Summary:
Technology is everywhere. However, due to school budgets, students outnumber computers 20, 30, and 40 to 1. Even when some of the schools do have the computers available for students, the old models of the computers don’t have the capacity to support new educational software. Now, software available allow for twenty first century electronic learning. Now calculators, camcorders, audio books, databases, simulations, drill-and-practice exercises, video cassette recorders, the Discovery channel, music synthesizers and the wide array of computing devices are a few examples that are made readily available. These types of programs need to replace some of the regular classroom lecture time that we are used to.
My Thoughts:
I do agree that computer programs these days provide an interactive way for students to learn. Graphics can entice students and encourage learning. It also allows students that need help mastering one area to keep working on that particular level where as students who are advancing, don’t need to be held back by the teacher and the rest of the class. Furthermore, it allows students to become more familiar with working on computers and have positive experiences playing educational games. Funding needs to be in place to allow this to happen.
Reference:
Mecklenburger, J. (1991, January). Restructuring Our Schools for Educational Technology. Education Digest, 56(5), 52-55. Retrieved June 8, 2009, from Academic Search Complete database.
Monday, June 8, 2009
Reporting on the Status of Technology Education in the U.S.
Summary:
This article is a survey done by the International Technology Education Association’s Technology for All Americans Project. They did this survey to determine the current state of technology education in all 50 states, D.C. and Puerto Rico. Five questions were asked:
1.Is technology education in your state framework?
2.Is technology education required in your state? If so, at what grade levels?
3.How many technology education teachers are in your state?
4.Is Standards for Technological Literacy: Content for the Study of Technology used in your state? If so, how?
5.Is Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards used in your state? If so, how?
In conclusion, the survey reported that there has been an increase in the number of states that include technology education in the state framework. Thus, as a whole, our nation is placing more importance on technology education as a part of the overall learning experience. Unfortunately three-quarters of the states have technology education as a separate subject as an elective. Other states provide technology education as part of a career and technical context. Furthermore, the NCLB does not define technology education as a subject area. In fact, the U.S. Department of Education is still struggling to reach agreement on what technological literacy means.
My Thoughts:
The lack of standards enforced by the NCLB and U.S Department of Education limits what states can spend their money on. Unfortunately, technology is not at the top of the list. Even though the study shows an increase in technology education, it is still lacking funding and enforcement by the higher-ups. If American wants to stay in the running for technologically advanced/educated countries, we need to clearly define standards for technology education and make it a required subject to learn.
Reference:
Meade, S., & Dugger, J. (2004, October). REPORTING ON THE STATUS OF TECHNOLOGY EDUCATION IN THE U.S. Technology Teacher, 64(2), 29-35. Retrieved June 8, 2009, from Academic Search Complete database.
This article is a survey done by the International Technology Education Association’s Technology for All Americans Project. They did this survey to determine the current state of technology education in all 50 states, D.C. and Puerto Rico. Five questions were asked:
1.Is technology education in your state framework?
2.Is technology education required in your state? If so, at what grade levels?
3.How many technology education teachers are in your state?
4.Is Standards for Technological Literacy: Content for the Study of Technology used in your state? If so, how?
5.Is Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards used in your state? If so, how?
In conclusion, the survey reported that there has been an increase in the number of states that include technology education in the state framework. Thus, as a whole, our nation is placing more importance on technology education as a part of the overall learning experience. Unfortunately three-quarters of the states have technology education as a separate subject as an elective. Other states provide technology education as part of a career and technical context. Furthermore, the NCLB does not define technology education as a subject area. In fact, the U.S. Department of Education is still struggling to reach agreement on what technological literacy means.
My Thoughts:
The lack of standards enforced by the NCLB and U.S Department of Education limits what states can spend their money on. Unfortunately, technology is not at the top of the list. Even though the study shows an increase in technology education, it is still lacking funding and enforcement by the higher-ups. If American wants to stay in the running for technologically advanced/educated countries, we need to clearly define standards for technology education and make it a required subject to learn.
Reference:
Meade, S., & Dugger, J. (2004, October). REPORTING ON THE STATUS OF TECHNOLOGY EDUCATION IN THE U.S. Technology Teacher, 64(2), 29-35. Retrieved June 8, 2009, from Academic Search Complete database.
A Proactive Approach to Technological Literacy
Summary:
This article suggests that advocating technological literacy is important in changing the greater public’s misconceptions of what it means to be technologically literate. The article provides a few activities that technology education teachers can use to advocate technological literacy to not only students and parents but also the community. Sadly, we learn that there is only “one unit in the U.S. Department of Education, the Office of Educational Technology, promotes the use of technology as a teaching tool, but not the teaching of technology. Contrary to most of what the public believes in what Technological Literacy (TL) is, it is much more complex. Rather than being able to use computers, networks and the internet, TL means having basic knowledge of technology, ways of thinking and acting with technology and the capabilities of technology. This article calls for teachers to become advocates for TL by creating videos, PowerPoint presentations and websites that talks about what it means to be TL.
My Thoughts:
I do think that it is a good idea if teachers advocate for technology education in their schools and communities. Unfortunately, with the pressures that teachers face to bring up academic success in school, teachers are already stretched thin. I believe that some teachers, particularly the younger teachers that are more familiar and comfortable with technology will try to implement technology when possible during regular lessons. The downside to this is that not all teachers will make the extra effort to integrate technology in to their lessons. If we want our students to become TL, then the directive and the budgeting needs to come from the U.S. Department of Education. Until that happens, technology education will continue to be on the back burner.
Reference
Weber, K. (2005, April). A PROACTIVE APPROACH TO TECHNOLOGICAL LITERACY. Technology Teacher, 64(7), 28-30. Retrieved June 8, 2009, from Academic Search Complete database.
This article suggests that advocating technological literacy is important in changing the greater public’s misconceptions of what it means to be technologically literate. The article provides a few activities that technology education teachers can use to advocate technological literacy to not only students and parents but also the community. Sadly, we learn that there is only “one unit in the U.S. Department of Education, the Office of Educational Technology, promotes the use of technology as a teaching tool, but not the teaching of technology. Contrary to most of what the public believes in what Technological Literacy (TL) is, it is much more complex. Rather than being able to use computers, networks and the internet, TL means having basic knowledge of technology, ways of thinking and acting with technology and the capabilities of technology. This article calls for teachers to become advocates for TL by creating videos, PowerPoint presentations and websites that talks about what it means to be TL.
My Thoughts:
I do think that it is a good idea if teachers advocate for technology education in their schools and communities. Unfortunately, with the pressures that teachers face to bring up academic success in school, teachers are already stretched thin. I believe that some teachers, particularly the younger teachers that are more familiar and comfortable with technology will try to implement technology when possible during regular lessons. The downside to this is that not all teachers will make the extra effort to integrate technology in to their lessons. If we want our students to become TL, then the directive and the budgeting needs to come from the U.S. Department of Education. Until that happens, technology education will continue to be on the back burner.
Reference
Weber, K. (2005, April). A PROACTIVE APPROACH TO TECHNOLOGICAL LITERACY. Technology Teacher, 64(7), 28-30. Retrieved June 8, 2009, from Academic Search Complete database.
Critical Issues and Problems in Technology Education
Summary:
This article addresses the concern for technology education as a whole in school curriculum. The most obvious conclusion from this research highlights the concern for adequate technology educators and sufficient quantities of these educators. In the study, the critical issue of highest priority is the Recruitment of students/teachers in to teacher education programs and insufficient quantities of qualified technology education teachers. This is extremely vital to the future health of the technology education profession. Along with this issue, the lack of understanding for what technology education is by administrators and counselors proves to be adding to the entire problem. As stated in the article, “serious efforts need to be directed at developing a clear and distinct description of the profession that can be easily grasped and understood by those inside and outside of the profession.”
My Thoughts:
I only wish that everyone could read this article and take it seriously. It seems that everyone can be in agreement that technology is the way of the future. I now ask, why aren’t we making technology education a priority in school curriculum? Why are there not incentives for people to go in to technology education? If we want to take technology education seriously, a complete overhaul needs to happen with forming a curriculum, recruiting teachers, and gaining a good understanding for what technology education is.
References:
Wicklein, R. (2004, December). CRITICAL ISSUES AND PROBLEMS IN TECHNOLOGY EDUCATION. (Cover story). Technology Teacher, 64(4), 6-9. Retrieved June 8, 2009, from Academic Search Complete database.
This article addresses the concern for technology education as a whole in school curriculum. The most obvious conclusion from this research highlights the concern for adequate technology educators and sufficient quantities of these educators. In the study, the critical issue of highest priority is the Recruitment of students/teachers in to teacher education programs and insufficient quantities of qualified technology education teachers. This is extremely vital to the future health of the technology education profession. Along with this issue, the lack of understanding for what technology education is by administrators and counselors proves to be adding to the entire problem. As stated in the article, “serious efforts need to be directed at developing a clear and distinct description of the profession that can be easily grasped and understood by those inside and outside of the profession.”
My Thoughts:
I only wish that everyone could read this article and take it seriously. It seems that everyone can be in agreement that technology is the way of the future. I now ask, why aren’t we making technology education a priority in school curriculum? Why are there not incentives for people to go in to technology education? If we want to take technology education seriously, a complete overhaul needs to happen with forming a curriculum, recruiting teachers, and gaining a good understanding for what technology education is.
References:
Wicklein, R. (2004, December). CRITICAL ISSUES AND PROBLEMS IN TECHNOLOGY EDUCATION. (Cover story). Technology Teacher, 64(4), 6-9. Retrieved June 8, 2009, from Academic Search Complete database.
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