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Committee Members.................................................................. Page 2 |
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District
Beliefs, Vision and |
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Rationale/What is the Study of Technology?................................ Page 5 |
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Program Philosophy................................................................... Page 6 |
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Introduction................................................................................ Page 7 |
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Technology Education Narrative................................................. Page 9 |
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Technology Defined.................................................................... Page 12 |
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Technology Literacy................................................................... Page 14 |
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Why is Technological Literacy Important?................................... Page 16 |
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Characteristics of a Technologically Literate Person..................... Page 17 |
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Airbrush Illustration I.................................................................. Page 18 |
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Airbrush Illustration II................................................................. Page 29 |
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Computer Graphics.................................................................... Page 40 |
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Electricity/Electronics I............................................................... Page 52 |
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Electricity/Electronics II.............................................................. Page 65 |
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Exploring Technology................................................................. Page 79 |
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Technical Drawing/Design I........................................................ Page 97 |
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Technical Drawing/Design II....................................................... Page 110 |
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Technical Drawing/Design III...................................................... Page 124 |
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Technical Drawing/Design IV...................................................... Page 138 |
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Metalworking Technology.......................................................... Page 150 |
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Woodworking Technology I....................................................... Page 164 |
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Woodworking Technology II...................................................... Page 178 |
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Woodworking Technology III..................................................... Page 192 |
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Introduction to Robotics............................................................. Page 206 |
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Computer Servicing.................................................................... Page 218 |
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Technology Education-I.B. Design Technology Equivalent........... Page 232 |
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Technology Education Program of Studies.................................. Page 233 |
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Assessment................................................................................ Page 238 |
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Table 1...................................................................................... Page 239 |
K. Scott Kutz
Lou Pelton
Ray Conti, Director of Curriculum and Instruction
Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.
The
Westlake city Schools believe that students come first, that dignity and worth
of each individual is to be respected, and that learning is a lifelong
process. We further believe that:
|
Successful students are ready to learn, display
appropriate behavioral and social skills, assume responsibility, and work to
reach their full potential. They are
enthusiastic about learning, possess basic academic skills and strive for
excellence. |
|
Supportive families are proactive and
involved in all aspects of their children’s education, assist their children
with schoolwork, encourage their children to make positive choices and to be
responsible for their actions, offer guidance and motivation so their
children reach their full potential, and work in partnership with school. |
|
Exemplary teachers care for their students,
are knowledgeable regarding subject matter and effective instructional
strategies, and engage students in meaningful learning experiences. |
|
Exemplary administrators are knowledgeable and
provide meaningful instructional and managerial leadership. They create a safe, orderly, professional
and supportive environment, empower all staff by providing opportunities for
professional development and communicate effectively with all constituents. |
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Exemplary support
personnel assist in the education of our children by providing a healthy, safe,
nurturing and responsive learning climate. |
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Ideal learning
environments are child-centered, stimulating and positive, free from
distractions, appropriate in class size, and include ample and varied
resources. Students and staff feel
safe physically and emotionally, and devote themselves to academic and
personal achievement. |
|
Helpful community members,
organizations and businesses celebrate their schools’ and students’
accomplishments, share resources and engage in dialogue. |
VISION STATEMENT
The Westlake City School District will provide a
dynamic, student-centered, positive learning environment. Our district will be characterized by
actively engaged learners, mutual respect, shared knowledge, pursuit of new
skills and capabilities, collaborative learning, willingness to take action, a
team commitment to data-drive continuous improvement and tangible results.
Empowering all students to achieve their educational goals,
to direct their lives, and to contribute to society
Technology Education (Academic Content Standards) – Rationale
|
|
We live in a technological world. Living in the twenty-first century requires
much more from every individual than a basic ability to read, write, and
perform simple mathematics. Technology
affects virtually every aspect of our lives, from enabling citizens to
perform routine tasks to requiring that they be able to make responsible,
informed decisions that affect individuals, our society, and the environment. Technology has enhanced human communication,
comfort, safety, productivity, medical care, and agriculture, among many
other things. However, the world is
affected by both natural problems and problems that arise from the human
modification of the natural world.
Examples of these include arctic warming, overpopulation, escalating
drought, elevated carbon emissions, unregulated deforestation, and the
deterioration of coral reefs. On one
hand, technology has added to the degradation of the natural environment
while on the other hand, technology is viewed by many as a panacea to solve
these and future problems. It is
imperative that we prepare a more technologically literate citizenry that is
knowledgeable and able to comprehend such problems. Citizens of today must have a basic
understanding of how technology affects their world and how they exist both
within and around technology. The need
for technological literacy is as fundamentally important to students as
traditional core subject area knowledge and abilities. Students need and deserve the opportunity
to attain technological literacy through the educational process. |
Technology Education (Academic Content Standards) - What is the Study of
Technology?
|
|
Schools that encourage the study
of technology provide all students with concepts and experiences necessary to
develop understanding and abilities for the constantly changing technological
world (ITEA, 1996). The study of
technology enhances student learning by highlighting the relationships among
technologies and between technology and other school subjects, including
science, mathematics, social studies, language arts, and other content areas
(ITEA, 2000a). Students are engaged in
activities that promote technological literacy through the development of
knowledge and abilities necessary to make informed decisions regarding the
use and management of technology. The
study of technology is comprehensive, incorporating content identified in STL. Technology teachers and other content
area teachers provide learning opportunities that focus on the content in
STL. The study of technology begins in
kindergarten and progresses through Grade 12, providing continuous learning
opportunities to students. While the study of technology
occurs in a continuous, cross-curricular fashion, it is also promoted in
classrooms specifically charged to develop technologically literate
students. Technology education plays a
critical role in advancing students toward technological literacy. Students engage in cognitive and
psychomotor activities that foster critical thinking, decision-making, and
problem solving related to the use, management, and evaluation of the
designed world. Technology education is not the
same as educational technology.
Sometimes referred to as instructional technology, educational
technology involves using technological developments, such as computers,
audiovisual equipment, and mass media, as tools to enhance and optimize the
teaching and learning environment in all school subjects, including
technology education. Technology
education, however, is a school subject specifically designed to help students
develop technological literacy. |
ITEA – International Technology
Education Association NAE – National Academy of
Engineering
STL – Standards for
Technological Literacy NRC
– National Research Council
Technology
Education Philosophy Statement
|
|
The study of technology allows all students
to understand and use technology effectively in order to make successful
transitions through the K-12 grades to post-secondary education, the
workplace, civic/daily life, and to become lifelong learners. Through the
application of technical skills, knowledge, processes, and critical thinking
skills, learners will become capable problem solvers and creative thinkers
who are prepared to adapt to changing environments, educational challenges
and career opportunities. |
|
The
Joint Council of the State Board of Education and the Ohio Board of Regents
have developed standards, which identify what all students should know and be
able to do in the area of technology. Scope: The
technology standards will address a broad range of technology experiences
with application in computer literacy, information
literacy and technological literacy in order to provide
the best possible foundation for technology achievement.
The technology fields
identified above along with their corresponding national standards; as well
as, additional material developed by national and state agencies, Ohio
colleges/universities, and Ohio K-12 schools were further defined and
illustrated by the advisory committee and presented to the writing team as a
framework for the development for Ohio’s Technology Academic Content
Standards. The writing team created standard statements, benchmarks, and
grade-level indicators. Rationale: The Elementary and
Secondary Education Act (ESEA) known as No Child Left Behind (NCLB)
requires all
students to become technologically literate by 8th grade. This means that
basic or introductory technology concepts will be addressed by benchmarks and
indicators in the K-2, 3-5, and 6-8 grade bands. The U.S. Department
of Education’s 2000 National Education
Technology Plan identifies five technology goals. The third goal
is applicable to the development of technology standards.
It raises the bar by
stating that, "A meaningful unified approach to providing students with
the skills they will need for their futures must be more than a checklist
of isolated technology skills, such as knowing the parts of a computer,
writing drafts and final products with a word processor, or searching for
information using a CD-ROM database. Technology skills are only a first step
in assuring all our children become proficient information and technology
users. Also necessary are information literacy skills". US DOE
recommends that states and districts should look to national organizations
such as ISTE (International Society for Technology in Education) and ITEA
(International Technology Education Association) for guidance on the adoption
or development of student technology and information literacy skill
standards. Concluding comments
identify the purpose and need for technology and information literacy skills
on both the individual and societal level.
National Standards:
Information Literacy Standards for Student Learning
(American Association of School Librarians, 1998) http://www.ala.org/aasl/ip_implementation.html
National Educational Technology Standards for Students
(International Society for Technology in Education, June 1998) http://cnets.iste.org/index2.html
Standards for Technological Literacy: Content for the
Study of Technology (International Technology Education
Association, April 2000) http://www.iteawww.org/TAA/STLstds.htm |
The
following terms and definitions are used in the document:
Standard: An overarching goal or theme
in technology. The standard
statement describes, in
broad terms, what students should
know
and be able to do as a result of the program.
Benchmark: A specific statement of what
a student should know and be
able
to do at a specific time in his/her schooling.
Bench-
marks are used to measure a
student’s progress towards
meeting
the standard.
Grade-level
Indicators: A specific statement of the
knowledge and/or skills that a
student
demonstrates at each grade level. These
indicators
serve
as checkpoints that monitor progress toward the
benchmarks.
Content Standards
|
|
|
|
Technology Education (Academic Content Standards) -
Technology Defined |
|
Humans have been called the animals that
make things, and at no time in history has that been so apparent as the
present. Today, every human activity is
dependent upon various tools, machines, and systems, from growing food and
providing shelter to communication, healthcare, and entertainment. Some machines, like the tractor, speed up
and make more efficient activities that humans have done for hundreds or
thousands of years. Others, such as
the airplane or the Internet, make possible things that humans have never
been able to do before. This
collection of devices, capabilities, and the knowledge that accompanies them
is called technology. The Standards for Technological Literacy
(STL) document defines technology as “the innovation, change, or modification
of the natural environment in order to satisfy perceived human wants and
needs” (ITEA, 2000a, p. 242). This is
compatible with the definition provided in the National Science Education
Standards, which states, “…the goal of technology is to make
modifications in the world to meet human needs” (NRC, 1996, p. 24). Parallel to these definitions, the American
Association for the Advancement of Science’s (AAAS) Benchmarks for Science
Literacy presents the following: “In the broadest sense, technology
extends our abilities to change the world: to cut, shape, or put together
materials; to move things from one place to another; to reach farther with
our hands, voices, and senses” (1993, p. 41).
In the NAE and NRC publication, Technically Speaking,
technology is described as “…the process by which humans modify nature to
meet their needs and wants” (2002, p.2).
All four definitions of technology are very similar and reinforce each
other. |
Technology Education (Academic Content Standards) - What is the Study of
Technology?
|
|
Schools that
encourage the study of technology provide all students with concepts and
experiences necessary to develop understanding and abilities for the
constantly changing technological world (ITEA, 1996). The study of technology enhances student
learning by highlighting the relationships among technologies and between
technology and other school subjects, including science, mathematics, social
studies, language arts, and other content areas (ITEA, 2000a). Students are engaged in activities that
promote technological literacy through the development of knowledge and
abilities necessary to make informed decisions regarding the use and
management of technology. The study of
technology is comprehensive, incorporating content identified in STL. Technology teachers and other content
area teachers provide learning opportunities that focus on the content in
STL. The study of technology begins in
kindergarten and progresses through Grade 12, providing continuous learning
opportunities to students. While the study of technology
occurs in a continuous, cross-curricular fashion, it is also promoted in
classrooms specifically charged to develop technologically literate
students. Technology education plays a
critical role in advancing students toward technological literacy. Students engage in cognitive and
psychomotor activities that foster critical thinking, decision-making, and
problem solving related to the use, management, and evaluation of the
designed world. Technology education is not the
same as educational technology.
Sometimes referred to as instructional technology, educational
technology involves using technological developments, such as computers,
audiovisual equipment, and mass media, as tools to enhance and optimize the
teaching and learning environment in all school subjects, including
technology education. Technology
education, however, is a school subject specifically designed to help
students develop technological literacy. Whi |
Key:
ITEA – International Technology Education Association
NRC – National Research Council
NAE – National Academy of Engineering
STL – Standards for Technological Literacy
Technology
Education (Academic Content Standards) – What is Technological Literacy?
|
|
ITEA’s STL defines technological literacy as
the ability to use, manage, and understand technology. More specifically:
From a related perspective, a publication
prepared by the National Academy of Engineering (NAE) and the National
Research Council (NRC) entitled Technically Speaking: Why All Americans
Need to Know More About Technology (2002), states that “technological
literacy encompasses three interdependent dimensions – knowledge, ways of
thinking and acting, and capabilities.
Like literacy in science, mathematics, social studies, or language arts,
the goal of technological literacy is to provide people with the tools to
participate intelligently and thoughtfully in the world around them” (p. 3). Technological literacy, like other forms of
literacy, is what every person needs in order to be an informed and
contributing citizen for the world of today and tomorrow. Therefore students, to achieve
technological literacy, must develop a broad range of technological knowledge
and abilities. On the other hand,
technological competency is what some people need to be prepared to be
successful in a technical career.
Teachers must be technologically competent to direct student learning. A technologically literate person understands,
in increasingly sophisticated ways that evolve over time, what technology is,
how it is created, and how it shapes society, and in turn is shaped by
society. He or she will be able to
hear a story about technology on television or read it in the newspaper and
evaluate the information in the story intelligently, put that information
into context, form an opinion based on that information. A technologically literate person will be
comfortable with and objective about technology, neither scared of it nor
infatuated with it. Such technological literacy benefits
students in a number of ways. For the
future engineers, the aspiring architects, the students who will have jobs in
one area of technology or another, it means they will leave high school with
a head start on their careers. They
will already understand the basics of such things as the design process, and
they will have a big picture of the field they are entering, allowing them to
put the specialized knowledge they learn later into a broader context. Technological
literacy is important for all students, even those who will not go into technological
careers. Because technology has such
an impact on our economy and the environment, anyone can benefit by being
familiar with it. Everyone from the
corporate executive to the farmer will be able to perform their jobs better
if they are technologically literate.
In
our society, all students must be technologically literate in order to make
wise decisions. Having a
technologically literate citizenry may not guarantee that the best decisions
are made on critical or contentious issues, but it certainly improves the
odds. By developing their
understanding of the history and impact of technology, students become better
consumers, productive members of their community, and contributors to the
forces that shape our world. By
applying their technical skills, knowledge, and processes, students can
systematically solve problems. Coupled
with sound work values, habits, and attitudes, these skills give students the
chance to adapt to a changing environment and enhance their creative thinking
and career-development skills.
Technological literacy will make a difference. |
Key:
ITEA – International Technology Education Association
NRC – National Research Council
NAE – National Academy of Engineering
STL – Standards for Technological Literacy
Technology
Education (Academic Content Standards) – Why is Technological Literacy
Important?
|
|
Technology has been going on since humans
first formed a blade from a piece of flint, harnessed fire, or dragged a
sharp stick across the ground to create a furrow for planting seeds, but
today it exists to a degree unprecedented in history. Planes, trains, and automobiles carry
people and cargo from place to place at high speeds. Telephones, television, and computer
networks help people communicate with others across the street or around the
world. Medical technologies, from
vaccines to magnetic resonance imaging, allow people to live longer,
healthier lives. Furthermore,
technology is evolving at an extraordinary rate, with new technologies being
created and existing technologies being improved and extended. All this makes it particularly important that
people understand and are comfortable with the concepts and workings of
modern technology. From a personal
standpoint, people benefit both at work and at home by being able to choose
the best products for their purposes, to operate the products properly, and
to troubleshoot them when something goes wrong. And from a societal standpoint, an informed
citizenry improves the chances that decisions about the use of technology
will be made rationally and responsibly. Several groups,
organizations, and institutions have made the case for technological
literacy, including ITEA (1996, 2000a; Rose & Dugger, 2002) as well as
NAE and NRC (2002). As the commission
on National Security/21st Century reported in 2001: “The health of the U.S. economy…will 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 (p.39). The results of the
ITEA Gallup Poll indicate a very narrow view of technology by the American
public, who define it as primarily computers and the Internet. A number of questions in the poll focused
on the study of technology and technological literacy as a part of the school
curriculum. When provided with a
definition of technology more accepted by experts in the field, nearly all of
the respondents (97%) agreed that schools should include the study of
technology in the curriculum. Of those
97%, over half said that they thought the study of technology should be
required as a school subject. The
public believes technological literacy should be a part of high school
graduation requirements. How widespread is
technological literacy among Americans today?
Unfortunately, no definitive research exists on this topic. Levels of technological literacy vary from
person to person and depend upon backgrounds, education, interests,
attitudes, and abilities. Many people
are not prepared to perform routine technological activities or appreciate
the significance of engineering breakthroughs. The study of
technology has traditionally not been accepted as a core subject area
requirement in many elementary, middle, and high schools. For most individuals, technological
literacy has been traditionally gained through daily activities. However, technological processes and
systems have become so complex that the happenstance approach is no longer
effective. A massive, coordinated
effort is needed in order to achieve a technologically literate
populace. This should involve schools,
mass media and entertainment outlets, book publishers, and museums. Schools, in collaboration with the
community, must bear the bulk of this effort, because the educational system
can provide the most comprehensive study of technology. |
Key:
ITEA – International Technology
Education Association NAE – National Academy of
Engineering
STL – Standards for
Technological Literacy NRC – National Research Council
|
Technology
Education (Academic Content Standards) – Characteristics of a Technologically
Literate Person |
|
Technologically literate people are problem
solvers who consider technological issues from different points of view and
relate them to a variety of contexts.
They understand technological impacts and consequences, acknowledging
that the solution to one problem may create other problems. They also understand that solutions often
involve trade-offs, which necessitate accepting less of one quality in order
to gain more of another. They
appreciate the interrelationships between technology and individuals,
society, and the environment. Technically
Speaking states, “Technological literacy is more of a capacity to
understand the broader technological world rather than an ability to work
with specific pieces of it” (NAE & NRC, 2002 p. 22). Technologically literate people understand
that technology involves systems, which are groups of interrelated components
designed to collectively achieve a desired goal or goals. No single component, device, or process can
be considered without understanding its relationships to all other
components, devices, and processes in the system. Those who are technologically literate have
the ability to use concepts from science, mathematics, social studies,
language arts, and other content areas as tools for understanding and
managing technological systems.
Therefore, technologically literate people use a strong
systems-oriented, creative, and productive approach to thinking about and
solving technological problems. Technologically literate people can identify
appropriate solutions and assess and forecast the results of implementing the
chosen solution. They understand the
major technological concepts behind current issues and appreciate the
importance of fundamental technological developments. They are skilled in the safe use of
technological processes that may be prerequisites for their careers, health,
or enjoyment. Most importantly,
technologically literate people understand that technology is the result of
human activity (ITEA, 1996). Technological
literacy is important to all students in order for them to understand why
technology and its use is such an important force in our economy. Technological literacy benefits students
who will choose technological careers – future engineers, aspiring
architects, designers, and students from many other fields. They can have a head start on their future
with an education in technology. |
Key:
ITEA – International Technology
Education Association
STL – Standards for
Technological Literacy
NAE – National Academy of
Engineering
NRC – National Research Council
|
Nature of Technology Standard Students develop an understanding of
technology, its scope, core concepts, characteristics and relationships
between technologies to other fields. Students learn that
technology extends human potential by allowing people to do things they would
not otherwise be able to do. They learn that useful technological development
is a product of human creativity, invention, innovation, motivation and
demand for new products and systems. They learn that the natural and human
made world are different, and that tools and materials are used to alter the
environment. They learn that the development of emerging technology is
exponential, is driven by history, design, commercialization, and is shaped
by creative/inventive thinking, economic factors, and cultural influences. |
|
Benchmark A: Analyze,
evaluate and make decisions about technologies. |
|
|
1. |
Make
informed choices among technology systems, resources and services. |
|
|
2. |
Explain
how technological development is influenced by many factors, including profit
incentive and market economy. |
|
Benchmark B: Evaluate
technologies and apply technological knowledge in decision making. |
|
|
3. |
Describe
situations where the selection of resources involves trade-offs between
competing values. |
|
Benchmark C: Capitalize on
the synergy between and among technologies and other fields of study when
solving technological problems. |
|
|
4. |
Describe
how technology transfer occurs when an innovation in one setting is applied
in a different setting. |
|
|
5. |
Recognize
that patent, trademark and copyright law protect technological ideas and
intellectual property. |
|
|
6. |
Recognize
that technological progress is integral to the advancement of science,
mathematics, and other fields of study. |
|
|
7. |
Describe
how technological innovation often results when ideas knowledge or skills are
shared within a technology. |
|
|
8. |
Apply
communication, mathematic, and science knowledge and skills to communication
graphics technology activities. |
|
Technology and Society Interaction Standard Students recognize interactions among
society, the environment and technology, and understand technology’s
relationship with history. Consideration of these concepts forms a foundation
for engaging in responsible and ethical use of technology. Students learn that the interaction between
society and technology has an impact on their lives, that technology may have
unintended consequences; which may be helpful or harmful. They learn that
interaction of technology will affect the economy, ethical standards,
environment, and culture. Students analyze technology issues and implications
of its use. They acquire technological understanding, and develop attitudes
and practices that support ethical decision-making and lifelong learning. |
|
Benchmark A: Practice
responsible citizenship relative to technology and its use. |
|
|
1. |
Explain
how making decisions about the use of technology involves weighing the
trade-offs between the positive and negative effects. |
|
|
2. |
Review
how a number of different factors, such as individual curiosity, advertising,
the strength of the economy, the goals of a company and the current trends
contribute to shaping the design of and demand for various technologies. |
|
|
3. |
Compare
choices among technology systems, resources, and services. |
|
|
4. |
Understand
how different cultures develop their own technologies to satisfy their individual
and shared needs, wants, and values. |
|
|
5. |
Describe
how changes caused by the use of technology can range from gradual to rapid
and from subtle to obvious. |
|
|
6. |
Identify capabilities and limitations of
contemporary and emerging technology resources and assess the potential of
these systems and services to address personal, lifelong learning and
workplace needs. |
|
|
7. |
Study
and make informed choices among technology systems, resources, and services. |
|
Benchmark B: Develop an
understanding of technology and its interrelationship with the environment. |
|
|
8. |
Demonstrate
how humans devise technologies to reduce the negative consequences of other
technologies. |
|
|
9. |
Understand
that technological decisions involve trade-offs between predicted positive
and negative effects on the environment. |
|
Benchmark C: Develop an
understanding of the influence of technology throughout history. |
|
|
10. |
Know
that technological development has been evolutionary, the result of a series
of refinements to a basic invention. |
|
|
11. |
Explain
how the evolution of civilization has been directly affected by, and has in
turn affected, the development and use of tools and materials. |
|
|
12. |
Defend
the position that technology has been a powerful force in reshaping the
social, cultural, political, and economic landscape. |
|
|
13. |
Understand
the evolution of technological tools and systems throughout history. |
|
Benchmark D: Understand and
practice the ethical and legal use of technology. |
|
|
14. |
Identifies
capabilities and limitations of contemporary and emerging technology
resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. |
|
|
15. |
Demonstrate
and advocate for legal and ethical behaviors among peers, family, and community
regarding the use of technology and information. |
|
Technology for Productivity Applications
Standard Students learn the operations of technology
through the usage of technology tools and productivity tools. Students understand technology terminology and are
able to communicate technically. Students select the appropriate technology
tool based on their needs. Students solve technical problems. Students use
productivity tools to collaborate, plan, and produce a sample product to
enhance their learning. |
|
Benchmark A: Students will
use and discuss computer and multimedia technology. |
|
|
1. |
Use
equipment related to computer and multimedia technology imaging e.g.
digitization, optical characters recognition, scanning, calculators,
computerized microscopes, etc. |
|
Benchmark B: Students will
learn to operate technology tools that effect specific content areas &
Network operations. |
|
|
2. |
Design
and use different technological hardware, software, and explore different
types of connectivity e.g. wireless |
|
|
3. |
Identify
and use input and output devices to operate and interact with computers and
multimedia technology resources e.g. |
|
Benchmark C: Students use
new and emerging productivity tools to construct technology enhanced models,
to prepare publications, and to produce creative works. |
|
|
4. |
Identify/recognize
emerging technology tools for managing personal/professional information. |
|
|
5. |
Use
emerging technology tools for managing and communicating
personal/professional information. |
|
Benchmark D: Students will
compare technologies and select, evaluate, troubleshoot, and maintain the
operation of emerging technology systems. |
|
|
6. |
Make
informed choices among technology systems, resources. |
|
|
7. |
Select
the operation of emerging technology systems. |
|
Technology and Information Literacy
Standard Students engage in information literacy
strategies; use the Internet, technology tools and resources; and apply
information management skills to answer questions and expand knowledge. Students become information literate learners by
utilizing a research process model. They recognize the need for information
and define the problem, need, or task. Students understand the structure of
information systems and apply these concepts in acquiring and managing
information. Using technology tools a variety of resources are identified,
accessed, and evaluated. Relevant information is selected, analyzed and
synthesized to generate a finished product. Students evaluate their
information process and product. |
|
Benchmark A: Students will
process, organize and maintain data and generate new data, information and
knowledge. |
|
|
1. |
Recognize
the importance of information in achieving learning goals. |
|
|
2. |
Select
appropriate technology tools and applications to retrieve and manage
information, e.g. create folders in a network file to store assignments for
math class. |
|
|
3. |
Demonstrate
effective note taking and outlining methods to organize pertinent
information. |
|
|
4. |
Use
an organized system to store and maintain information. |
|
|
5. |
Digitize
information for archiving and future use, e.g. creating an electronic
portfolio of curricular projects. |
|
|
6. |
Manage
a communication graphics technology project. |
|
Benchmark B: Students will define tasks, identify strategies to
find information, and evaluate the effectiveness of their solutions |
|
|
7. |
Use
a recognized research process model to conduct research. |
|
|
8. |
Modify
a search through the use of different keywords and other techniques specific
to a database or search engine. |
|
|
9. |
Use
a variety of technology resources for curriculum needs and personal
information needs. |
|
|
10. |
Demonstrate
how to determine copyright issues when creating new products, e.g.
permissions to use articles and graphics, appropriate citation of sources. |
|
Benchmark
C: Students will identify,
differentiate, evaluate and incorporate information retrieved by accessing
the Internet and all other available electronic resources. |
|
|
11. |
Demonstrate
the difference between databases, directories, and search engines, e.g. free
vs. fee-based resources, and delivery mechanisms (CD, DVD, Network,
Internet). |
|
|
12. |
Search
for information using multiple directories and search engines, e.g. given an
assignment, student uses knowledge of tools to pick an appropriate tool to
search for information. |
|
Technology and Problem-solving Tools and
Applications Standard Students utilize technology for
problem-solving and decision making. Students solve problems by using technology
resources to investigate, troubleshoot, and experiment. They collect data,
conduct research, and study development. Students generate decision making
models for real world problems (concerns). |
|
Benchmark A: Students use
emerging technology to develop new problem solving strategies and make
informed decisions. |
|
|
1. |
Identify/recognize
emerging technology for problem solving. |
|
|
2. |
Integrate
information that is credible and applicable to a specific problem. |
|
|
3. |
Select
and apply emerging technology for research information analysis, problem
solving and decision making in content learning. |
|
Technology and Communication Applications
Standard Students use an array of technologies and
apply design concepts to communicate with multiple audiences, acquire and
disseminate information, and enhance learning. Students acquire and publish information in a
variety of media formats. They incorporate communication design principles in
their work. They use technology to disseminate information to multiple
audiences. Students use telecommunication tools to interact with others. They
collaborate in real-time with individuals and groups who are located in
different schools, communities, states, and countries. Students participate
in distance education opportunities which expand academic offerings and
enhance learning. |
|
Benchmark A: Students will
apply appropriate communication design principles in their published and
presented projects. |
|
|
1. |
Explore and manipulate
design elements when creating print media, multimedia, video and web
products. |
|
|
2. |
Discuss how to determine
message-appropriate fonts and formatting for print media and multimedia,
video and Web pages. |
|
|
3. |
Learn about the
psychological impact and cultural connotations of color when designing for
print media and multimedia, video and Web pages. |
|
|
4. |
Apply principles of design
when selecting or creating graphics and images for print media and
multimedia. |
|
Benchmark B: Students
define, develop, publish and present information, selecting formats
appropriate to the content and audience. |
|
|
5. |
Create
electronic portfolio, e.g., include a variety of documents, presentations and
images representing work during the school year. |
|
Benchmark C: Students
identify communication needs, select appropriate telecommunication tools and
design collaborative interactive projects and activities to communicate with
others, incorporating emerging technologies. |
|
|
6. |
Demonstrate
the use of available online communication capabilities to make inquiries, do
research and disseminate results, e.g. explore career choices |
|
Design Standard Students develop an understanding of the
nature of design, the role of engineering, and related problem solving
processes. Students explain critical design factors and/or
processes in the development, application, and utilization of technology as a
key process in problem solving. They apply and explain the contribution of
thinking and procedural steps to create an appropriate design and the process
skills required to build a product or system. They critically evaluate a
design to address a problem of personal, societal and environmental
interests. Students systematically solve a variety of types of problems using
different design approaches including troubleshooting, research and
development, innovation, invention and experimentation. |
|
Benchmark A: Students will be
able to analyze a problem, design a solution, and evaluate that solution. |
|
|
1. |
Explain that design
problems are seldom presented in a clearly defined form (e.g., problems often
involve competing constituencies, undiscovered constraints, and unidentified
regulations). |
|
|
2. |
Brainstorm problem
solutions using common brainstorming techniques: generation of the maximum number of ideas,
all ideas welcome in a non-judgmental fashion, selecting a leader, selecting
a recorder, and encouraging hitchhiking on the ideas of others (e.g., use the
webbing technique to solve a problem; think of as many ways as possible to
update or modify an existing company logo). |
|
|
3. |
Explain how a design
needs to be continually checked and critiqued, and the ideas of the design must
be redefined and improved (e.g., the heating system design for one home may
not be the best for another home with a different location, shape or size). |
|
|
4. |
Understand elements and
principles of design. |
|
|
5. |
Explain modern trends in
sign making and advertising specialties. |
|
|
6. |
Understand legalities of
using pre-existing images (copyright/trademark). |
|
|
7. |
Describe quality and how
it is measured in communication graphics technology. |
|
|
8. |
Solve problems, think
critically, and make decisions related to communication graphics technology
activities. |
Benchmark B: Students will
be able to recognize the role of teamwork in engineering design and of
prototyping in the design process. |
|
|
9. |
Explain how established
design principles are used to evaluate existing designs, to collect date and
to guide the design process. |
|
|
10. |
Describe the importance
of teamwork, leadership, integrity, honest, work habits and organizational
skills. |
|
|
11. |
Develop and use a process
to evaluate and rate several design solutions to the same problem. |
Benchmark C: Students will
understand and apply research, development and experimentation to problem
solving. |
|
|
12. |
Describe how business and
industry use research and development to prepare devices and systems for the
marketplace. |
|
Abilities for a Technological World
Standard Students will apply the design process,
develop skills in the use, and maintain products and systems, and assess
technology. Students demonstrate ability to use, manage,
assess, and understand technological products and systems. They use modeling,
testing, observing, troubleshooting, analyzing and standards of quality to
enhance and evaluate the effectiveness of technological products and systems.
They apply a variety of tools and appropriate software in the development and
maintenance of products and systems. Students apply accurate technological
knowledge, capabilities, and ways of thinking and acting in seeking an
understanding of unfamiliar devices, software applications, or technological
systems. Students evaluate the impact of products or systems by gathering and
synthesizing information, analyzing trends, and drawing conclusions. |
|
Benchmark A: Students will
identify and produce a product or system using a design process and then
evaluate the final solution and communicate their findings. |
|
|
1. |
Identify
a design problem and decide whether or not to address it. |
|
|
2. |
Develop
and produce a product or system using a design process. |
|
3. |
Evaluate
final solutions and communicate observation, processes, and results of the
entire design process, using verbal, graphic, quantitative, virtual, and
written means, in addition to three-dimensional models. |
|
|
|
4. |
Use
the appropriate communication graphics technology design processes and
techniques to develop a variety of illustrations. |
|
|
5. |
Experience
the enjoyment and gratification of creating a finished product or system done
proficiently. |
|
Benchmark B: Students will
develop the abilities to use and maintain technological products and systems. |
|
|
6. |
Document
processes and procedures using appropriate oral and written techniques. |
|
|
7. |
Diagnose
a system that is malfunctioning and use tools, materials, machines and
knowledge to repair it. |
|
|
8. |
Operate
systems so that they function in the way they were designed. |
|
|
9. |
Use
computers and calculators to access, retrieve, organize, process, maintain,
interpret, and evaluate date and information in order to communicate to group
members. |
|
|
10. |
Demonstrate
working knowledge of clip art / stock images. |
|
|
11. |
Generate
images utilizing a variety of electronic technologies. |
|
|
12. |
Understand
and use appropriate file formats. |
|
|
13. |
Produce
a variety of communication graphics technology illustrations using the
appropriate tools, equipment, machines, materials and processes. |
|
|
14. |
Demonstrate
proper maintenance of communication graphics technology tools, equipment and
machines. |
Designed World
Students understand how the physical,
informational, and bio-related technological systems* of the designed world
are brought about by the design process. Critical to this will be students
understanding of their role in the designed world; its processes, products,
standards, services, history, future, impact, issues and career connections. Students learn that the designed world consists of technological systems* reflecting the modifications that humans have made to the natural world to satisfy their own needs and wants. Students understand how through the design process the resources: materials, tools and machines, information, energy, capital, time, and people are used in the development of useful products and systems. Students develop a foundation of knowledge and skills through participation in technically oriented activities for the application of technological systems. Students demonstrate understanding, skills, and proficient use of technological tools, machines, instruments, materials and processes across technological systems in unique and/or new contexts. Students identify and assess the historical, cultural, environmental, governmental, and economic impacts of technological systems in the designed world. *The technological systems areas include medical technologies, agricultural and related biotechnologies, energy and power technologies, information and communication technologies, transportation technologies, manufacturing technologies, construction technologies. |
|
Benchmark A: Students will develop an understanding of how the
development of technological systems differs. |
|
|
1. |
Know
how information impacts the development in each of the technological systems. |
|
Benchmark F: Students will
develop an understanding of and be able to select and use information and
communication technologies. |
|
|
2. |
Use a variety of information and
communication technologies to demonstrate the inputs, processes, and outputs
associated with sending and receiving information. |
|
|
3. |
Describe
the careers available in information and communication technology systems and
the education needed to pursue them. |
|
|
4. |
Use
multiple ways to communicate information, such as graphic and electronic
means. |
|
|
5. |
Communicate
technological knowledge and processes using symbols, measurement,
conventions, icons, graphic images, and languages that incorporate a variety
of visual, auditory, and tactile stimuli. |
|
|
6. |
Apply
communication graphics technology to practical problems. |
|
|
7. |
Work
safely with communication graphics technology. |
|
|
8. |
Apply
appropriate codes, laws, standards, or regulations related to communication
graphics technology (e.g., Occupational Safety and Health Adminstration
(OSHA), National Electrical Code (NEC), etc.) |
|
|
9 |
Describe
the factors that influence the cost of producing communication graphics
technology illustrations. |
|
|
10. |
Use
information and communication systems to inform, persuade, entertain,
control, manage and educate. |
|
Benchmark H: Students will
develop an understanding of and be able to select and use manufacturing
technologies. |
|
|
11. |
Recognize
that servicing keeps products in good operating condition. |
|
Benchmark J: Students can
describe the education requirements for specific careers. |
|
|
12. |
Identify
occupations which utilize airbrush illustration. |
|
|
13. |
Identify
reasons why careers require the updating of knowledge and skills. |
|
|
14. |
Understand
the need for workers in a career path fluctuates over time. |
|
Nature of Technology Standard Students develop an understanding of
technology, its scope, core concepts, characteristics and relationships
between technologies to other fields. Students learn that technology extends human
potential by allowing people to do things they would not otherwise be able to
do. They learn that useful technological development is a product of human
creativity, invention, innovation, motivation and demand for new products and
systems. They learn that the natural and human made world are different, and
that tools and materials are used to alter the environment. They learn that
the development of emerging technology is exponential, is driven by history,
design, commercialization, and is shaped by creative/inventive thinking,
economic factors, and cultural influences. |
|
Benchmark A: Analyze,
evaluate and make decisions about technologies. |
|
|
1. |
Make
informed choices among technology systems, resources and services. |
|
|
2. |
Recognize
the relationship between goal directed research and invention/innovation. |
|
|
3. |
Plan/develop
technological products considering profit incentive and market economy. |
|
Benchmark B: Evaluate
technologies and apply technological knowledge in decision making. |
|
|
4. |
Demonstrate
how trade-offs between competing values result in different outcomes. |
|
Benchmark C: Capitalize on
the synergy between and among technologies and other fields of study when
solving technological problems. |
|
|
5. |
Cite
examples of how technology transfer occurs when an innovation in one setting
is applied in a different setting. |
|
|
6. |
Describe
how trademarks, patents and copyrights protect technological ideas and
intellectual property. |
|
|
7. |
Cite
examples of how technological process is integral to the advancement of
science, mathematics, and other fields of study. |
|
|
8. |
Cite
examples of how technological innovation has resulted when ideas, knowledge
or skills have been shared within or among other technologies. |
|
|
9. |
Apply communication, mathematics, and science
knowledge and skills to communication graphics technology activities. |
|
Technology and Society Interaction Standard Students recognize interactions among
society, the environment and technology, and understand technology’s
relationship with history. Consideration of these concepts forms a foundation
for engaging in responsible and ethical use of technology. Students learn that the interaction between
society and technology has an impact on their lives, that technology may have
unintended consequences; which may be helpful or harmful. They learn that
interaction of technology will affect the economy, ethical standards,
environment, and culture. Students analyze technology issues and implications
of its use. They acquire technological understanding, and develop attitudes
and practices that support ethical decision-making and lifelong learning. |
|
Benchmark A: Practice
responsible citizenship relative to technology and its use. |
|
|
1. |
Compare
choices among technology systems, resources, and services. |
|
|
2. |
Articulate
how a number of different factors, such as individual curiosity, advertising,
the strength of the economy, the goals of a company and the current trends
contribute to shaping the design of and demand for various technologies. |
|
|
3. |
Study
and make informed choices among technology systems, resources, and services. |
|
4. |
Identify
capabilities and limitations of contemporary and emerging technology
resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. |
|
Benchmark B: Develop an
understanding of technology and its interrelationship with the environment. |
|
|
5. |
Demonstrate
how humans devise technologies to reduce the negative consequences of other
technologies. |
|
|
6. |
Understand
that technological decisions involve trade-offs between predicted positive
and negative effects on the environment. |
|
Benchmark C: Develop an
understanding of the influence of technology throughout history. |
|
|
7. |
Know
that technological development has been evolutionary, the result of a series
of refinements to a basic invention. |
|
|
8. |
Explain
how the evolution of civilization has been directly affected by, and has in
turn affected, the development and use of tools and materials. |
|
|
9. |
Defend
the position that technology has been a powerful force in reshaping the
social, cultural, political, and economic landscape. |
|
|
10. |
Understand
the evolution of technological tools and systems throughout history. |
|
Benchmark D: Understand and
practice the ethical and legal use of technology. |
|
|
11. |
Identifies
capabilities and limitations of contemporary and emerging technology
resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. |
|
|
12. |
Demonstrate
and advocate for legal and ethical behaviors among peers, family, and
community regarding the use of technology and information. |
|
Technology for Productivity Applications
Standard Students learn the operations of technology
through the usage of technology tools and productivity tools. Students understand technology terminology and are
able to communicate technically. Students select the appropriate technology
tool based on their needs. Students solve technical problems. Students use
productivity tools to collaborate, plan, and produce a sample product to
enhance their learning. |
|
Benchmark A: Students will
use and discuss computer and multimedia technology. |
|
|
1. |
Use
equipment related to computer and multimedia technology imaging e.g.
digitization, optical characters recognition, scanning, calculators,
computerized microscopes, etc. |
|
Benchmark B: Students will
learn to operate technology tools that effect specific content areas &
Network operations. |
|
|
2. |
Design
and use different technological hardware, software, and explore different
types of connectivity e.g. wireless |
|
|
3. |
Identify
and use input and output devices to operate and interact with computers and
multimedia technology resources e.g. |
|
Benchmark C: Students use
new and emerging productivity tools to construct technology-enhanced models,
to prepare publications, and to produce creative works. |
|
|
4. |
Use
emerging technology tools for managing and communicating
personal/professional information. |
|
Benchmark D: Students will
compare technologies and select, evaluate, troubleshoot, and maintain the
operation of emerging technology systems. |
|
|
5. |
Make
informed choices among technology systems, resources. |
|
|
6. |
Select,
evaluate and troubleshoot the operation of emerging technology systems. |
|
Technology and Information Literacy
Standard Students engage in information literacy
strategies; use the Internet, technology tools and resources; and apply
information management skills to answer questions and expand knowledge. Students become information literate learners by
utilizing a research process model. They recognize the need for information
and define the problem, need, or task. Students understand the structure of
information systems and apply these concepts in acquiring and managing
information. Using technology tools a variety of resources are identified,
accessed, and evaluated. Relevant information is selected, analyzed and
synthesized to generate a finished product. Students evaluate their
information process and product. |
|
Benchmark A: Students will
process, organize and maintain data and generate new data, information and
knowledge. |
|
|
1. |
Seek
information to answer personal questions and curricular needs. |
|
|
2. |
Apply
and manage information in appropriate format to suit purpose. |
|
|
3. |
Organize
notes and group information in topic areas for developing a project. |
|
|
4. |
Develop
personal management system for organizing and storing information. |
|
|
5. |
Digitize
information for archiving and future use, e.g., creating an electronic
portfolio of curricular projects. |
|
|
6. |
Manage
a communication graphics technology project. |
|
Benchmark B: Students will
define tasks, identify strategies to find information, and evaluate the
effectiveness of their solutions. |
|
|
7. |
Use
a recognized research process model to conduct research. |
|
|
8. |
Select
search strategies that align with identified information needs. |
|
|
9. |
Understand
different search engines produce different results. |
|
|
10. |
Use
a variety of technology resources for curriculum needs and personal
information needs. |
|
|
11. |
Demonstrate
how to determine copyright issues when creating new products, i.e.,
intellectual property rights. |
|
Benchmark C: Students will
identify, differentiate, evaluate and incorporate information retrieved by
accessing the Internet and all other available electronic resources. |
|
|
12. |
Demonstrate
the difference between databases, directories, and search engines, e.g., free
vs. fee-based resources, and delivery mechanisms (CD, DVD, Network,
Internet). |
|
|
13. |
Search
for information using multiple directories and search engines, e.g., given an
assignment, student uses knowledge of tools to pick an appropriate tool to
search for information. |
|
Technology and Problem-solving Tools and
Applications Standard Students utilize technology for problem
solving and decision making. Students solve problems by using technology
resources to investigate, troubleshoot, and experiment. They collect data,
conduct research, and study development. Students generate decision making
models for real world problems (concerns). |
|
Benchmark A: Students use
emerging technology to develop new problem solving strategies and make
informed decisions. |
|
|
1. |
Use
emerging technology for problem solving. |
|
|
2. |
Integrate
information that is credible and applicable to a specific problem. |
|
|
3. |
Select
and apply emerging technology for research information analysis, problem
solving and decision making in content learning. |
|
Technology and Communication Applications
Standard Students use an array of technologies and
apply design concepts to communicate with multiple audiences, acquire and
disseminate information, and enhance learning. Students acquire and publish information in a
variety of media formats. They incorporate communication design principles in
their work. They use technology to disseminate information to multiple
audiences. Students use telecommunication tools to interact with others. They
collaborate in real-time with individuals and groups who are located in
different schools, communities, states, and countries. Students participate
in distance education opportunities which expand academic offerings and
enhance learning. |
|
Benchmark A: Students will
apply appropriate communication design principles in their published and
presented projects. |
|
|
1. |
Explore
and manipulate design elements when creating print media, multimedia, video
and web products. |
|
|
2. |
Select
message- appropriate fonts and formatting for print media and multimedia,
video and Web pages. |
|
|
3. |
Discuss
the psychological impact and cultural connotations of color when designing
for print media and multimedia, video and Web pages. |
|
|
4. |
Apply
principles of design when selecting or creating graphics and images for print
media and multimedia. |
|
Benchmark B: Students define,
develop, publish and present information, selecting formats appropriate to
the content and audience. |
|
|
5. |
Create
electronic portfolio, e.g., include a variety of documents, presentations and
images representing work during the school year. |
|
Benchmark C: Students
identify communication needs, select appropriate telecommunication tools and
design collaborative interactive projects and activities to communicate with
others, incorporating emerging technologies. |
|
|
6. |
Demonstrate
the use of available online communication capabilities to make inquiries, do
research and disseminate results, e.g. explore career choices |
|
Design Standard Students develop an understanding of the
nature of design, the role of engineering, and related problem solving processes.
Students explain critical design factors and/or
processes in the development, application, and utilization of technology as a
key process in problem solving. They apply and explain the contribution of
thinking and procedural steps to create an appropriate design and the process
skills required to build a product or system. They critically evaluate a
design to address a problem of personal, societal and environmental
interests. Students systematically solve a variety of types of problems using
different design approaches including troubleshooting, research and
development, innovation, invention and experimentation. |
|
Benchmark A: Students will
be able to analyze a problem, design a solution, and evaluate that solution. |
|
|
1. |
Explain
that design problems are seldom presented in a clearly defined form, e.g.,
problems often involve competing constituencies, undiscovered constraints,
and unidentified regulations. |
|
|
2. |
Brainstorm
problem solutions using common brainstorming techniques: generation of the maximum
number of ideas, all ideas welcome in a non-judgmental fashion, selecting a
leader, selecting a recorder, and encouraging hitchhiking on the ideas of
others (e.g., use the webbing technique to solve a problem; think of as many
ways as possible to update or modify a company sign.) |
|
|
3. |
Explain
how a design needs to be continually checked and critiqued, and the ideas of
the design must be redefined and improved (e.g., the heating system design
for one home may not be the best for another home with a different location,
shape or size). |
|
|
4. |
Implement
the design process: defining a problem, brainstorming, researching and
generating ideas, identifying criteria and specifying constraints, exploring
possibilities, selecting an approach, developing a design proposal, making a
model or prototype, testing and evaluating the design using specification,
refining the design, creating or making it, and communicating processes and
results. |
|
|
5. |
Apply
elements and principles of design. |
|
|
6. |
Utilize
modern trends in sign making and advertising specialties. |
|
|
7. |
Understand
legalities of using pre-existing images (copyright/trademark). |
|
|
8. |
Describe
quality and how it is measured in communication graphics technology. |
|
|
9. |
Solve
problems, think critically, and make decisions related to communication
graphics technology activities. |
|
Benchmark B: Students will
be able to recognize the role of teamwork in engineering design and of
prototyping in the design process. |
|
|
10. |
Evaluate
a design using established design principles, to collect data on the design’s
effectiveness, and suggest improvements (e.g., how a magazine’s title can be
made more aesthetically pleasing or appealing. |
|
|
11. |
Describe
the importance of teamwork, leadership, integrity, honest, work habits and organizational
skills. |
|
|
12. |
Develop
and use a process to evaluate and rate several design solutions to the same
problems. |
|
Benchmark C: Students will
understand and apply research, development, and experimentation to problem
solving. |
|
|
13. |
Explain
why technological problems must be researched before they can be solved. |
|
|
14. |
For
a specific problem, list the disciplines that could contribute to a solution. |
|
Abilities for a Technological World
Standard Students will apply the design process,
develop skills in the use, and maintain products and systems, and assess
technology. Students demonstrate ability to use, manage,
assess, and understand technological products and systems. They use modeling,
testing, observing, troubleshooting, analyzing and standards of quality to
enhance and evaluate the effectiveness of technological products and systems.
They apply a variety of tools and appropriate software in the development and
maintenance of products and systems. Students apply accurate technological
knowledge, capabilities, and ways of thinking and acting in seeking an
understanding of unfamiliar devices, software applications, or technological
systems. Students evaluate the impact of products or systems by gathering and
synthesizing information, analyzing trends, and drawing conclusions. |
|
Benchmark A: Students will identify and produce a product or
system using a design process and then evaluate the final solution and
communicate their findings. |
|
|
1. |
Identify
criteria and constraints for a design problem and determine how these will
effect the design process. |
|
|
2. |
Develop
and produce a product or system using a design process. |
|
3. |
Evaluate
final solutions and communicate observation, processes, and results of the
entire design process, using verbal, graphic, quantitative, virtual, and
written means, in addition to three-dimensional models. |
|
|
|
4. |
Use
the appropriate communication graphics technology design processes and
techniques to develop a variety of illustrations. |
|
|
5. |
Experience
the enjoyment and gratification of creating a finished product or system done
proficiently. |
|
Benchmark B: Students will develop the abilities to use and maintain technological products and systems. |
|
|
6. |
Document
processes and procedures and communicate them to other school audiences using
appropriate oral, written and multimedia techniques. |
|
|
7. |
Diagnose
a system that is malfunctioning and use tools, materials, machines, and
knowledge to repair it. |
|
|
8. |
Operate
multiple systems so that they function in the way they were designed. |
|
|
9. |
Use
computers and calculators to access, retrieve, organize, process, maintain,
interpret, and evaluate data and information in order to communicate to the
whole class. |
|
|
10. |
Demonstrate
working knowledge of clip art/stock images. |
|
|
11. |
Generate
images utilizing a variety of electronic technologies. |
|
|
12. |
Understand
and use appropriate file formats. |
|
|
13. |
Produce
a variety of communication graphics technology illustrations using the
appropriate tools, equipment, machines, materials and processes. |
|
|
14. |
Demonstrate
proper maintenance of communication graphics technology tools, equipment and
machines. |
|
Benchmark
C: Students will assess the impact
of products and systems. |
|
|
15. |
Collect
information and evaluate its quality. |
|
|
16. |
Describe
techniques for making decisions about the future development of technology. |
|
Designed World Students understand how the physical,
informational, and bio-related technological systems* of the designed world
are brought about by the design process. Critical to this will be students
understanding of their role in the designed world; its processes, products,
standards, services, history, future, impact, issues and career connections. Students learn that the designed world consists of
technological systems* reflecting the modifications that humans have made to
the natural world to satisfy their own needs and wants. Students understand
how through the design process the resources: materials, tools and machines,
information, energy, capital, time, and people are used in the development of
useful products and systems. Students develop a foundation of knowledge and
skills through participation in technically oriented activities for the
application of technological systems. Students demonstrate understanding,
skills, and proficient use of technological tools, machines, instruments,
materials and processes across technological systems in unique and/or new
contexts. Students identify and assess the historical, cultural,
environmental, governmental, and economic impacts of technological systems in
the designed world. *The technological systems areas include medical
technologies, agricultural and related biotechnologies, energy and power
technologies, information and communication technologies, transportation technologies,
manufacturing technologies, construction technologies. |
|
Benchmark
A: Students will develop an
understanding of how the development of technological systems differs. |
|
|
1. |
Describe
the interaction of technological systems and their impact upon each other. |
|
Benchmark F: Students will
develop an understanding of and be able to select and use information and
communication technologies. |
|
|
2. |
Use
a variety of information and communication technologies to demonstrate the
inputs, processes, and outputs associated with sending and receiving
information. |
|
|
3. |
Describe
the careers available in information and communication technology systems and
the education needed to pursue them. |
|
|
4. |
Use
multiple ways to communicate information, such as graphic and electronic
means. |
|
|
5. |
Communicate
technological knowledge and processes using symbols, measurement,
conventions, icons, graphic images, and languages that incorporate a variety
of visual, auditory and tactile stimuli. |
|
|
6. |
Apply
communication graphics technology to practical problems. |
|
|
7. |
Work
safely with communication graphics technology. |
|
|
8. |
Apply
appropriate codes, laws, standards, or regulations related to communication
graphics technology (e.g., Occupational Safety and Health Administration (OSHA),
National Electrical Code (NEC), etc.) |
|
|
9. |
Calculate
the factors that influence the cost of producing communication graphics
technology illustrations. |
|
|
10. |
Use
information and communication systems to inform, persuade, entertain,
control, manage and educate. |
|
Benchmark H: Students will
develop an understanding of and be able to select and use manufacturing
technologies. |
|
|
11. |
Recognize
that servicing keeps products in good operating condition. |
|
Benchmark J: Students can
describe the education requirements for specific careers. |
|
|
12. |
Identify
occupations which utilize airbrush illustration. |
|
|
13. |
Identify
the prerequisites that must be met before each step of a career. |
|
|
14. |
Realize
that the future demand for workers in specific career paths can be estimated. |
COMPUTER GRAPHICS
|
Nature of Technology Standard Students develop an understanding of
technology, its scope, core concepts, characteristics and relationships
between technologies to other fields. Students learn that technology extends human
potential by allowing people to do things they would not otherwise be able to
do. They learn that useful technological development is a product of human
creativity, invention, innovation, motivation and demand for new products and
systems. They learn that the natural and human made world are different, and
that tools and materials are used to alter the environment. They learn that
the development of emerging technology is exponential, is driven by history,
design, commercialization, and is shaped by creative/inventive thinking,
economic factors, and cultural influences. |
|
Benchmark A: Analyze,
evaluate and make decisions about technologies. |
|
|
1. |
Recognize
the relationship between goal directed research and invention/innovation. |
|
|
2. |
List
and describe factors that may influence the development of technology. |
|
Benchmark B: Evaluate
technologies and apply technological knowledge in decision-making. |
|
|
3. |
Describe
situations where the selection of resources involves trade-offs between
competing values. |
|
Benchmark C: Capitalize on
the synergy between and among technologies and other fields of study when
solving technological problems. |
|
|
4. |
Describe
how technology transfer occurs when an innovation in one setting is applied
in a different setting. |
|
|
5. |
Recognize
that the use of graphics and design is integral to the advancement of
science, mathematics, and other fields of study. |
|
Technology and Society
Interaction Standard Students recognize
interactions among society, the environment and technology, and understand
technology’s relationship with history. Consideration of these concepts forms
a foundation for engaging in responsible and ethical use of technology. Students learn that the
interaction between society and technology has an impact on their lives, that
technology may have unintended consequences; which may be helpful or harmful.
They learn that interaction of technology will affect the economy, ethical
standards, environment, and culture. Students analyze technology issues and
implications of its use. They acquire technological understanding, and
develop attitudes and practices that support ethical decision-making and
lifelong learning. |
|
Benchmark A: Practice
responsible citizenship relative to technology and its use. |
|
|
1. |
Explain
how making decisions about the use of technology involves weighing the
trade-offs between the positive and negative effects. |
|
|
2. |
Understand
that ethical considerations are important in the development, selection, and
use of technologies. |
|
Benchmark B: Develop an
understanding of technology and its interrelationship with the environment. |
|
|
3. |
Understand
that humans can devise technologies to conserve water, soil and energy
through such techniques as reusing, reducing and recycling. |
|
|
4. |
Explain
how, with the aid of technology, various aspects of the environment can be
monitored to provide information for decision-making. |
|
Benchmark C: Develop an
understanding of the influence of technology throughout history. |
|
|
5. |
Defend
the position that with graphics, technology has been a powerful force in
reshaping the social, cultural, political, and economic landscape. |
|
|
6. |
Understand
the evolution of technological tools and systems throughout history. |
|
Benchmark D: Understand and
practice the ethical and legal use of technology. |
|
|
7. |
Avoids
plagiarism, cites sources properly, makes copies and incorporates text and
graphic images only with appropriate clearance when creating computer
generated graphic products. |
Technology for Productivity
Application Standard
Students learn the
operations of technology through the usage of technology tools and
productivity tools. Students
understand technology terminology and are able to communicate
technically. Students select the
appropriate technology tool based on their needs. Students solve technical problems. Students use productivity tools to
collaborate, plan, and produce a sample product to enhance their learning. |
|
Benchmark A: Students will
use and discuss computer and multimedia technology. |
|
|
1. |
Use
vocabulary related to computer and multimedia technology systems e.g.
network, vectors, bitmaps, file size, file type, etc. |
|
|
2. |
Use
vocabulary related to computer and multimedia technology hardware e.g.
monitor, hard drive, floppy drive, hot keys, etc. |
|
Benchmark B: Students will
learn to operate technology tools that effect specific content areas &
Network operations. |
|
|
3. |
Design
and use different technological hardware, software, and explore different
types of connectivity e.g. wireless |
|
|
4. |
Explore
futuristic devices to store data. |
|
|
5. |
Identify
and use input and output devices to operate and interact with computers and
multimedia technology resources e.g. |
|
Benchmark C: Students use
new and emerging graphic productivity tools to construct enhanced models, to
prepare publications, and to produce creative works. |
|
|
6. |