A Functional K 12 Conceptual Framework For Teaching Technological Literacy
- Conference
- Location
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Louisville, Kentucky
- Publication Date
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June 20, 2010
- Start Date
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June 20, 2010
- End Date
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June 23, 2010
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Technological Literacy Constituent Committee
- Page Count
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22
- Page Numbers
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15.30.1 - 15.30.22
- DOI
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10.18260/1-2--16807
- Permanent URL
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https://peer.asee.org/16807
- Download Count
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609
Paper Authors
Steve Macho Buffalo State College
Steve Macho completed a BS at St Cloud State University, and M.A. & Ed.D. in Technology Education at West Virginia University. Steve is a Minnesota farm boy who has been involved in technology his entire life. He worked at the Los Alamos National Laboratory, New Mexico Highlands University, and is currently an Assistant Professor of Technology Education for at Buffalo State College. He became a member of the Oxford Roundtable in 2008 and plans to present another paper there in 2010.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
A functional conceptual framework for teaching technological literacy Abstract
This is a presentation of an epistemological framework for teaching technology such that it will bring about improved technological literacy in ALL K-12 students. Design, Living, Productivity, and Foundational Technical Concepts anchor our conceptual framework for teaching technology educators. This conceptual framework for teaching technology literacy is functional, standards based, and can accommodate multiple pedagogies. It meets the standards of ITEA/CTTE, the New York State Dept of Ed., NCATE, and others. It also aligns with drafts of the NAEP Technological Literacy Assessment.
We have several successful Engineering Technology programs and a Technology Education program within our department. In 2007, faculty these programs worked together to provide engineering education professional development experiences for nearly 400 teachers; who in turn have taught thousands of K-12 students. This was facilitated with the assistance of a $1.7 million grant, and visiting faculty from several leading design centers in England. This conceptual framework is partially a result of the findings of that project. Within our Technology Education program, this is our framework for preparing technology teachers. These teachers promote technological literacy and engineering.
The four elements of the framework are 1) Design, 2) Living, 3) Productivity, and 4) Foundational Technical Concepts (FTCs). These elements are based upon decades of best practices from all over the world. The Design Element relies heavily upon the British successes in the past 25 years. Design is not only a summary experience for students but also pedagogy for practitioners. Design is an active mode of learning and a proper way to become literate in the tools and processes that promote productive life.
existence; hence it is all relevant. The Productivity Element explores how to determine if a process, tool, or system produces desired results. Productivity is known through consideration of benefits, expenses, and undesired effects. Every technology has values according to measures of productivity. FTCs are a large set of common technical concepts (commonly
range from classic mechanics to biotechnology. It is not as important that every FTC be mastered by the learner -- as it is only FTCs the learner can integrate into their context that are truly learned. This strategy for defining relevant technical content by the life of the learner is radical.
Macho, S. (2010, June), A Functional K 12 Conceptual Framework For Teaching Technological Literacy Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16807
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