Alabama Course of Study: Technology Education

1. Alabama Course of Study: Technology Education Alabama Department of Education 2008 Summer Workshops Alabama Educational Technology Conference (AETC) MEGAConference, In-Service Centers

2. Alabama Course of Study: Technology Education Alabama Department of Education 2008 Summer Workshops Alabama Educational Technology Conference (AETC) MEGAConference, In-Service Centers

3. Ground Rules • Work cooperatively. • Have an open mind. •  Adhere to time constraints. •  Share with the entire group. •  Silence cell phones and pagers.

4. I. Introduction/Inspiration • Adoption • Mandatory Implementation • Voluntary Implementation • Task of Workshop Attendees

5. Inspiration Pay Attention- Focus on Students

6. Inspiration Did You Know? 2.0

7. Questions of the Day? • Do you want to understand and be familiar with the 2008 Alabama Course of Study: Technology Education? • Have you ever wondered how to interpret and implement the academic standards in the Alabama Course of Study: Technology Education? • Is it important for you to be a part of the move from teaching students the mechanics of “How to Use Technology” to “Technology Fluency” in Alabama?

8. Workshop Focus • Minimum Required Content • Awareness of Vertical Alignment • Impact and Influence of Defined Position Statements • Curriculum Planning: Scope and Sequence • Attainment of Goal: Technology Fluency for Alabama’s Students

9. Course of Study Word Splash Technology Literacy vs. Technology Fluency CONTENT STANDARD ALIGNMENT Cyber Safety Technology Integration Global Awareness Equitable Access

10. Technology Fluency for All Alabama Students • Enhances Students’ Ability to: • Make Informed Decisions • Deal Intelligently with Local and Global Problems • Compete in the 21st Century World Economy

11. II. Law/Structure

12. 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)

13. Who Developed the Alabama Course of Study: Technology Education? • A Course of Study Committee/Task Force was Selected as Follows: • Committee members were nominated by Superintendents and approved by the State Board of Education. • Members represented each grade cluster in the K-12 grade range. • The Governor may appoint representatives to the Committee.

14. Resources Used • National Educational Technology Standards for Students: The Next Generation • COS Documents From Other States • Alabama Course of Study: Technology Education, Bulletin 2002, No. 21 • National and State Technology Plans (past & present) • Various Professional Journals and Publications • Public and Professional Input

15. Results of Revision of the Academic Content Standards • Standards apply to all students. • Standards are not repeated. • Standards are clear and measurable at the state level. • Mastery is expected at each grade cluster. • Content standards are fewer in number. • Bullets are related content that must be taught.

16. 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.

17. Structure: What Guidelines were Followed? • A course of study is a curriculum document: • Containing the Minimum Required Content of a Subject Area for All Alabama Public Schools. • Specifying What Students Should Know and be Able to Do at the end of each grade cluster.

18. Characteristics of Technology Education Academic Content Standards A Content Standard: ● Is Foundational ● Defines Content ● Is Developmentally Appropriate ● Is Reasonable ● Is Clearly Written ● Is Measurable

19. Interpreting the Content Standards Content standards: • Define what students should know and be able to do at the conclusion of a course or grade. • Identify minimum required content. Bullets: • Contain additional related and requiredcontent. Examples: • Clarify certain components of content standards or bullets. • Are illustrative but not exhaustive.

20. Content Standard Sample Content Standard • Use digital tools to access and retrieve information. • Examples: online libraries, multimedia dictionaries, search engines, directories • Evaluating accuracy of digital content. • Examples: determining fact versus fiction. (K-2, Standard 7) Examples Bullet

21. Content Standards Structure Differences

22. III. Significant Changes 2002 2008

23. Old to New Comparison

24. Strand Differences

25. Outline of the Technology Education Course of Study • Superintendent’s Message • Table of Contents • Preface • Acknowledgments • Introduction to the Document • Conceptual Framework • Position Statement • Minimum Required Content • Appendices • Glossary

26. IV. Conceptual Framework

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

28. 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. Links

29. 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. Links

30. Integration of Technology • Technology Fluency necessitates the seamless integration of technology and 21st century skills throughout the curricula. • Becomes the means for students to locate, assemble, and apply relevant information and to make connections with essential knowledge. • Allows for the extension of learning beyond the classroom to the global community. Links

31. Professional Development • The teaching of these technology standards require well-trained, highly-qualified classroom teachers. • These technology standards are best conveyed to students by teachers that model the skills in their work. • Local schools should provide professional development opportunities to help teachers develop the strong technological foundations necessary to be good role models. Links

32. Equitable Access • Technology offers powerful opportunities for reaching, motivating and teaching all students in all grades. • Regardless of background or ability, all students deserve an opportunity to become technologically fluent. • Frequent and reliable access to current and emerging technologies and digital sources should be provided for ALL students in Alabama. Links

33. Local Waivers for the Computer Applications Course • LEAs may waive the required Computer Applications course for students if competencies outlined in the course are demonstrated to qualified staff. • If LEAs choose to waive the Computer Applications course, the LEAs should design and implement effective tools for assessing students proficiency. • A comprehensive portfolio of digital works may provide a meaningful assessment of these competencies. • The demands of technology suggest that LEAs offer higher-level technology courses for students demonstrating competencies outlined in the Computer Applications course. Links

34. 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) Links

35. Keyboard Utilization http://www.bbc.co.uk/schools/typing/ • Keyboarding skills are introduced in Grades K-2 and proficiency is demonstrated by the completion of Grade 8. • Keyboarding includes but is not limited to the traditional keyboard. New technologies such as handheld computing devices require new keyboarding skills.

36. Content Clusters • Grades K-2 • Grades 3-5 • Grades 6-8 • Grades 9-12

37. ALEX Links to Technology Education COS • Links to 2002 COS ALEX Resources • Links to New--2008 COS Resources soon as August, 2008 • Contact Dr. Shannon Parks for more information: sparks@alsde.edu

38. Tip Technology systems are much broader than before..not just computers. Soon 2008 Links!

39. Tip Don’t forget your Social Studies Teachers with this one! Soon 2008 Links!

40. Tip Don’t forget your Library Media Specialist with this one! Soon 2008 Links!

41. Tip Don’t forget your Library Media Specialist with this one! Media Smarts

42. http://www.edutopia.org/key-largo-school Soon 2008 Links!

43. A Product of Learning

44. http://www.edutopia.org/school-environmental-studies Soon 2008 Links!

45. Tip Music, Art, Literature, Computer programming would fit here! • http://www.edutopia.org/learning-design Soon 2008 Links!

46. Soon 2008 Links!

47. Grades 9-12 Standards Soon 2008 Links!

48. Content Alignment Sample

49. Content Alignment Sample Continued

50. Assessment Levels • Students should show progress toward mastery of technology skills with grade-by-grade progress. • Mastery of all standards within a grade cluster are mandatory. • No Child Left Behind legislation requires basic competency skills by the end of the Eighth Grade. • Paper and Pencil Test are not adequate for the performance based skills required for achieving Technology Fluency. • Digital portfolios with project- or problem-based assessments are proper methods of judging the progress of the student toward Fluency.