The Complete Picture

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The Complete Picture
STL and AETL
William E. Dugger, Jr., DTE Shelli Meade Lisa
Delany
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International Technology Education Associations
Technology for All Americans Project
Funded by
National Science Foundation (NSF)
National Aeronautics and Space Administration
(NASA)
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• With the growing importance of technology to
  our society, it is vital that students receive an
  education that emphasizes technological
  literacy.
• (ITEA, 2000, vii)

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• the goal of technological literacy is to
  provide people with the tools to participate
  intelligently and thoughtfully in the world
  around them.
• (NAE NRC, 2002, p. 3)

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Components that Affect Student Learning

• Content
• Curricula
• Instruction
• Learning Environments
• Student Assessment
• Professional Development
• Programs

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A Closer Look at the Components

• Content
• Standards for Technological Literacy Content for
  the Study of Technology (STL)
• Twenty standards
• The Nature of Technology
• Technology and Society
• Design
• Abilities for a Technological World
• The Designed World

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Standards for Technological Literacy Content for
the Study of Technology (STL)

• Cognitive Standards What students should know
  and understand about technology.
• Basic knowledge about technology.
• Process Standards What students should be able
  to do.
• The abilities students should possess.

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• The promise of the future lies not in technology
  alone, but in peoples ability to use, manage,
  and understand it.
• (ITEA, 1996, p. 3)

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STL Benchmarks

• Benchmarks provide the fundamental content
  elements for the broadly stated standards.
• The goal is to meet all of the standards through
  the benchmarks.

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• The task ahead is to build technology education
  into the curriculumso that all students become
  well informed about the nature, powers, and
  limitations of technology.
• (AAAS, 1993, p. 42)

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A Closer Look at the Components

• Curricula
• The way content (STL) is delivered
• Structure Balance
• Organization Presentation
• Enable all students to attain technological
  literacy
• Designed across grade levels and disciplines
• STL is NOT curricula.

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A Closer Look at the Components

• Instruction
• The teaching process employed to deliver content
  (STL)
• Consistent with research on how students learn
  technology
• Coordinated with curricula
• Enable all students to attain technological
  literacy
• Incorporate educational technology
• Utilize student assessment

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A Closer Look at the Components

• Learning Environments
• Formal or informal location where learning
  occurs
• Facilitate technological literacy for all
  students
• Support student interactions
• Support student abilities to question, inquire,
  design, invent, and innovate
• Up-to-date and adaptable

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A Closer Look at the Components

• Student Assessment
• The systematic, multi-step process of collecting
  evidence on student learning, understanding, and
  abilities and using that information to inform
  instruction and provide feedback to the learner,
  thereby
• enhancing student learning.

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A Closer Look at the Components

• Professional Development
• A continuous process of lifelong learning and
  growth that begins early in life, continues
  through the undergraduate, pre-service
  experience, and extends through the in-service
  years.

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A Closer Look at the Components

• Program
• Everything that affects student learning,
  including content, professional development,
  curricula, instruction, student assessment, and
  the learning environment implemented across grade
  levels.

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Putting it Together
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Advancing Excellence in Technological Literacy
Student Assessment, Professional Development, and
Program Standards (AETL)

• AETL provides the means for implementing STL in
  K12 laboratory-classrooms.
• AETL is based on STL.
• AETL contains three separate but interrelated
  sets of standards.
• Student Assessment
• Professional Development
• Program

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Program Permeability

• The vision behind the standards calls on
  teachers, administrators, and policymakers to
  perpetuate interchange between elements of the
  program, including content, professional
  development, curricula, instruction, student
  assessment, and the learning environment, in all
  areas of learning.

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Standards

• Standards are written statements about what is
  valued that can be used for making a judgment of
  quality.
• Standards represent a fundamental concept.
• The goal is to meet all of the standards in each
  chapter.

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Number of Standards in AETL
AETL Sets of Standards of Standards
Student Assessment 5
Professional Development 7
Program 5
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Student Assessment Standards

• Chapter 3 of AETL
• Criteria for use in judging the quality of
  student assessment practices.
• Define how assessment of technological literacy
  should be designed and implemented.
• Primary Audience (Users of Standards) Teachers

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Student Assessment Standards
Standard A-1 Assessment of student learning will
be consistent with Standards for Technological
Literacy Content for the Study of Technology
(STL). Standard A-2 Assessment of student
learning will be explicitly matched to the
intended purpose. Standard A-3 Assessment of
student learning will be systematic and derived
from research-based assessment principles.
Standard A-4 Assessment of student learning
will reflect practical contexts consistent with
the nature of technology. Standard A-5
Assessment of student learning will incorporate
data collection for accountability, professional
development, and program enhancement.
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Professional Development Standards

• Chapter 4 of AETL
• Criteria for use in ensuring the effective and
  continuous in-service and pre-service education
  of teachers.
• Primary Audience Professional Development
  Providers (Including Teacher Educators,
  Supervisors, and Administrators)

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Professional Development Standards
Standard PD-1 Professional development will
provide teachers with knowledge, abilities, and
understanding consistent with Standards for
Technological Literacy Content for the Study of
Technology (STL). Standard PD-2 Professional
development will provide teachers with
educational perspectives on students as learners
of technology. Standard PD-3 Professional
development will prepare teachers to design and
evaluate technology curricula and programs.
Standard PD-4 Professional development will
prepare teachers to use instructional strategies
that enhance technology teaching, student
learning, and student assessment.
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Professional Development Standards (Continued)
Standard PD-5 Professional development will
prepare teachers to design and manage learning
environments that promote technological literacy.
Standard PD-6 Professional development will
prepare teachers to be responsible for their own
continued professional growth. Standard PD-7
Professional development providers will plan,
implement, and evaluate the pre-service and
in-service education of teachers.
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Program Standards

• Chapter 5 of AETL
• Criteria for use in assuring that the design and
  implementation of programs provides comprehensive
  and coordinated experiences for all students
  across grade levels and disciplines.
• Primary Audience Teachers and Administrators
  (Including Supervisors)

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Program Standards
Standard P-1 Technology program development will
be consistent with Standards for Technological
Literacy Content for the Study of Technology
(STL). Standard P-2 Technology program
implementation will facilitate technological
literacy for all students. Standard P-3
Technology program evaluation will ensure and
facilitate technological literacy for all
students. Standard P-4 Technology program
learning environments will facilitate
technological literacy for all students.
Standard P-5 Technology program management will
be provided by designated personnel at the
school, school district, and state/provincial/regi
onal levels.
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Guidelines

• Guidelines are specific requirements or enablers
  that identify what needs to be done in order to
  meet a standard.
• ITEA does not recommend that users eliminate any
  guidelines however, users may add to the
  guidelines to accommodate local differences.

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Number of Guidelines in AETL
AETL Sets of Standards of Guidelines
Student Assessment 23
Professional Development 36
Program 24 30
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Guidelines of Program Standards

• Two sets of guidelines.
• Two groups identified as primary users of the
  program standards.
• Teachers
• Administrators

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Technology Program

• Managed by teachers.
• Everything that affects student attainment of
  technological literacy implemented across grade
  levels as a core subject of inherent value.

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Cross-Curricular Technology Program

• Managed by administrators.
• Everything that affects student attainment of
  technological literacy implemented across grade
  levels and disciplines.

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The Complete Picture

• STL and AETL provide the vision that all students
  can and should become technologically literate.
• Making technological literacy a reality for all
  students requires a strong system of support for
  content, student assessment, professional
  development, and programs.

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• The health of the U.S. economywill depend not
  only on science, math, and engineering
  professionals but also on a populace that can
  effectively assimilate a wide range of new tools
  and technologies.
• (U.S. Commission on National Security/ 21st
  Century, 2001, p. 39)

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Together, STL and AETL lay the foundation for
developing a technologically literate citizenry.
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ITEA Standards Specialists

• ITEA Standards Specialists are a cadre of
  professional educators available to conduct
  workshops and presentations on interpreting and
  implementing STL and AETL on a cost-recovery
  basis.

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• URL http//www.iteawww.org
• E-mail standards_at_itea-tfaap.org

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Thank You!