SECTION II PROGRAM STANDARDS AND MATRIX. International Technology Education Association/ Council on Technology Teacher Education

Transcription

1 SECTION II PROGRAM STANDARDS AND MATRIX International Technology Education Association/ Council on Technology Teacher Education PROGRAM STANDARDS 1.0 Develop a philosophy informed by current research findings in technology education, curriculum and instructional design, assessment, and professional development. 1.1 Design programs based on a sound mission statement with stated goals and objectives which reflect the definition and intent of 1.2 Use an organized set of concepts, processes and systems that are technological when designing course outlines, instructional strategies, and evaluations of student work. 2.0 Possess the necessary depth and breadth in mathematics, science, and related disciplines to be able to successfully teach The mission statements of the College of BILSA and the Department of Industrial Studies appear in Appendix F. The Technology Education program seeks to prepare students according to DPI standards which in turn conform to the ITEA standards stated in Standards for Technological Literacy: Content for the Study of Technology (Appendix A) Design of courses is the purview of individual faculty. The strong technological bent of the program means that most faculty are comfortable using technology. Most courses require a lab component that is hands-on. Evaluation, therefore, is based upon pen/pencil tests as well as lab performance. All Industrial Studies faculty use technology such as PowerPoint and the WWW. In INDS 1030-Introduction to Manufacturing students take a weekly quiz via the WWW. Answers are automatically submitted to the instructor. Technology Education majors are required to take one mathematics course, this is standard for most UWP students. In addition Tech. Ed. majors are required to take GEOG Environmental Conservation, BIOL1150- General Biology, and either PHYS Conceptual Physics or PHYS 1050-Principles of Physics. In certain cases (transfer students for example) he Department of Industrial Studies has accepted Chemistry as a substitute for either Physics or Biology. SECTION II Technology Education 15

2 3.0 Master teaching and technical skills appropriate to successfully teach the study of technology. 3.1 Possess knowledge about the development of technology, its effects on people, the environment and culture; and industry, its organization, personnel systems, techniques resources and products; and their impact on society and culture. 3.2 Use instructional content from the content organizers of: Communication: efficient use of resources to transfer information to extend human potential Construction: efficient use of resources to build structures or construct on site structures Manufacturing: efficient use of resources to extract and convert raw/recycled materials into industrial and consumer goods. Technical skills are honed and structure is learned in the 12 courses/36 credits of the Technology Education major. Teaching skills are honed through a series of courses: TCHG 4120-Pre-Student Teaching requires students to instruct one lesson, INDS 3930-Teaching Technology Education requires practice in curriculum development and instruction, and TCGH 4940-Student Teaching puts theory into practice. Societal impacts are dealt with in courses such as: GEOG 3330-Environmental Conservation, INDS 3930-Teaching Technology Education, INDS 4640-Curriculum and Facility Planning, and INDS 4820-Principles of Vocational/ Technical Education. Communication is dealt with in courses such as: COMM 1230-Survey of Graphic Communication, COMM 1930-Basic Photography and TCHG 4020-Educational Media Technology. Construction is dealt with in courses such as: INDS 2430-Construction Materials and Graphics and INDS 2540-Materials and Techniques of Building Construction. Manufacturing is dealt with in courses such as: INDS 1030-Introduction to Manufacturing, INDS 1130-Basic Woods Processes, INDS 1200-Basic Electricity, INDS 1230-Technical Drafting, INDS 1430-Basic Metals Processes, INDS 1530-Power Systems Technology, INDS 2430 Construction Materials and Graphics, INDS 1830-Composite Materials, INDS 2910 Plastics Technology, INDS 3750-Production Machining and Manufacturing, INDS Material and Process Evaluation, INDS Industrial Design for Production, and INDS 4480-Industrial Robotics. SECTION II Technology Education 16

3 3.2.4 Transportation: efficiently using resources to obtain time and to attain and maintain direct physical contact and exchange among individuals and societal units through the movement of material/goods and people. 3.3 Identify and incorporate safe and efficient use of contemporary technological tools, instruments, and machines into a program of study. 3.4 Incorporate insight, knowledge, and applications of technological concepts, processes and systems into a teaching program. 3.5 Use skills, creative abilities, positive selfconcepts, and individual potentials in teaching technology. 3.6 Apply problem-solving and creative abilities involving human and material resources, processes, and technological systems. 3.7 Use activity-oriented laboratory instruction which reinforces abstract concepts through concrete experiences. 3.8 Apply technology to the design and production of activities for student use. Transportation is dealt with in INDS Power Systems Technology In addition to the 12 courses/36 credits of the Technology Education major courses, this topic is dealt with in INDS 4640-Curriculum and Facility Planning where every student is required to develop and present a safety lesson plan. This is demonstrated in three courses: TCHG 4120-Pre-Student Teaching, INDS Teaching Technology Education, and TCGH 4940-Student Teaching. As stated previously, most Industrial Studies courses include a lab component. Labs permits students the ability to be creative and demonstrate individual potentials in teaching technology. The elective portion also allows students the ability to individualize their course of study to meet their interests. The Department will also accept electives beyond those listed in certain cases. The final demonstration occurs in INDS Teaching Technology Education where students select and prepare lesson plans for the areas of their particular interest. This is demonstrated by many of the Industrial Studies courses that require lab work and incorporate a variety of problem-solving opportunities. Every Industrial Studies course (except for INDS 1030-Introduction to Manufacturing) and both Communication courses are lab courses that require students to complete hands-on activities as part of instruction. This occurs in three courses: TCHG 4120-Pre- Student Teaching, INDS 3930-Teaching Technology Education, and TCGH Student Teaching. Courses such as COMM 1230-Survey of Graphic Communication, COMM 1930-Basic Photography, and TCHG 4020-Educational Media Technology all contribute to the design and production of activities for student use. SECTION II Technology Education 17

4 3.9 Develop technology education programs that advance student attitudes, knowledge, and skills regarding how technological systems function Develop the ability of the students to apply technological knowledge and skills, and to assess new or different past-presentfuture technology systems. 4.0 Perform the following tasks in developing, managing, and evaluating a technology program in schools. 4.1 Display a philosophy and understanding of 4.2 Develop a strategic program plan that includes a mission statement, rationale for change, goals and objectives, action steps, as well as a program evaluation strategy. 4.3 Select content based on the goals and objectives appropriate to the content organizers (construction, manufacturing, communication, bio-related, transportation, or other organizers) of technology. 4.4 Structure an educational environment in the classroom and laboratory to advance the instructional process. 4.5 Select appropriate instructional technologies to effectively teach all student populations. 4.6 Provide for laboratory management (i.e., safety, inventory, filing, requisitioning equipment and materials, maintenance, budgeting). This occurs in at least three courses: TCHG 4120-Pre-Student Teaching, INDS Teaching Technology Education, and TCGH 4940-Student Teaching. The basic ability to apply technological knowledge comes from INDS 3930-Teaching Technology Education. Assessment of different past-present-future technology systems occurs through the many Industrial Technology courses. Philosophy of Technology Education is covered in INDS 4820-Principles of Vocational/Technical Education. This course is cross-listed with Agriculture Education and exposes Technology Education students with a more vocational orientation. Programming, mission statements, goals, objectives and action steps are dealt with in INDS 4640-Curriculum and Facilities Planning. Content selection and content organizers are dealt with in INDS 4640-Curriculum and Facilities Planning INDS 4820-Principles of Vocational/Technical Education. This occurs primarily in INDS 3930-Teaching Technology Education where students are required to develop three lesson plans and present a demonstration. This is also dealt with in other courses such as TCHG 4120-Pre- Student Teaching, TCHG 4940-Student Teaching and other courses. Selection of appropriate instructional technologies for all student populations is covered by courses such as: TCHG Teacing in a Multicultural Society, TCHG 3320-Psychology of Learning Encompassing the Exceptional Child, PSYC 3230-Adolescent Psychology, TCHG 4020-Educational Media Technology, TCHG 4720-Education Evaluation and INDS 3930-Teaching Technology Education. This is dealt with in INDS 3930-Teaching Technology Education and INDS Curriculum and Facility Planning. SECTION II Technology Education 18

5 4.7 Develop lesson plans, organize material, and select appropriate instructional strategies to effectively teach in the psychomotor, affective, and cognitive domains of learning. 4.8 Establish clear expectations for student conduct and develop and implement a behavior management policy program. 4.9 Be able to establish a technology student association within the technology education program, in a public school or in a university, to include organization, establishing a chapter, assisting in its management and evaluation Promote and articulate technology education to internal and external public audiences Be able to develop and coordinate an external advisory committee for a Technology Education program Design a professional development plan for continued personal and professional growth. Development of lesson plans, organization of materials and selection of appropriate instructional strategies are dealt with in INDS 3930-Teaching Technology Education. The psychomotor, affective, and cognitive domains are covered in courses such as: PSYC 1130-General Psychology, PSYC Adolescent Psychology, TCHG Psychology of Learning Encompassing the Exceptional Child, TCHG 4720-Education Evaluation, and TCHG 4020-Educational Media Technology. This is dealt with in INDS 3930-Teaching Technology Education. There are also elements of behavior management covered in courses such as PSYC 3230-Adolescent Psychology and TCHG 3320-Psycholgy of Learning Encompassing the Exceptional Child. In a formal sense, student organizations are dealt with in INDS 4820-Principles of Vocational/Technical Education. Informally, every Technology Education major is encouraged to join the Technology Education Association. The Association is a recognized student organization dedicated to promoting Technology Education at UWP. The Technology Education Association is the first method for promotion. In addition, the students are encouraged to join the Wisconsin Technology Education Association and attend the annual conference. Between 8-10 Tech Ed students attended the WTEA Conference, March 29-30, 2001 at Chula Vista Resort, Wisconsin Dells, Wisconsin. Students learn about advisory councils in INDS 4640-Curriculum and Facilities Planning and many attended the WTEA district meeting held at UWP in September of Professional development begins with selection of the major. All Tech. Ed. majors are advised by Dr. Frank Steck. Advising is the first step toward professional development. The second step is joining the Technology Education Association. The third step is networking with peers and instructors at conferences such as the WTEA. After 2004, Wisconsin licensing requirements require professional development plans for all new teachers. SECTION II Technology Education 19

6 4.13 Use standards to evaluate and revise a technology education program. Identify standards for the program, establish a process for using the standards, and utilize findings for subsequent program revisions. 5.0 Develop attitudes, knowledge, and skills needed for success as a teacher in 5.1 Possess knowledge to organize classroom and laboratory experiences for the study of technology. The ITEA published Standards for Technological Literacy: Content for the Study of Technology (Appendix XX) in These standards have been used as the basis for courses such as INDS 3930-Teaching Technology Education and INDS Curriculum and Facilities Planning. Standards are also touched upon in INDS 4820-Principles of Vocational/Technical Education. Likewise, standards are used as the basis for TCHG 4720-Educational Evaluation. The primary area where this occurs is in INDS 3930-Teaching Technology Education, although students pick up ideas and techniques in a variety of Education and Industrial Studies courses. SECTION II Technology Education 20