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The 2008 Technology Education Course of Study Requirement for Graduation. Alabama Department of Education Elluminate Session February 25, 2009 . Dual Strategy for Implementing The Technology Education Course of Study. Strategy 1- Technology Education Embedded in Traditional Courses
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The 2008 Technology Education Course of Study Requirement for Graduation
Alabama Department of Education
February 25, 2009
Strategy 1- Technology Education Embedded in Traditional Courses
Applies to Grades K-8 and Encouraged in Grades 9-12
Strategy 2- The Computer Applications Course Requirement
Designed for the 9-12 Grade Level
½ Credit Required for High School Graduation
Student Demonstration of Proficiency
No Child Left Behind
Three Goals for Educational Technology Addressed by NCLB:
2007-2008 ALABAMA COURSE OF STUDY: TECHNOLOGY EDUCATION
REVISIONS AND ADOPTION
2008-2009 LOCAL SYSTEMS DESIGN CURRICULA
2009-2010 STATE TEXTBOOK COMMITTEE MEETS & ADOPTS
Spring 2010 LOCAL TEXTBOOK ADOPTION
PROPOSED FULL IMPLEMENTATION
“S. 1492: Broadband Data Improvement Act” became law on October 10, 2008 (Public Law 110-385)
Schools and libraries must also certify that, as part of their Internet safety policy, they are educating minors about appropriate online behavior, including cyber bullying awareness and response and interacting with other individuals on social networking sites and in chat rooms.
2002 COS: In the Social, Ethical and Human Issues Strand, cyber safety is not directly mentioned. The emphasis was on the responsibilities of the student to properly use technology.
2008 COS:The Digital Citizenship strand not only covers the responsibilities of each student to use technology properly, but the necessity of the student to protect themselves in social networking and other actions with technology. Cyberbullying now must be addressed.
Teaching Change: We must teach students how to protect themselves in social networking and business relations conducted via technology.
Example: Students will roleplay some social networking scenarios from some of the popular sites (Facebook, Twitter, SecondLife) and be able to discuss how they should safely react if they were to face the situation.
Current world economic conditions make it important for Global Awareness to be stressed.
2002 COS: In the Social, Ethical and Human Issues Strand, awareness focused more on local issues.
2008 COS:The Digital Citizenship strand goes beyond government borders to international concerns with communications extending to other cultures in other geographic locations.
Teaching Change: We must make students fully aware that global conditions directly affect their lives, and that we are no longer isolated from world conditions.
Example: Students may take part in a project with other students from another part of the world via internet connection. Webinars used to jointly work on projects.
2002 COS: In the Assessment position statement, it was noted that assessment for the Technology Education COS needed to go beyond paper-and-pencil to include skills-based assessments.
2008 COS:This idea is extended in the new COS to include project- or problem-based assessments.
Teaching Change:Problem solving skills are stressed more in the new COS. This necessitates more emphasis on using portfolios for assessing student progress.
Example: Instead of a multiple choice test, students turn in their digital project. Digital movies, photographs, word processing documents, charts, and many other digital forms may be submitted via a network to a database where these records can be maintained.
2002 COS: In Basic Operations and Concepts strand, most statements are concerned with computers.
2008 COS:The new strand, Technology Operations & Concepts, is a broader concept. Today’s student needs to have knowledge that goes beyond computers. The rigor of the content has been increased.
Teaching Change:Knowledge about computers is still important, but peripherals for computers, communications devices, and mobile computing devices should be included in instruction.
Example: Students might be expected to import spreadsheets into word processing documents, and add tables, charts and graphs into the same presentation.
2002 COS: Emphasis was on the use of the tools. The literacy goal only takes the student to the point of knowing how the tools work.
2008 COS:The new strand, Creativity and Innovation, pushes the student to the point of fluency. Student’s knowledge is to be raised to the point of being able to apply tools in creative ways.
Teaching Change:We will need to design projects that challenge students to apply what they know and create new products, or creative solutions to problems.
Example:Students might work together to produce a digital game. In doing so, careful attention should be given to using programming logic to plan the design.
2002 COS: Emphasis was on how to use research tools. The literacy goal only takes the student to the point of knowing how the tools work.
2008 COS: The new strand, Research and Information Fluency takes the learning to a new level. Again, beyond the tool to being able to analyze the value of the data returned by the search engine.
Teaching Change: We need to go beyond finding information with the tools to develop the skills of analyzing its validity.
Example:Students might use the Alabama Virtual Library to search for information concerning technology companies located in Alabama. In the past, this probably would have fulfilled the COS strand. Now, we need to go beyond that to such techniques as using multiple sources and looking at links to determine if there is a possible bias or inaccurate data in the information found by the search engine.
2002 COS: Emphasis in Problem-Solving and Communications strands was focused on learning how to use the tools to perform these activities.
2008 COS: Emphasis is on the student’s fluent use of the tools to perform these activities.
Teaching Change: Teaching needs to go beyond the teaching of tools used for communication. Students need to understand when application of these tools is appropriate. Collaboration is emphasized over individual work.
Example:As part of an online course, students collaboratively communicate with a scientist about a local environmental issue. The students prepare a podcast that relays the results of their study to the public.
Question: Can the Career Technology “Business Technology Applications*” course be substituted for the one-half unit credit required for high school graduation?
* This is not Business Technology Essentials.
Answer: Yes. A committee of representatives from both Career Tech and Technology Courses of Study met and performed a crosswalk of the two documents. All standards of the Computer Applications course were present.
Question: Are there supporting documents for the Business Technology Applications course that will help in its implementation?
Answer: Yes. Career Tech has prepared a document titled Business Technology Applications Plans of Instruction that offer guidance to teachers in preparing lesson plans.
Question: Will students who take the Computer Applications course in Grade 8 be required to take the class in Grades 9-12?
Answer: The state superintendent has given local superintendents permission, in a September 1997 memo, not to require students to repeat the course if they can demonstrate the competencies outlined in the computer applications course to qualified 9-12 school staff members.