the state or local school district level • 40 states include technology education in their state frameworks • 12 States require the study of technology • 11 states adopted STL as their own state standards • 27 states have technology education curriculum guides • 22 states use STL as part of their state curriculum guides * Dugger, W. E. (Sept. 2007). The Technology Teacher.

  12. Also Worth Noting . . . Both the AAAS Benchmarks for Science Literacy and the National Science Education Standards suggest “science literacy” has asignificant technological component

  13. Why Technological Literacy Matters to Science and Science Education • The study of technology provides context for learning in science and other subjects • Preliminary data suggest integrated Science, Math, and Technology curricula bring up test scores in Science and Math • Citizens who are TL will be more likely to understand and support scientific research • Scientists who are TL will be better able to anticipate and explain to the public the impact of their work

  14. Existing California Resources • Individual K-12 teachers, schools, school districts • Postsecondary Education • California’s Science, Math, Engineering and Technology Teacher Educators • National Center for Engineering and Technology Education (NCETE) • California Industrial and Technology Education Association (CITEA)

  15. Where does California go from here? • Educate stakeholders about the importance of technological literacy • Adopt state technological literacy standards for all students • Implement strategies to include meaningful STEM learning experiences and technological literacy for all students • Introduce engineering design and problem-solving strategies within curriculum • Infuse technology and engineering learning experiences into math and science classes • Infuse math and science concepts into technology courses • Provide quality professional development to existing technology, math and science teachers (i.e., NCETE Model) – Candidates are available! • Prepare new technology & STEM teachers (i.e., CSULA Concept Pilot) • Include assessment of technology standards in mandated state testing

  16. California State University, Los Angeles STEM Teacher Concept* Single Subject Credential in Industrial and Technology Education (with knowledge of how to effectively integrate STEM learning) Complete the additional math and science courses required for supplementary authorizations in math and science Fully Credentialed STEM teacher + = * M. Castillo, E. Lipton

  17. For More Information: National Academy of Engineering (NAE)www.nae.edu/techlitNational Center for Engineering and Technology Education (NCETE) www.ncete.orgInternational Technology Education Association (ITEA) www.iteaconnect.org/Journal of Technology Educationscholar.lib.vt.edu/ejournals/JTE/American Society for Engineering Education (ASEE) Engineering K-12 Center www.engineeringk12.org/Biological Sciences Curriculum Study (BSCS) www.bscs.orgCalifornia Industrial and Technology Education Association (CITEA)www.citea.org

  18. Dugger, W. E. (2007, Sept.). The Status of technology Education in the United States. In The Technology Teacher. Reston, VA: International Technology Education Association.International Technology Education Association. (2002). Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards. Reston, VA: International Technology Education Association.International Technology Education Association. (2000). Standards for Technological Literacy: Content for the Study of Technology. Reston, VA: International Technology Education Association.National Academy of Engineering. (2003). Frequently Asked Questions. New York: National Academy of Engineering. http://www.nae.edu/nae/naehome.nsf/weblinks/ NAEW-4NHME3?OpenDocumentLipton, E. & Scarcella, J. (2004, March.). The Future of Technology Education in California. Riverside, CA: California Industrial and Technology Education Annual Meeting.Pearson, G. (2004, Feb.). Technological Literacy: It’s Not What You Think! Seattle, WA: American Association for the Advancement of Science Annual Meeting.Pearson, G. & Young, T. (Eds.). (2002). Technically Speaking: Why All Americans Need to Know More About Technology. Washington, D.C.: National Academy Press. Selected References

  19. CALIFORNIA STATE UNIVERSITY, LOS ANGELES College of Engineering, Computer Science, and Technology Ethan B. Lipton,PH.D. PROFESSOR DEPARTMENT OF TECHNOLOGY (323) 343-4468 elipton@exchange.calstatela.eduwww.calstatela.edu/faculty/elipton 5151 STATE UNIVERSITY DRIVE LOS ANGELES, CA 90032-8154

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