August 1997
Volume 3, Number 1
LITE BOARD OF DIRECTORSExecutive
Director |
The Learning Institute for Technology Education presentsFallFest 1997
The Universals of Technology: Processes, Knowledge, and ContextsSaturday, October 11, 1997Lincoln High School
|
LITE SOURCE POLICY STATEMENTLITE Source Purpose: To provide
educators with resources to enhance the integration and delivery of
Technology Education in the K-14 curriculum. LITE Source Editorial Policy: Materials
appearing Referee Policy: All professional
articles in LITE Source are refereed, with the exception of selected
activities To Submit Articles: All articles should
be sent directly to: |
IN THIS ISSUELITE Spring _97 Conference - General
Session Group Activity: A Summary A Call for Action: What Everyone Can
Do EE: Primary Use of Tools ITEA Consensus Hearing LE: Geodesic Domes MS/HS: Web Page Design ITEA News Releases Calendar of Events |
What is the Learning Institute for Technology Education?LITE is a nonprofit Michigan corporation
dedicated to assist in the integration of Technology Education in the
schools. To sum it up in one sentence, the Learning
Institute for Technology Education will be a center of resources for
Technology Education. |
|
Dear Readers:
I know the year officially starts in
January but fall always seems the beginning of my year. I hope you enjoyed the
summer. I know mine was filled with much activity and learning.
In this issue we have an article from Dr.
William Dugger. Be sure to share it with peers and administrators as it invites
and encourages all of us to get involved promoting technology. Dr. Jim
Levande_s summation of the Springfest group activity is another fine
professional piece that acknowledges what we do, where we are headed, and gives
direction to other professionals. The three curriculum pieces offer some
practical ideas for use in our classrooms.
The Fall Fest in Ypsilanti is starting off
with a Friday night kick-off. You will not want to miss the Consensus Hearing
for the Technology for All Americans Project at Eastern Michigan University
(see information below). Many exciting workshops and professional discussions
will be waiting for you Saturday October 11th at the FallFest hosted at Lincoln
High School in Ypsilanti, Michigan. I hope to see all of you there!
We want to hear from you! We welcome your
articles, comments, and tips. Refer to the LITE Source editorial policy for
submission information.
-Christine Bengston, LITE Source Editor
by James S. Levande, Ph.D., Contracting
Consultant for Technology Education
Office of Career and Technical Education, Michigan Department of Education
The LITE Spring Conference _Learning in
Context_ general session focused on Michigan_s Technology Standards and
Benchmarks. Jim Levande, from the Office of Career and Technical Education,
Michigan Department of Education, presented the standards aid benchmarks. He
spoke about how the Technology standards relate to other Technology Education
initiatives such as the Technology for All Americans Project_s rationale and
plans for national standards, Michigan teacher certification for Technology
Education, and a new pre-service certification standard that addresses
information technology proficiency for all new Michigan teachers. Tom Ochs,
from the Byron Center Public Schools, facilitated small group discussions that
dealt with covering the following questions:
1. What are standards (or benchmarks)?
2. What is the purpose of standards?
3. What value are standards?
4. How can standards be used to improve the instruction and learning in the
classroom?
5. How can present curriculum be modified to teach to the standards?
Seven groups were formed and each group
recorded its relevant ideas/concepts on large chart paper. The charts were posted
for participants to look over during the remainder of the conference.
All of the groups provided feedback. Some
groups chose not to correlate their responses to the stated questions but
presented ideas and concepts relevant to the questions. One group, quite
unintentionally, one would assume, contributed a humorous idea on the value of
standards. They suggested that standards . . . "help flush out content to teach." Or, were they being serious? Don_t laugh!
Technologically speaking standards could be considered as tools to
"flush" or "wash" or "cleanse" the process of
education. Here is a compilation of the charted ideas/concepts.
What are standards (or benchmarks)? There
was a clear recognition that standards and benchmarks are descriptions of the
ends that we want to achieve. And, they deal with a student_s abilities to know
and do things. Some other ideas to take note of are...Viewing standards and
benchmarks as measures to use over time. Starting points. Covering all domains
of knowledge. Setting in contexts.
What is the purpose of standards? There
was more divergent thinking on the purpose of standards. If one theme did
emerge it was that standards set and keep a direction or track for teachers,
students and the curriculum. Other concepts expressed...Insure quality. Justify
what we do. Common experiences / nonrestrictive/ assessment.
What value are standards? Beyond the
'flush' comment quality, continuity and success were used to describe the value
of standards. In addition groups commented on standards as...providing
legitimacy, validation, common language, and focus...driving and providing
equitable curriculum and instruction across districts and within buildings.
How can standards be used to improve the
instruction and learning in the classroom? The systems approach to
problem-solving was very apparent in the responses to this question. It makes
you believe that Technology Education professionals apply what they know. The
idea that standards are used as part of the process of teaching and learning in
designing, delivering and assessing what technologically literate students know
and are able to do was a constant theme. Comparing and adjusting were two terms
used to describe the use of standards -- not just comparing and adjusting for
the development of student competencies but comparing and adjusting in terms of
curriculum and school improvement.
How can present curriculum be modified to
teach to the standards? The common theme here was the integration of
curriculum. Although the word "synergistic" was never used, one could
not help but perceive the concept of tying together content elements from
various areas to achieve a more meaningful reality for student learning.
Strategies to accomplish this theme were suggested by every group...Study
programs that work. Look for commonalities in other curricular areas. Match and
label what we are currently doing to the standards. Focus on construction of
knowledge, building learning capacity, and evaluation on multi levels.
Two thoughts went through my mind when the
LITE conference committee cornered me and asked me to compile the group
feedback. First, "What a task! These people will have such divergent
responses I_ll never be able to find unifying themes." Second, "Is
this a setup?! Are they using this as a means for me to get some feedback on
what was said in the presentation?" On the first thought...Technology
educators come through again! The participants did indeed have deep knowledge
about standards and were able to communicate their ideas. On the second thought...Thanks
folks! Whether or not my presentation contributed to the accomplishments of the
audience, can always be questioned. However, the audience_s responses confirm
my belief in the capacities of Technology Education professionals to use and
apply contemporary curriculum theory in the real world of their classrooms and
schools.
by William E. Dugger, Jr.
Americans never tire of telling themselves
that they have created a technological society. We even seem to be delighted
about this and many believe that the pathway to improved life is through
continuous technological innovation. Whether this is true or not is debatable,
but I think we can all agree that _technological literacy is as important as
cultural literacy in our modern world. Without a good grounding in the study of
technology, we will become technopeasants in the new millennium of the 21st
century. If this is so, then why isn_t every child in American school systems
given a solid basis in technology education from kindergarten through the
twelfth grade? Why are we allowing such an important and vital component of
education to be left to an ad hoc approach which children may get in the
classroom, but often are left to glean for themselves?
There is a vital need to inform others
about the importance of the study of technology in our schools. School
officials, teachers, community members, and parents should all be aware of what
technology education is and what it means to be technologically literate. They need
to learn that what we are talking about is much more than just learning
computers or teaching with technology. And, lastly, each one of them needs to
become an advocate for technology education in their own community so more and
more school systems begin to include technology education as part of their core
curriculum.
But how do we inform others about the
importance of the study of technology in our schools? What resources are
available to each of us to spread the word about the need for technology education
for everyone? How can we inform others that we must not confuse the study of
technology (technology education) with the teaching of how to use technology
(educational technology) exclusively? In a nutshell, where do we begin?
Each of us has a vested interest in the
success of technology education, as citizens and as professionals. We are the
ones best equipped to inform others and we should be the leaders in spreading
the word about technology education and technology education standards to those
we come in contact with. There are many resources available that we can use to
educate ourselves for this task. One of the richest resources for the promotion
of the study of technology is a new document which the Technology for All
Americans Project has recently produced called Technology for All Americans: A
Rationale and Structure for the Study of Technology. It is currently available
for purchase through the International Technology Education Association (ITEA).
In addition to the Rationale and
Structure, the Technology for All Americans Project home page is available for
anyone to look at and gain more information. The URL is:
http://scholar.lib.vt.edu/TAA/TAA.html. Also, ITEA has a number of publications
and videos available for purchase that deal with technology education. The
Technology Teacher and Technology and Children are two of the current journals
printed throughout the school year. In cooperation with Thompson Learning
Tools, ITEA recently produced a video titled, "Technology Education: A New
Paradigm." Using a selection of powerful images shot at schools across the
country, the video provides an excellent overview of the study of technology
and the need for Standards for Technology Education.
We all need to promote technology
education as a crucial core subject in schools. The critical message to be told
to others is that the study of technology is important to everyone. It is as
vital to a "liberal education" as knowing how to read, to write, or
to calculate. The message is clear, now is the time to deliver it.
This article originally appeared in Technology
for All Americans Newsletter,
May 1997. Reprinted with permission.
by Mary Tiell
Wixom Elementary
Wixom, Michigan
Unit/Lesson Title: Primary Use of Tools
Grade Level: 2nd Grade
Design Brief: This lesson was designed to familiarize students
in second grade with tool use, safety, and versatility. After the initial
lesson the students will create a desktop holder for pencils and memo pad.
Procedure:
Day 1
Step 1. Pass out and describe
the basic equipment on the page for resistant materials. Find out what students
know about each tool and then discuss further if more information is needed.
Step 2. Discuss safety factors for each identified tool and classify each tool
in the level of safety.
Levels
Red - with an adult_s one on one supervision Yellow - with caution and care in
a specified area
Green - free to use with normal regard to care and safety
Step 3. Allow the students to handle the tools. Fill in worksheet the
appropriate color of safety level.
Day 2
Step 4. Using the junior
hacksaw and cutting board; hand drill and vise; and hammer, nail and clay or
paper demonstrate proper method for effective use of these tools.
Discuss basic safety rules
1. All materials must be securely held in place.
2. Stay in full view of cutting edge and hands are to be away from the cutting
edges.
3. Goggles must be in place, long hair secured in back and loose clothing
tucked in.
Day 3
Step 5. Using portfolio
1. Brainstorm ideas for Challenge and Items to Evaluate.
2. Develop plan design for the pencil holder.
3. On block of wood pencil in design.
4. Make revision on plan sheet if needed and record in portfolio.
Day 4
5. Write out the materials and
tools needed to complete pencil holder.
Day 5
Step 6. In centers under adult
supervision manufacture the pencil holder.
Centers: 1. Drill area
2. Nailing and Screwing
3. Hot-glue gun
4. Painting and decorating
Day 6
Step 7. Self Assessment of
Project and Display
Curriculum Integration
Language
1. Listening and speaking for a
purpose that enhances verbal communication and facilitates the construction of
meaning.
2. Employ strategies to construct meaning through listening, reading, and
viewing pictures.
3. Listen to and experiment with written and oral presentations
4. Assess oneself by explaining their selection for portfolio.
5. Use mechanics that clarify and enhance their writing.
6. Categorize ideas or facts.
7. Draw conclusion, identify similarities, and differences.
Mathematics
1. Recognize shapes, sides,
corners, edges.
2. Measure common objects using standard units.
3. Develop strategies for estimation.
4. Recognize simple fractions.
Science
1. Brainstorm possible solutions
to problems through observations and experimentation.
2. Manipulate gears and discuss the direction of turning.
3. Give examples of technology makes life easier.
4. Classify objects according to observable attributes. (including rigid,
flexible, push, pull)
5. Measure objects using rulers.
6. Discuss grade appropriate safety rules.
7. Construct by planning, designing, and making simple objects that fulfill a
technological purpose.
8. Demonstrate and discuss forces that are needed to speed up, slow down, stop,
and change directions.
Fine Arts
1. Design or decorate an object to
enhance its presentation.
2. Analyze plans and redesign
3. Physical use of fine muscles to develop precision of direction.
Changes Technology Has Brought To Me Professionally
Technology has helped me become
aware of allowing my students to explore, analyze, and discover different
strategies in problem solving. It has given me permission to allow them to fail
so together we can learn new ways to succeed and feel that success. Technology
has helped me link many parts of the curriculum. It has given format to design,
planning and assessing for myself and my students.
Eastern Michigan University and The
Learning Institute for Technology Education will sponsor one of twelve regional
hearings to build consensus on the content standards for K-12 Technology
Education.
Date: Friday October 10, 1997
Time: 6-9 p.m.
Location: Eastern Michigan University
McKenny Union
The Guild Hall
Ypsilanti, Mi. 48197 (see map on back)
Participants will have direct input toward refining the work of the Standards
Team so that national content standards can be agreed upon. Your learned input
is requested. Please mark the date. For further information contact:
Dr. Jerry Jennings
Department of Business &Technology Education
Eastern Michigan University
Ypsilanti, Mi 48197
(313) 487-4330
ie_jennings@online.emich.edu
Jeff Bush
Technology Education Coordinator
Oakland County Schools
(810) 738-4559
bushj@oakland.k12.mi.us
For continuing updates on the Technology
for All Americans Project visit the website at http://www.iteawww.org
Directions to Eastern Michigan
University
From I-94: Take Exit 183 (Huron
Street) and turn left. Get into left lane and continue heading north to Cross
Street (first stop sign). Turn left onto Cross Street. Immediately get into the
far right lane, which will branch off into the entrance for McKenny Union
parking lot (across from the water tower).
From I-23: Exit 37A (Washtenaw
Avenue East). Continue on Washtenaw approximately 3 miles to Summit (next to
water tower). Turn left onto Summit and then left onto Cross Street.
Immediately get into the far right lane, which will branch off into the
entrance for the McKenny Union parking lot.
Both routes will have signs for EMU.
An excellent food court is located on the main floor of McKenny Union with is a
deli and numerous choices of food and drink.
- REMINDER -
You are encouraged to attend the next day_s (Saturday, October
11,1997) LITE fall conference at Lincoln High School, where a full docket of
professional development activities/interest sessions will be offered. This
will prove to be an incredible opportunity to bring administrators or staff
teams to learn practical strategies for teaching Technology Education K-12.
Discover practical, tested ways to put the universals of Process, Knowledge,
and Context into your program! For more information contact:
J.T. Nuzzo
Lincoln High School
Technology Education Department
7425 Willis Road
Ypsilanti, Mi. 48197
(313) 484-7015
jtproz@lincoln.k12.mi.us
1997
FallFest Conference Registration Form
The Learning Institute for Technology Education presents
FallFest _97
The Universals of
Technology: Processes, Knowledge, and Contexts
Saturday, October
11, 1997
NAME______________________________
SCHOOL DISTRICT/SCHOOL____________________
ADDRESS_______________________________
CITY/ STATE__________________________________
TELEPHONE_____________________________
____
TEACHER ____ADMINISTRATOR ____ OTHER: ____________________________
____ HIGH SCHOOL ____ MIDDLE SCHOOL/JUNIOR HIGH
____ ELEMENTARY
Method of Payment
The cost of the workshop is $85.00. This includes lunch and workshop materials. Sponsors are assisting
with costs to help us keep your cost
to a minimum. Lunch will be provided. Check: Eisenhower funding may be
available.
School check enclosed ____ Personal check
enclosed ____
School purchase order # __________________ (will be billed).
Signature
_________________________________________________
Make checks payable to the Learning
Institute for Technology Education. We will gladly refund your registration fee up to 14 calendar days
before the Workshop.
Please mail to address below by
September 27, 1996
Howard Stob
School:
616-771-2868
LITE Registration
School
Fax: 616-771-2871
4881 S. Plateau Ct.
Home:
616-538-1087
Wyoming, MI 49509-4992 Email: rollo@iserv.net
Please
copy this form for multiple registrations.
Workshop participants are
responsible for their own overnight arrangements.
Registration 8:00-8:30am
Conference 8:30am-3:00pm
Bring
a K-12 or Grade Level Team to maximize your ability to transfer your learning
into action!
Exciting
Breakout Sessions!
Recognized leaders at all grade levels
Integrating Technology into the Learning Community will share their ideas for
motivating, effective Teaching/Learning Applications.
Informative
Conference Topics, including:
Conference
Site:
The conference will be at Lincoln High
School, 7425 Willis, Ypsilanti, Michigan.
Lodging:
Super 8 Motel
45707 S. I-94 Service Road
Belleville, MI 48111
Exit 190 off Interstate 94
313-699-1888
Rates: 2 people $44.08 + tax. To make a
reservation call group reservations at 800-854-9518. Be sure to mention you
would like one of the rooms blocked for LITE. Rooms will be held until
September 26 only.
by Conrad Klima and Shannon Kronemeyer
Grandville Public Schools
Authors: Conrad Klima, Shannon Kronemeyer
School District: Grandville Public Schools
Unit/Lesson Topic: Geodesic Domes
Grade Level: 5th or 6th
Design Brief: The students will be building a geodesic dome
with pipe cleaners and straws.
Overall Outcome of the Unit/Lesson: The results will be a table top size geodesic
dome.
References:
Domes: A Project Book. Mac Gregor, Anne and Scott. Lothrop, Lee and
Shepard Books, N.Y., 1991. ISBN: 0-688-00870-4.
Additional Sources of Information:
Architecture and Construction. Scholastic Voyages of Discovery. Scholastic, N.Y.,
1995. ISBN: 0-590-47644-0.
Build It! Festival. GEMS,
Berkeley, CA. ISBN: 0-912511-88-5.
by Ted Brindle
Unit Lesson Title: Web Page Design
Author: Ted Brindle
School: Aberdeen Technology and Math Academy
Grade Level: 4-12
Design Brief: The idea behind this lesson was to allow the
student to understand the potential of the internet as a means to publish their
work and communicate with others having similar interests. Among our
discussions we have compared advertising of the 60s and 70s with a new age
medium provided with the wide expanse of the internet. Students can explore
future career interests and how technology creates connections between
subjects. Students will use HTML tags to design a web page layout. These pages
will display student language, digital art and interests.
Time: Maintaining a web page is an ongoing process. Links have to be
updated. New information must be added to keep your audience_s attention. It is
evident that soon editing a web page will be nothing more than having to drag
and drop your information on to a word processor. Teaching this code to
students will give them a background knowledge of how the internet functions
and get them thinking about the organization of a presentation. HTML will be
taught to the students over a period of eight 30 minute lessons. While they are
learning new styles and techniques they will continue to develop their message
and edit their code to match their initial vision.
Materials: Sketch Pads, students folders, drawing materials,
Netscape, a drawing program, simple text or any ASCII word processor, a floppy
disk for each student.
Classroom management: To get this project off the ground we set up a two
hour after school computer club. We arranged the classroom to permit a 5 minute
huddle, where goals were discussed for the activities on that day. A 30 minute
lesson followed the huddle. Each session focused on a new skill for creating a
dynamic web site. This session also contained some guided practice before a 25
minute time period of independent practice with teacher support available. The
final 60 minutes allowed student choice in any of four areas.
The 60 minute student choice session
required that the lab be divided into four sections. First, there were tables
with sketch pads and drawing materials. Dictionaries and other reference
materials are also available. Eight computers have a graphics program where
students can edit digital photographs of themselves or create their own piece
of art. Two computer stations have an internet connection. Students use these
to find information, explore interests, create Email accounts and load web
pages on a school server. The remaining computers are available for word
processing.
Since many different activities are going
on at the same time, volunteers can be an important asset. I_ve been surprised
to find volunteers beating down our door. Everyone wants to learn more about
the internet. Volunteers have been able to supervise browsing on the internet,
help students problem solve the HTML assignments, and hang student work for
others in the school to see.
Content:
Lesson 1
The learner will use HTML tags to
construct a basic page. In less than 30 minutes a classroom of 8-year-olds can
make the claim that they have created a true web page. The origin of the web is
discussed in this lesson and how it_s vision was formed during the 1960s.
Students will be able to define a tag and an end tag. They will be able to
place the title, body and subheaders into the document.
Lesson 2
The learner will sign a pledge to
use the internet to promote good will and useful knowledge by being wise,
trustworthy and kind. Copies of internet rules and etiquette will be discussed
as well as short cuts that can be used to show emotions with a variety of
acronyms and _smileys_. A variety of prewriting strategies may be used here
including fishbones and semantic web diagrams to get students to begin writing
on their topics. Students are also encouraged to bring favorite assignments
from their classes for further exploration. The students will learn how to cite
resources found on the internet. Explanations of copyright laws will be
included in this lesson on using resources.
Lesson 3
The learner will format papers
using tags for style, placement, and size. Students can change the size of the
font or rearrange text so that it is centered or to the right or left of the
page. There are also tags to show emphasis, italics or to underline a block of
words.
Lesson 4
The learner will surf the web
looking for points of interest. We will review the search engines that help
locate the best sites. Extra care will be given reviewing the rules of surfing.
Once a student has located a favorite site or a site that relates to a chosen
topic the address is written down. We will discuss the function of a domain
address and URL here. FTP, HTTP, and gopher will also be discussed.
Lesson 5
The learner will make connections
to related topics of interest using relative and absolute links. A relative
link is a link within a document or on the same domain as the server. This type
of link is useful for connecting an item in the table of contents to the text
on that subject. An absolute link is useful to make connections to another
server where the information will relate to content specified on your page. Use
of relative links provides the most control of the content that the reader will
receive.
Lesson 6
The learner will write 6 digit
codes in base 16 to design a unique color to be used in the background or text
of a page. Students will receive a review of the principles of primary colors
and light. Students will experiment with this new knowledge to create cyan,
magenta and yellow by mixing different combinations of red, green and blue.
Lesson 7
The learner will edit digital
photos or create original art images using a graphics program. Art projects can
be scanned and placed on web pages. A art and reference center can be created
in the lab to provide the students with other mediums to express themselves.
Digitized items will be placed on web pages. The students will place the image
tag around their art placing the graphic where they find it most pleasing. GIF
animators, Quickcam cameras and other movie clips are also great sources to use
for experiments.
Lesson 8
The learner will insert a MAILTO
tag into the web page. Students will respond to Email from friends, online
chat, and conference areas. The MAILTO tag will allow students to receive
information concerning their web pages.
Conclusion
Our chosen format for implementing
this project was as an after school computer club. There are twelve 2 hour
sessions all together. This will permit all of the students a chance to view
the pages of others and explore interests in an area that was most interesting
to them. Any e-mail that may be sent to a student is easily monitored if the
server is run on location. It will also provide feedback that is both
intrinsically and extrinsically rewarding. Students may choose to work further
on creating new pages for their classroom or sharing what they have learned
with others in the group.
AUTODESK FOUNDATION/ITEA Grants for
Advancement of Technology Education in the Elementary Schools (K-6)
The Autodesk Foundation and the
International Technology Education Association have combined to promote the
_new basic_ in our elementary schools-technology education. All elementary
schools (K-6) are invited to become involved in the technology education
movement with technology activities and applying to this year_s grants program.
Deadline January 1, 1998.
Grant Focus
The focus of the Autodesk
Foundation Grants will be to advance quality in technology education at the
elementary school level. Seven project grants of $1,000 each will be awarded to
schools showing a need for funding to create or advance technology activities
in their schools. Priority will be given to applicants who best exhibit the
criteria outlined below and who utilize their funding for the maximum number of
students. There will also be a $2,000 and $1,000 bonus for the two highest
quality proposal.
$1,000 MALEY/FTE SCHOLARSHIP
Technology Teacher Professional
Development
The Foundation for Technology Education proudly announces the $1,000 Maley/FTE
Technology Teacher Scholarship in honor of Dr. Donald Maley. The scholarship in
for a technology teacher at any grade level who is beginning or continuing
graduate study. Its purpose is to support teachers in their preparation to
increase the positive outcomes of technology education. Criteria includes: (1)
evidence of teaching success, (2) plans for action research, (3)
recommendations, (4) professional development plans, (5) ITEA membership and
(6) the applicant_s need. Deadline to apply is December 1, 1997.
$2,000 HEARLIHY/FTB GRANT
Excellence in Teaching Technology
The Foundation for Technology Education in cooperation with Hearlihy &
Company proudly announces the $2,000 Hearlihy/FTE Grant in honor of Tom and
Mary Hearlihy. The grant is for a technology teacher at any grade level (K-12).
Its purpose is to reward the exemplary integration of a high quality technology
education program within the school curriculum. Criteria used to determine the
recipient includes: (1) evidence of an effective quality technology education
program, (2) clear documented success of technology education integrated among
other academic subjects and (3) plans for professional development via the
anticipated grant. Application deadline is December 1, 1997.
October 2-4, 1997
Michigan Council of Teachers of
Mathematics
Lansing, Michigan
October 10, 1997
Technology for All Americans
Consensus Hearing
Eastern Michigan University
Ypsilanti, Michigan
October 11, 1997
LITE FallFest
Lincoln Consolidated High School
Ypsilanti, Michigan
October 30 - November 2, 1997
National Middle School Association
Indianapolis, Indiana