Technology Education Syllabus for Teaching Technology

TECHNOLOGY EDUCATION

CONTENTS: Syllabus for teaching Technology Education (State developed)

Preface

2

Elementary Level

1. Elementary School Technology Education—Grade K-6

9

Intermediate Level

2. Introduction to Technology—Grades 7-8

10

Commencement Level

(Foundation Courses)

3. Materials Processing

13

4. Energy

16

5. Energy/Power

18

6. Graphic Communications

20

7. Electricity/Electronics

25

8. Technical Drawing

30

9. Design and Drawing for Production

38

(Systems Courses)

10. Communications

39

11. Construction

43

12. Manufacturing

45

13. Production

46

14. Transportation

48

(Elective Courses)

15. AC/DC Electronic Theory

50

16. Aerospace

50

17. Architectural Drawing

51

18. Audio Electronics

61

19. Automotive Technology

63

20. Creativity and Innovation

64

21. Communications Electronics

65

22. Computer Applications

67

23. Computer Aided Design

68

24. Computer Aided Manufacturing (See 34. Product Design and Engineering )

69

25. Computer Graphics (See 31. Media Production Technology)

69

26. Construction Engineering/Management

69

27. Digital Electronics

70

28. Energy Applications

71

29. History of Technology

73

30. Land Transportation (See 19. Automotive Technology)

73

31. Media Production Technology

74

32. Photography

77

33. Principles of Engineering

79

34. Product Design and Engineering

83

35. Production Research and Development (See 34. Product Design and Engineering ) 84

36. Residential Structures

85

37. The World of Technology (NOT State Developed )

87

TECHNOLOGY EDUCATION
Preface
How to use this material
The content outlines represent excerpts from State-developed syllabi that formed the basis of the curriculum in Technology Education in New York State in the 1980’s and 90’s. All of the material needs to be updated to be usable in a contemporary program. To obtain information on ordering a full reference copy of a particular syllabi please go to www.nysed.gov/rscs/pubcat.pdf. The material presented here should only be used as content organizers or identifiers as part of a local effort to modify or design courses for local use. The Self Study Form on Systemic Thinking developed at West Virginia University and the CurriculumAnalysis Procedure are items that can be used by Technology Education programs to identify appropriate elements of a contemporary curriculum.
As schools move towards standards based instruction all efforts should be directed towards providing courses and instruction that supports student achievement of the technology standard and performance indicators under the key ideas of the standard. By delineating the standard at three levels; elementary, intermediate and commencement, benchmarks and assessments can be established in which to measure student knowledge and understanding of technology.
Each school district should strive to address the technology standards at all three levels.
Essential Elements Of New York State’s Technology Education Program
The 1990’s brought more debate in the education reform movement. Many states began to adopt education standards in their states as the result of poor performance by students on national and international tests1.
During this time, New York State was developing frameworks around the subject areas taught in the schools. It was seen that Technology Education had an important role to play in the support of the more traditional subjects. The alignment of Technology Education with Mathematics and Science created a bond that was 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 became more apparent that curriculum coordination and staff development would play a key role in a successful transition to a standards based education system. Teachers were being asked to change how they taught. In the past many teachers struggled with the change of focus to systems and process over skill development and craftsmanship. In the new paradigm, teachers are facilitators as students search for the answers to conceptual questions (systemic thinking).
In a standards based system the focus moves from specific content knowledge acquisition to measuring students’ abilities tied to standard levels of performance.

Issues
What content should be offered that will help students meet the standards? In Technology Education the curriculum that was developed as the result of the Regent’s Action Plan and Futuring had become dated2. Teachers were expected to update their courses to stay current with the advance of technology. Unfortunately, this was not always the case. While specific content taught may not be the central focus for students in a standards based system, content is important in getting students to achieve the standards in an appropriate way. All content is important if it helps students perform at a higher level.
How do we change?, and why? Change is never easy, but not changing only promotes irrelevance. Many obstacles both personal and societal make it easy not to do things different. Technology teachers should not feel alone in changing, all subject teachers need professional development to stay current in their fields. Teachers should seek out opportunities to learn about the standards and take advantage of staff development specific to their subject area when ever possible. We should not lose sight of why we need to do these things. What we do effects future generations of students and how they will be influenced by a global economy.
What do we mean when we say “technology”? With the advances in the field also came confusion over the meaning. New York State adopted the name change early to keep its focus on the future. Technology Education had the intent to give students knowledge and skills which would prepare them to deal effectively with all forms of technology in the 21st century. As computers became more common place for the average person to use, and the recognition that everyone in the future would need to be computer literate, the word technology was used generally to describe all applications of computers. This generalization of the term has caused much confusion over what Technology Education is. Is it about using computers, or is it about using the computer as a tool? For Technology Education it is both. Like other subject areas, Technology Education is a field of study that sees the value of using the computer to enhance instruction and increase productivity. This is what is described as Instructional Technology. Because Technology Education has long used the computer as a tool it was one of the first subject areas to incorporate instructional technology into its programs.
Steps
Technology Education promotes systems thinking. We should use this same technique to review what we are doing and develop a plan for transitioning to a standards based performance program. Many programs will start by examining their course offerings to see what relevant content they are currently using that will support student achievement of the standards related to Technology Education. Taking courses in Technology Education requires student thinking to be systemic. A review by districts of their technology education programs to determine the extent to which they challenge students to analyze, synthesize and evaluate problems is a first step (see Self Study Form).
At the elementary level of the standards, students are expected to demonstrate their performance of the standards through indicators that use age appropriate activities that allow students to develop opinions and an awareness of technology in their lives. Various initiatives are currently developing materials to support this level. N.Y. State Systemic Initiative Summer Institutes in Design and Technology, MST Extended Performance Task research, the MSTe Project, and many individual school efforts are pioneering strategies for success at the elementary level.
The intermediate middle school program begins to define aspects of technology where students need to make decisions about technology that affect their lives and learn to solve problems related to technology.

The Regents have recognized the importance of technological literacy and reaffirmed the middle school mandate that every student should have one unit of technology education by the end of the eighth grade. This general experience provides students with the foundation for further studies in technology.
Introduction to Technology Grades 7 & 8 is a course of study that was ahead of its time in 1986. Still relevant, the course aims to guide students through a progression of modules that will help them define technology in their lives, develop problem solving abilities and make connections with other disciplines in support of knowledge acquisition. Schools that are already using Introduction to Technology as it was intended, will have kept current by updating their activities to mirror current technological advancements and be able to make connections to the standards and the performance being expected of students at the intermediate level.
At the high school commencement level the task becomes more complicated and critical. Although there currently is not a graduation requirement at the high school level for Technology Education, school districts are compelled to provide opportunities for students that wish to pursue it. Under the revised graduation requirements, districts will be given flexibility to design technology education programs that meet the needs of its students and community. Because of the diverse nature of technology, schools may choose to develop courses within a specific area of concentration. Currently programs centered on Pre-engineering, Communications, or Electronics are being experimented with3. Courses that integrate, are team-taught or are aligned with Math and/or Science are ways to support student achievement of the standards4.
The Provision for Technology Education as outlined in the revised graduation requirements allows as an option the substitution of a technology education course for the third unit of math or science. Few courses currently in place fit the criteria5 that would reflect a rigorous or relevant substitution for the level of math or science expected at this level. Principles of Engineering is an example of a course that may work in this situation. It was developed around the same time that the frameworks and standards were being formulated and reflect this work. With heavy emphasis on math and science concepts it builds on student knowledge in these subjects using a case study approach. A course called The World of Technology developed by the New York State Technology Education Association has potential for reaching the previously academic track student by using learning experience activities related to many technology areas.
For districts that wish to develop a sequence of courses a process for change needs to be adopted that will allow schools to transition their programs to a standards based performance system. It is hoped that by the time all students are impacted by the Learning Standards and the revised graduation requirements, schools will have a plan for Technology Education in the 21st century.
NOTES: 1 The Third International Math and Science Study (TIMSS) compared student scores from 41 countries; the U.S. generally
faired poorly at various levels in Math and Science. 2 An exception is Introduction to Technology Grades 7 & 8 which was used in the development of the curriculum frame-
works and easily aligned with the standards for Technology at the intermediate level. 3 “Project Lead the Way” and Cisco Systems, “Network Academies” are two packaged programs that focus on engineering,
communications or electronics. 4 Bayshore H.S., William Floyd H.S., and Arlington H.S. are examples of schools using integration, team-teaching or stand
alone technology courses to support the standards. 5 A committee of stakeholders from around the State has developed criteria for courses in this option.

Contacts for some of the initiatives mentioned
New York State syllabus
Eric F. Suhr Technology Education New York State Education Department 674 Education Building Annex Albany, NY 12234 (518) 486-3659 [email protected]
New York State Systemic Initiative (NYSSI) Dr. Richard Jones New York State Education Department (518) 473-9471
MST Performance Tasks Ms. Linda Bopp New York State Education Department (518) 473-9471
MSTe Project Mr. Michael Hacker Executive Director, MSTe Project (518) 434-MST; (516) 632-8770
World of Technology course New York State Technology Education Association Mr. Barry Borakove, Syosset High School (516) 364-5735
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Self Study of Systemic Thinking Attributes in Curriculum

Course Length of Course (weeks/months) Institution Audience/Students

Date Meeting Frequency

Instructions: Review course syllabus, teaching materials, evaluation materials, workbooks and textbooks. Respond to items in each category by placing a check mark in the appropriate column.

1. Objective statements include the following action words/phrases: a. Compare, defend, contrast b. Create, produce, develop manufacture c. Draw conclusions, estimate time/money to perform tasks, solve problems d. Select and access information, compile and organize information, exchange information, use information, analyze or synthesize information e. _____

usually sometime rarely never

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2. Teaching/learning activities a. Class questions or projects may have multiple solutions b. Students routinely work alone c. Students routinely work with peers, teachers, community members d. Students assess themselves according to self-generated criteria e. Students assess themselves according to teacher generated criteria f. Students compile and use information from a variety of sources g. Students communicate with peers and others individually and in small groups h. Students manage tools, materials and information i. Students plan alternative ways to complete assignments j. Students work in small groups as well as individually k. Students seek solutions or information inside their specific course content 1. Students seek solutions or information outside their specific course content m. Students describe tasks they are working on and how success will be measured n.____

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3. Outcomes/products a. Written reports (problem solutions, proposals analytical study) b. Presentation graphics and materials c. Physical prototype of proposed solutions (artifact, structure, model) d. Physical product/project e. Software program f. ____

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4. Facilities/materials a. Reference manuals, parts lists and specification sheets are readily available b. Computer resources are available including Internet access c. Inventories of supplies, tools and references are available d. Small group and individual workspaces are available e. Record-keeping/storage space is available f. Project management software Is available g. Students use a variety of materials/supplies h. Assessment is performance based i. ____

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5. Assessment/evaluation of students and course a. Assessment of students higher order thinking skills b. Assessment of the course to match objectives c. Assessment of Instructor d. Assessment of learning activities e. ____

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6. Other a. Units of instruction or presentations explain what it means to be a self-learner b. Teacher provides structure and freedom for students to learn and subsequently fail and/or succeed in learning new tasks c. Units of instruction or presentations explain how self-learning contributes to one’s success in the world of work d. Teacher practices self-learning in a way that models the process e. Verbal and other awards are used to acknowledge the practice of student self-learning attributes f. ____

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7. Overall assessment a. Strengths of this course to provide opportunities for students to develop systemic thinking skills.

(List examples.)

b. Weaknesses of this course to provide opportunities for students to develop systemic thinking skills. (List examples.) 8. Improvement
The following suggestions are provided to improve opportunities for students to develop thinking skills in this course. a. Objectives b. Course materials (worksheets, handouts, tests and evaluation criteria)
c. Class organization d. Facilities
[Developed by: George R. Maughan and Cheryl L. Prichard, West Virginia University 1998.]

A Technology Education Curriculum-Analysis Procedure* To Determine Appropriate Content For the Commencement Level

Current Listing of Courses\
0Identify specific standards
To be achieved by students

Inspect all curriculum materials to see if they are likely to address the standards

'._
CJ]
Analyze materials for alignment between content and selected key ideas (with evidence)

,I
DSummarize by
Identifying strengths And weaknesses

Analyze materials for alignment between instruction and selected key ideas

Instructional Analysis Checklist • Purpose • Prior Knowledge • Experience • Application • Reflection • Assessment
(Aim is to include as many elements as possible in the instruction)

*This procedure is based on the Project 2061 curriculum-analysis process intended to help in revising existing materials to increase effectiveness and the development of new materials while providing professional development.

Content Outlines
1. ELEMENTARY SCHOOL TECHNOLOGY EDUCATION GRADE K-6
Part 1: Grade Level Performance Level 1: Grades K.1 and 2: Awareness of Technology
1 A: Awareness of Communication Technology 1 B: Awareness of Production Technology 1 C: Awareness of Transportation Technology 1 D: Awareness of Power Technology 1 E: Awareness of Construction Technology 1 F: Awareness of Biologically Related Technology 1 G: Awareness of Information Technology 1 H: Awareness of Careers In Technology
Level 1: Grades 3 and 4: Technology: Past, Present and Future 2A: Communication Technology: Past. Present and Future 2B: Production Technology: Past. Present and Future 2C: Transportation Technology: Past, Present and Future 2D: Power Technology: Past. Present and Future 2E: Construction Technology: Past. Present and Future 2F: Biologically Related Technology: Past, Present and Future 2G: Information Technology: Past. Present and Future 2H: Careers In Technology: Past, Present and Future
Level 1: Grades 5 and 6: Applying Technology 3A: Applying Communication Technology 3B: Applying Production Technology 3C: Applying Transportation Technology 3D: Applying Power Technology 3E: Applying Construction Technology 3F: Applying Biologically Related Technology 3G: Applying Information Technology 3H: Applying Careers in Technology
Part 1: Performance Objectives Infused at All Levels Problem Solving and Decision Making
PS1: Problem Solving DM 1: Decision Making
Resources of Technology RT1: Identifying Tools and Equipment RT2: Identifying Functions of Tools and Equipment RT3: Maintenance of Tools and Equipment RT4: Applying Information to Complete a Task RT5: Selecting and Using Tools and Equipment RT6: Using Processing Systems

RT7: Information Technology In the Home
Impacts of Technology ITl: Human Responsibility for Technology IT2: Impacts of Technology on Life style IT3:Relationship Between People and Technology IT4: Impacts of Technology IT5 Advantages of Technology
Safety S 1: Understanding Safety S2: Effects of Stress and Personal Emotions on Safety S3: Complying with Safety Rules S4: Dressing and Grooming for Safety S5: Selecting and Utilizing Safety Equipment S6: Identifying Physical and Environmental Hazards S7: Creating a Safe Workplace S8: Hazardous Substances and Devices S9: Avoiding Injury While Lifting and Moving Objects
_________________________________________________________________________________________
2. INTRODUCTION TO TECHNOLOGY GRADES 7-8
MODULE: GETTING TO KNOW TECHNOLOGY
Goal: Examining the historical evolution of technological innovation as a means through which human needs and wants are satisfied. Performance Objectives: 1. Demonstrate how the evolution of physical, biologically related, and information/ communication aspects of technology led to the shift from an agriculturally-based...to an industrially-based...to an information-based society. 2. Give one example (from each of the three aspects of technology) of an application of a modern tool, device, or method which has evolved from simple beginnings and describe how it has changed daily routines and contributed to human progress. 3. Research examples of technological innovations from each of the three aspects of technology which satisfy needs and wants and model one of these innovations.
MODULE: LEARNING WHAT RESOURCES ARE NEEDED FOR TECHNOLOGY
Goal: Exploring and using the seven basic resources which are necessary for technology Performance Objectives: 4. Investigate the different forms of each resource category. Select one (or more) resource(s) and demonstrate how it (they) can be used. 5. Utilize the seven resources to produce a product, transport an object, grow living material, communicate an idea, or utilize the seven resources to implement a process and describe how full access to resources would have led to improved results. 6. Identify technological alternatives which would be appropriate for two nations (with differing nonrenewable resources) to satisfy a given human need.