Clarifying Misconceptions between Technology and

Study of Technology (STL), “Tech- Only you will assume the nology is the modification of the nat- ural environment to satisfy perceived responsibility to educate others about human wants and needs” (ITEA, 2000, p. 9). This modification of the the importance of natural environment (nature) may be characterized as “human innovation in action.” Technology education in today. (sometimes referred to as technological studies) is “a study of technology There is much confusion today when which provides an opportunity for attempting to understand the differ- students to learn about the processes ences between technology education and knowledge related to technology and educational technology. Both are that are needed to solve problems and important components of education; extend human potential” (ITEA, however, the confusion harms both 2000, p. 242). As a result of studying technology in grades K-12, students gain a level of technological , by William E. Dugger, Jr., DTE which may be described as one’s ability and Nitin Naik “to use, manage, assess, and under- stand technology” (ITEA, 2000, p. 9). Technology education is concerned fields of study. This article will with the broad spectrum of technology, provide clarification about the pur- which encompasses, but is not limited pose and direction of technology to, such areas as: design, making, education and educational technology problem solving, technological sys- as well as the standards used in both tems, resources and materials, criteria educational areas. and constraints, processes, controls, optimization and trade-offs, inven- Technology, Technology tion, and many other human topics Education, and Technological dealing with human innovation. Literacy Technology has both positive and neg- First let’s familiarize ourselves with ative effects on society, and conversely, some fundamental definitions related society impacts technology in many to technology, technology education, ways. A good example is the cessation and technological literacy. According of building new nuclear power plants to the International Technology in the U.S. over the past few years, Education Association’s Standards for which are now being reconsidered Technological Literacy: Content for the because of power shortages in certain

September 2001 • THE TECHNOLOGY 31 CLARIFYING MISCONCEPTIONS

sections of the country. The techno- technology is concerned about teach- what every student should know and logically designed world includes ing and with technology. be able to do in order to be techno- major areas that have characteristics In the International Society for logically literate and offers criteria by that define it and distinguish it from Technology in Education’s (ISTE) which to judge progress toward a others. Some examples of major areas National Educational Technology vision of technological literacy for all that could be included in a taxonomy Standards for Students (NETS•S), the students. There are a total of 20 indi- of the designed world are medical document states that these standards vidual standards in this document. technologies, agricultural and related describe, “…what students should (For a list of all 20 standards, see biotechnologies, energy and power know about technology and be able to Figure 1.) technologies, information and com- do with technology” (ISTE, 2000, munication technologies, transporta- p. XI). Also the NETS•S provide Benchmarks tion technologies, manufacturing “…curriculum examples of effective The benchmarks in STL provide the technologies, and construction tech- use of technology in teaching and fundamental content elements that nologies. These areas are not totally learning” (ISTE, 2000, p. XI). exist as part of the broadly stated stan- inclusive or mutually exclusive since (Underline added by author.) dards. Benchmarks are statements there is obviously some overlap and Educational technology is involved that describe the specific knowledge interplay between them. However, with a more narrowed spectrum of and abilities that enable students to they represent the dynamic and the technology, dealing primarily with meet a given standard, and they are broad spectrum of technology that information and communication tech- provided for each of the 20 standards permeates our world today. We can nology centered around the didactic at the K-2, 3-5, 6-8, and 9-12 grade be assured that technology in the practice of using technology to levels. The benchmarks are followed future will play a more demanding improve the teaching and learning by supporting statements that provide role as it affects us as individuals as process. Key words and phrases found further detail, clarity, and examples. well as our society and our environ- in National Educational Technology An example of a standard and its ment. We know that our world will Standards for Students related to edu- enabling benchmarks for grades 6-8 is be very different 10 or 20 years from cational technology include: use of shown in Figure 2. now. We have no choice about that. technology; media; ; hard- We do, however, have a choice ware and software; information; National Educational whether we march into that world telecommunications; web environ- Technology Standards for with our eyes open, deciding for our- ments; communicate; process data; Students selves how we want it to be, or use technological resources for solving In the National Educational Technology whether we let it propel us, ignorant problems; locate, evaluate, and collect Standards for Students (NETS•S), the and helpless to understand where information; and other instructional technology foundation standards are we’re going or why. The study of technology terms. In the 14 standards divided into six broad categories. technology that provides technological listed in National Educational Standards within each category are literacy through technology education Technology Standards for Students, all to be introduced, reinforced, and will make a difference. have terms that encompass the words mastered by students (ISTE, 2000, of “use(s),” “demonstrate,” “select,” or p. 14). These technology foundation Educational Technology “employ” with respect to technology. standards for students are: Educational technology is sometimes 1. Basic operations and concepts referred to as instructional technology Comparison of Standards for • Students demonstrate a or informational technology. A very Technological Literacy: sound understanding of the careful analysis of words and terms Content for the Study of nature and operation of related to educational technology gives Technology (STL) (ITEA) and technology systems. one a better understanding of the dif- the National Educational • Students are proficient in the ferences between it and technology Technology Standards for use of technology. education. Educational technology Students (ISTE) 2. Social, ethical, and human is concerned with technology in edu- issues cation. It is involved in the use of Standards for Technological • Students understand the ethi- technology as a “tool” to enhance Literacy cal, cultural, and societal issues the teaching and learning process The document Standards for related to technology. across all subject areas. Educational Technological Literacy (STL) specifies • Students practice responsible use

32 THE TECHNOLOGY TEACHER • September 2001 CLARIFYING MISCONCEPTIONS

of technology systems, informa- tion, and software. Figure 1 – The Standards for Technological Literacy • Students develop positive atti- tudes toward technology uses The Nature of Technology (Chapter 3) that support , Standard 1. Students will develop an understanding of the characteristics collaboration, personal pur- and scope of technology. suits, and productivity. Standard 2. Students will develop an understanding of the core concepts 3. Technology productivity tools of technology. • Students use technology tools to Standard 3. Students will develop an understanding of the relationships enhance learning, increase pro- among technologies and the connections between technology ductivity, and promote creativ- and other fields of study. ity. • Students use productivity tools (Chapter 4) to collaborate in constructing Standard 4. Students will develop an understanding of the cultural, technology-enhanced models, social, economic, and political effects of technology. Standard 5. Students will develop an understanding of the effects of tech- prepare publications, and pro- nology on the environment. duce other creative works. Standard 6. Students will develop an understanding of the role of society 4. Technology communications in the development and use of technology. tools Standard 7. Students will develop an understanding of the influence of • Students use telecommunica- technology on history. tions to collaborate, publish, and interact with peers, Design (Chapter 5) experts, and other audiences. Standard 8. Students will develop an understanding of the attributes • Students use a variety of media of design. and formats to communicate Standard 9. Students will develop an understanding of engineering information and ideas effec- design. tively to multiple audiences. Standard 10. Students will develop an understanding of the role of troubleshooting, research and development, invention and 5. Technology research tools innovation, and experimentation in problem solving. • Students use technology to locate, evaluate, and collect Abilities for a Technological World (Chapter 6) information from a variety of Standard 11. Students will develop the abilities to apply the design sources. process. • Students use technology tools to Standard 12. Students will develop the abilities to use and maintain process data and report results. technological products and systems. • Students evaluate and select Standard 13. Students will develop the abilities to assess the impact of new information resources and products and systems. technological innovations based on the appropriateness The Designed World (Chapter 7) for specific tasks. Standard 14. Students will develop an understanding of and be able to 6. Technology problem-solving select and use medical technologies. Standard 15. Students will develop an understanding of and be able to and decision-making tools select and use agricultural and related biotechnologies. • Students use technology Standard 16. Students will develop an understanding of and be able to resources for solving problems select and use energy and power technologies. and making informed deci- Standard 17. Students will develop an understanding of and be able to sions. select and use information and communication technologies. • Students employ technology in Standard 18. Students will develop an understanding of and be able to the development of strategies select and use transportation technologies. for solving problems in the real Standard 19. Students will develop an understanding of and be able to world. (ISTE, 2000, p. 14-15) select and use manufacturing technologies. Standard 20. Students will develop an understanding of and be able to select and use construction technologies.

September 2001 • THE TECHNOLOGY TEACHER 33 CLARIFYING MISCONCEPTIONS

The technology foundation stan- 7. Collaborate with peers, experts, dards for students provide perform- and others using telecommuni- ance indicators, which describe the cations and collaborative tools technology competence students to investigate curriculum-relat- Figure 2 – should exhibit upon completion by ed problems, issues, and infor- A Representative Standard the grade ranges of Pre-K-2, 3-5, mation, and to develop solu- and Its Benchmarks from 6-8, and 9-12. As an example, the tions or products for audiences Standards for performance indicators for students inside and outside the class- Technological Literacy in grades 6-8 are as follows: room. (This is related to cate- gories 4 and 5.) Standard 8. Students will Prior to completion of Grade 8. Select and use appropriate develop an understanding 8 students will: tools and technology resources of the attributes of 1. Apply strategies for identifying to accomplish a variety of tasks design. and solving routine hardware and solve problems. (This is and software problems that related to categories 5 and 6.) In order to realize the attributes of occur during everyday use. 9. Demonstrate an understanding design, students in grades 6-8 (This is related to category 1.) of concepts underlying hard- should learn that 2. Demonstrate knowledge of ware, software, and connectivi- current changes in information ty, and of practical applications • design is a creative planning technologies and the effect to learning and problem solv- process that leads to useful those changes have on the ing. (This is related to cate- products and systems. The workplace and society. (This is gories 1 and 6.) design process typically related to category 2.) 10. Research and evaluate the occurs in teams whose mem- 3. Exhibit legal and ethical accuracy, relevance, appropri- bers contribute different behaviors when using informa- ateness, comprehensiveness, kinds of ideas and expertise. tion and technology, and dis- and bias of electronic informa- Sometimes a design is for a cuss consequences of misuse. tion sources concerning real- physical object such as a (This is related to category 3.) world problems. (This is house, bridge, or appliance 4. Use content-specific tools, related to categories 2, 5, and and sometimes it is for a software, and 6.) (ISTE, 2000, p. 22) non-physical thing, such as (e.g., environmental probes, Standards for Technological Literacy software. graphing calculators, explora- and National Educational Standards • there is no perfect design. All tory environments, Web tools) for Students: Connecting Curriculum designs can be improved. to support learning and and Technology are quite different The best designs optimize research. (This is related to documents. The first deals with the the desired qualities — safe- categories 3 and 5.) content for the study of technology ty, reliability, economy, and 5. Apply productivity/multimedia to provide technological literacy for efficiency — within the tools and to sup- all students. The NETS•S deals with given constraints. All port personal productivity, how technology can be used as a tool designs build on the creative group collaboration, and learn- in better teaching the existing core ideas of others. ing throughout the curriculum. subjects in the . In fact, the • requirements for a design are (This is related to categories 3 bulk of the ISTE NETS•S standards made up of criteria and con- and 6.) document (Section 3-over 175 straints. Criteria identify the 6. Design, develop, publish, and pages) is devoted to curriculum inte- desired elements and features present products (e.g., Web gration of using technology in the of a product or system and pages, videotapes) using tech- English language arts learning activi- usually relate to their pur- nology resources that demon- ties, foreign language learning activi- pose or function. strate and communicate cur- ties, mathematics learning activities, Constraints, such as size and riculum concepts to audiences science learning activities, and social cost, establish the limits on a inside and outside the class- studies learning activities. Section 4 design. room. (This is related to cate- of the NETS•S deals with multidisci- gories 4, 5, and 6.) plinary resource units that can be used

34 THE TECHNOLOGY TEACHER • September 2001 CLARIFYING MISCONCEPTIONS

by in these core areas of edu- make sure that the students William E. Dugger, Jr., Ph.D., DTE is the cation using educational technology. understand the difference Director of ITEA’s Technology for All between technology education Americans Project. He can be reached via Informing Others About the and educational technology. at [email protected]. Differences Between 6. Inform key decision-makers Technology Education and within your state or community Nitin Naik, Ph.D. is Executive Director, Educational Technology about the importance of these NASA of the Future and President, In our technological world today, it two areas of education, as well as Center for Educational Technologies. He can becomes the responsibility of everyone their similarities and differences. be reached via email at [email protected]. to have an in-depth knowledge about Only you will assume the responsi- all areas of education. This responsi- bility to educate others about the bility is particularly important for importance of technology education those in technology education as well in schools today. The educational as educational technology to educate technology community already has a others about the importance of their good start gaining support nationally field in education. These are some and in states and localities on the use suggestions for educating others about of technology to improve teaching Offers New Insurance BenefitBenefitOffers these areas of education: and learning. All educators should 1. First, gain a good philosophical become informed about technology for Student TeachersTeachersfor understanding about the differ- education and educational technology ITEA studentmembers can now ences between technology educa- in schools today and for the future. obtain insurance for student tion and educational technology teaching at the reduced rate o yourself. It is recommended also Summary $12 for a $1,000,000 limited that those directly involved gain Unfortunately, there is major con- Professional Liability plan. a clear understanding of ITEA’s fusion between technology education Standards for Technological and educational technology. Many Call ForrestT. Jones & Co., Inc. Literacy and the ISTE’s National times superintendents, principals, at 800/265-9366 or email Educational Technology Standards curriculum development specialists, [email protected]. Include name, for Students. and others simply do not know the 2. Set up formal meetings with the differences between technology educa- address, date of birth, day an school district administration tion and educational technology. This evening phone numbers, (superintendent and his or her is unfortunate since those responsible occupation and the request for staff) to educate them about the for administering education in the information desired. Informat differences between educational states and localities around the coun- can also be obtained online at technology and technology edu- try are ignorant about two major areas www .ftj.com. cation. of education. It is unfortunate that 3. Likewise, establish meetings they confuse how to use technology with school-level principals, with technology education. Without ATTENTION assistant principals, guidance proper knowledge about important GRADUATE STUDENTS coordinators, and other teachers areas in education, confusion will Graduate students are now within the school to inform cause even more misconceptions and eligibletoapply for ITEA member- them about the differences lack of understanding in the future. ship at the Student rate of $3 between these two areas of edu- year. A letter of verification f cation. Bibliography your advisor or department cha 4. Develop informational articles in International Technology Education Association. state and local media (newspa- (2000). Standards for technological literacy: must accompany your applicatio Content for the study of technology. Reston, pers and local television and form in order to be processed. VA: Author. Questions can be emailed to radio) to inform others about International Society for Technology in the importance of technology Education. (2000). National educational [email protected]. education and educational tech- technology standards for students: nology. Connecting curriculum and technology. 5. In technology education classes, Eugene, OR: Author.

September 2001 • THE TECHNOLOGY TEACHER 35