INDEX A B Abilities for a technological world, 109-111 Benchmarks, in Standards for Technological Accreditation, 166-167, 238-239 Literacy, 65-67, 101 agencies for, 168-169 Benchmarks for Science Literacy, 1, 12, 44 standards/guidelines for, 165-185 comparison of, with other standards, 39-40 advantages of having, 167 content of, 21, 22-29 definition of terms, 165-167 goals of, 19-20 role and importance of regional and history of AAAS Project 2061 in leading to, national, 165-169 18-19 Accreditation Board for Engineering and organization and structure of, 20-21 Technology, 168n relationship of, to Standards for Action-based curricula, 105 Technological Literacy, 21, 30 Alliances, 226 Best practices, 127 Alternative teacher education programs, Bio-related technologies, 195-196 121-138 Blanket licensures, 141 content to be addressed through, 130-135 Blueprints for Reform, Science, Mathematics, elementary grades, 131-132 and Technology Education, 40 middle grades, 132-134 Breadth versus depth approach, 155 secondary grades, 134-135 Bush, George, formation of National engineering model, 130 Education Goals Panel by, 11 Florida 2 plus 2 program, 124-125 impact of Standards for Technological C Literacy on, 76 Center for Research and Development in interdisciplinary model, 125-126 Teacher Education at the Open University Maryland model, 127-128 in the United Kingdom, 128-130 Old Dominion University, 123-124 Center for Science, Mathematics and United Kingdom Open University Model, Engineering Education, 225 128-130 Center to Advance the Teaching of Technology virtual model program, 135-137 & Science (CATTS), creation of, by American Association for Employment in ITEA, 226-228 Education, 122 Central Connecticut State University, 204, 205 American Association for the Advancement of Technology Teacher Enhancement Center Science (AAAS) Project 2061, 1, 12 at, 203 history of, 18-19 Certification, 141n. See also Licensure American Association of Colleges for Teacher impact of Standards for Technological Education, 146 Literacy on, 76 American Council on Education, 124 Changing the Subject, | Applied Science Approach, 89 Coalitions, 226 Assessment Cognitive standards, 63, 109 abilities in, 111 Collaborative partnership, establishing of effectiveness of standards-based tech- between teacher education and state nology teacher education programs, department of education, 211-213 92, 93 College and university teacher education pro- formative, 92 grams, impact of Standards for influence of educational standards on Technological Literacy on, 75-76 strategies of, | A Conceptual Framework for Technology performance, 168-169 Education, 176 summative, 92-93 Consultant model, 202 Assessment standards, 245-246 The Content Core, 12 in National Science Education Standards, 14 Atheists, denial of teacher licensure to, 141 Index Cooperative in-service by teacher educators fulfilling the promise of national, 5-7 and state departments of education, in geography, 40-41 209-217 in history, 42-43 CORD’s Applications in Biology/chemistry, 89 National History Standards Project, 42 Core concepts of technology, 103 National Standards for History, 42-43 Council of Chief State School Officers, forma- in mathematics, 30-39 tion of the Interstate Teacher Assessment Curriculum and Evaluation Standards and Support Consortium by, 145 for School Mathematics, 11 Council on Technology Teacher Education Principles and Standards for School (CTTE), 147. See also ITEA/CTTE/NCATE Mathematics, 101 Curriculum Guidelines; ITEA/CTTE/NCATE comparison of, with other standards, program approval process 39-40 in preparing standards-oriented tech- content of, 33-38 nology teachers, 221 goals of, 31 Criminal record checks, 142 history of mathematics education Cultural values, influence on technology, 104 leading to, 30-31 Curriculum organization and structure of 32-33, influence of educational standards on con- relationship to Standards for tent in, | Technological Literacy, 39 role of technology teachers in fostering perils of national, 3-5 development of, 87-89 power of, 1-2 Curriculum and Evaluation Standards for in science, 12-30 School Mathematics, 11, 30-31 Benchmarks for Science Literacy, 1, 12, 44, 101 D comparison of, with other standards, Delivery strategies, role of technology 39-40 content of, 21, 22-29 teachers in fostering, 89-92 goals of, 19-20 Design abilities, 110 history of AAAS Project 2061 in Design Education Approach, 89-90 leading to, 18-19 The designed world, 111-112 organization and structure of, 20-21 Designs for Science Literacy, 40 relationship of, to Standards for Direct implementation approach, 202 Technological Literacy, 21, 30 Direct teaching, 191, 192 National Science Education Standards, 1, Distance learning materials, 129, 214 101 comparison of, with other standards, E 39-40 content of, 14-17 Eastern Illinois University, Illinois goals of, 12-13 Technology Education State Plan and, history of development of, 12 197 organization and structure of, 13-14 Education, providing, to implement relationship to Standards for Standards for Technological Literacy, Technological Literacy, 17 237-249 strategic framework for standards- Education, U.S. Department of, cofunding of based reform in, 5 National History Standards Project by, 42 in Standards for Technological Literacy, Educational inputs, 2 Educational outcomes, 1-2 62-64 Electronic transmission of instruction, Education reform, impact on licensure, 135-137 144-145 Elementary grades Education standards development of alternative teacher educa- in English Language Arts, 43-44 tion programs for, 131-132 Index in-service laboratory activities for, 199 role of technology education programs in, Engineering, 110 77 English Language Arts, education standards roles of, 200-201 for, 43-44 Instructional strategies, 196-199 Everybody Counts: A Report to the Nation on influence of educational standards on, | the Future of Mathematics Education, 11 technology teacher educators in fostering Experimentation, 108, 110 new, 88-89 Integrated Subject Approach, 90 F Interdisciplinary model at Texas A&M Florida University, 125-126 International Reading Association (IRA), Florida 2 plus 2 program in, 124-125 preparation of Standards for the English loan forgiveness program in, 216 relationship between teacher education Language Arts by, 43 International Technology Education and state department of education in, Association (ITEA), 197. See also 210, 213, 214-215 ITEA/CTTE/NCATE Curriculum Guidelines; Teacher Critical Needs Lists in, 125 Fordham, Thomas B., Foundation, 43 ITEA/CTTE/NCATE program approval process Formative assessments, 92 creation of Center to Advance the Teaching Foundations of Technology Education, 176-177 of Technology & Science by, 133, Fundamental knowledge base for the study of 226-228 technology, 102-109 in dissemination of national standards, 6 Fundamental processes for the study of tech- in preparing standards-oriented tech- nology, 109-112 nology teachers, 219-235 G publication of Rationale and Structure for Standards for Technological Literacy, Geography, education standards for, 40-41 47-57 Geographfyo r Life, 40-41 release of Standards for Technological Georgia, relationship between teacher educa- Literacy: Content for the Study of tion and state department of education Technology, 59, 80 in, 210, 213, 214 Technology for All Americans Project, 4, 153, 177-178, 227, 244 H Phase III of, 77, 244-247 History, education standards for, 42-43 Internet, 196, 214 National History Standards Project, 42 Interstate Teacher Assessment and Support National Standards for History, 42-43 Consortium, 145 Holistic perspective, 88 Invention, 107-108, 110 ITEA/CTTE/NCATE Curriculum Guidelines, | 86, 93-94, 165, 171-172 Illinois Technology Education State Plan, 197 blending with Standards for Technological Individual curriculum plans, 206 Literacy, 179-184 Industrial arts, 193, 194 comparison of, with Standards for Industrial Teacher Education Directory, 155 Technological Literacy, 178-179 Industry training, 214 interdisciplinary nature of, 178 Innovation, 108, 110 managing and evaluating, 178-179 Inquiry in science content standards, 13 philosophy of, 178 In-servicing technology teachers, 189-207 success as a technology teacher, 179 effectiveness and shortcomings of, 190-193 technological knowledge in, 178 laboratory activities in, 199-200 ITEA/CTTE/NCATE program approval models in, 201-205 process, 173-175 recommended changes for technology appeal procedures, 174 teacher educators for, 205-207 continuing program approval, 174-175 Index folio review team, 173 content of, 33-38 need for training folio reviewers, 174 goals of, 31 revising the review process, 173 history of mathematics education training reviewers, 174 leading to, 30-31 organization and structure of, 32-33 J relationship to Standards for Jackson’s Mill Curriculum Theory, 104, 176, Technological Literacy, 39 Mentors, 136 Middle grades K development of alternative teacher educa- tion programs for, 132-134 Knowledge eb base, for technology education, in-service laboratory activities for, 199-200 175- l 78 Middle States Association, 169 Military Career Transition Program at Old L Dominion University, 123 Laboratories Monday morning units of instruction, in-service activities in, 199-200 195-196 in technology teacher preparation pro- Multidimensional nature, of technological grams, 91-92 problem solving, 105-109 Leadership roles for technology teacher edu- Multisensory learning, 88 cation faculty, 76-77 Learning in school, 191, 192 N Learning out of school, 191, 192 National Academy of Engineering (NAE), 59, Licensure, 141n, 238-239 225, 226 impact of Standards for Technological National Academy of Science (NAS), 225 Literacy on, 76 National Academy of Sciences and implications of Standards for Technological Engineering, 116 Literacy for, 76, 141-161 National Aeronautics and Space benefits of, 142 Administration (NASA) process of, 143-147 funding of ITEA’s Technology for All recommendations about, when relating Americans Project by, 244 to technology teacher education in funding the development of a Rationale programs, 159-160 and Structure document, 48, 177-178, recommendations relating to state 224-226 requirements, 156-159 National Association of Elementary School shortcomings of, 142-143 Principles (NAESP), 227, 228 thoughts and recommendations relating National Association of Industrial to changes in state requirements, Technology (NAIT), 168 153-156 National Association of Secondary School Literate person, 79-82 Principals (NASEP), 230 National Board for Professional Teaching M Standards (NBPTS), 144, 168-169 Maryland Center for Career and Technology National Commission for Technology Education Studies, 127 Education, 48 Maryland model, 127-128 National Commission on Teaching and Mathematics, education standards in, 30-39 America’s Future (NCTAF), report of Curriculum and Evaluation Standards for critical of teacher education, 99-100 School Mathematics, 11 Principles and Standards for School Mathematics, 101 comparison of, with other stan- dards, 39-40 Index National Committee on Science Education content of, 14-17 Standards and Assessment (NCSESA), in goals of, 12-13 overseeing the development of the history of development of, 12 National Science Education Standards, 12 organization and structure of, 13-14 National Council for Accreditation of Teacher relationship to Standards for Technological Education (NCATE), 145, 169-172. See Literacy, 17 also ITEA/CTTE/NCATE Curriculum strategic framework for standards-based Guidelines; ITEA/CTTE/NCATE pro- reform in, 5 gram approval process National Science Foundation, 116 monopoly of, on teacher preparation, funding of ITEA’s Technology for All 1129 Americans Project by, 244 organizational structure, 169-170 in funding the development of a Rationale Partnership Framework, 146 and Structure document, 48, 177-178, Performance-Based Partnership 224-226 Framework, 146 National Science Teachers Association in preparing standards-oriented tech- (NSTA), Scope, Sequence, and nology teachers, 221 Coordination Project of, 12 specialty area studies board, 170-171 National Standards for History, 42-43 State Based Partnership Framework, A Nation Prepared: Teachers for the 21st 145-146, 171 Century, 144 state guideline review process, 171-172 New England Association, 169 National Council for History Standards 1999 Executive Summary, Teacher Supply and (NCHS), 42 Demand in the United States, 122 National Council of Teachers of English North Central Association, 169 (NCTE), preparation of Standardfso r Northeast Technology Education the English Language Arts by, 43 Consortium, 204-205 National Council of Teachers of Mathematics, Northwest Association, 169 publication of Curriculum and Evaluation Standards for School Mathematics by, 11, 30-31 Old Dominion University, 195 National Council on the Accreditation of alternative technology teacher education Teacher Education (NCATE), 121 program at, 123-124 National Education Association, 146 National Education Goals Panel, formation P of, 11 Pedagogical content knowledge, 149, 150 National Endowment for the Humanities, Performance assessments, 168-169 cofunding of National History Standards Perkins Funds, 203 Project by, 42 Praxis(r) exams, 142, 144 National Governors Association, endorse Pre-service teachers ment of national education goals by, 11 help from teacher educators at the postsec- National History Standards Project, 42 ondary level for, 86-87 National organizations, role of, in preparing prior to 1980, 193 standards-oriented technology teachers, Principles and Standards for School 219-235 Mathematics, 101 National Research Council (NRC), 59, 99, comparison of, with other standards, 225-226 39-40 publication of Everybody Counts: A content of, 33-38 Report to the Nation on the Future of goals of, 31 Mathematics Education by, 11 history of mathematics education leading National Science Education Standards, 1, 101 to, 30-31 comparison of, with other standards, organization and structure of, 32-33 39-40 Index Principles and Standards for School relationship of, to Standards for Mathematics (continued) Technological Literacy, 21, 30 relationship to Standards for Technological National Science Education Standards, 1, Literacy, 39 101 Problem solving, design, and technology, comparison of, with other standards, 105-109 39-40 Procedural development, 108 content of, 14-17 Process approach, 196 goals of, 12-13 Process standards, 63, 109 history of development of, 12 Producing abilities, 110 organization and structure of, 13-14 Professional development standards, 1, relationship to Standards for 246-247 Technological Literacy, 17 in National Science Education Standards, strategic framework for standards- 14 based reform in, 5 Professional knowledge, 149, 150 technology, engineering, and mathematics Program standards, 247 (STEM) oriented agencies, 225 Project Open, 199, 202-203 Science content standards, in National ScienceEducation Standards, 14 R Science education program standards, in Rationale and Structure for Standards for National Science Education Standards, 14 Technological Literacy, 47-57, 177, 200, Science education system standards, in National Science Education Standards, 14 238 defining technological literacy in, 51-52 Science for All Americans, 12, 18 dimensions of technology in, 50-55 Science teacher standards, in National funding of, by NSF and NASA, 48, 177-178, Science Education Standards, 14 Science/Technology/Society Approach, 90 224-226 in preparing students for a technological Scope, Sequence, and Coordination Project, world, 49-50 12 purpose of, 49-50 Secondary grades taxonomic organizers in, for the study of development of alternative teacher educa- technology, 55-56 tion programs for, 134-135 in-service laboratory activities for, 200 A Rationale and Structure for the Study of Technology, 4 Social institutions, influence on technology, Research and development, 107, 110 104 Restructuring the technology teacher educa- Society, Science, Technology, and Society tion curriculum, 99-119 7(STS), 241 Society, technology and, 104-105 ROAD MAPS: Perspectives for Excellence in Southern Association, 169 Technology Education Programs, 83-86 Standards. See Education standards S Standards-based education, participants in, 8 Standards-based reform, strategic framework Science for, 5 education standards in, 12-30 Standards for Technological Literacy, 1, 238 Benchmarks for Science Literacy, 1, 12, accuracy and thoroughness of, | 44,101 alternative models for teaching in, 122 comparison of, with other standards, as the basis for future technology teacher 39-40 education programs, 79-97 content of, 21, 22-29 benchmarks in, 65-67 goals of, 19-20 blending with ITEA/CTTE/NCATE history of AAAS Project 2061 in lead- Curriculum Guidelines, 179-184 ing to, 18-19 brief tour of, 61-62 organization and structure of, 20-21 comparison of, with other standards, 39-40 Index comparison of with ITEA/CTTE/NCATE State of the State Standards 2000, 43 Curriculum Guidelines, 178-179 State University of New York at Stony Brook compendium of standards and bench- engineering model, 130 marks for, 67-74 Student-centered activities, 88-89 development of coherence by, 2 Subject matter integration, 54-55 impact of, on technology teacher educa- Subject matter knowledge, 149 tion programs, 75-77 Summative assessments, 92-93 implications of, for licensure, 76, 141-161 benefits of, 142 T process of, 143-147 Tabletop equipment, 91 ecommendations about, when relating to Taxonomic organizers, evolution of, for the technology teacher education pro- study of technology, 55-56 grams, 159-160 Teacher burnout/boredom, 195 recommendations relating to state Teacher education requirements, 156-159 influence of educational standards on, | shortcomings of, 142-143 role of, in preparing standards-oriented thoughts and recommendations relating technology teachers, 219-235 to changes in state requirements, Teacher educators, cooperative in-service 153-156 209-217 integration of, into elementary teacher Teaching approaches, role of technology preparation curriculum, 131-132 teachers in fostering, 89-92 interdisciplinary nature of, 178 Team teaching, 88 managing and evaluating in, 178-179 Technological knowledge, development of, motivating technology teachers to imple- 50-51 ment, 194-195 Technological literacy, 50 participants in standards-based education defined, 51-52 in, 8 individual, societal, and environmental philosophy of, 178 implications of, 52 providing education to implement, role of technology teachers in fostering, 237-249 86-87 rationale and structure for, 47-57 Technological problem solving, 105-109, 1 relationship of Benchmarks for Science 53-154 Literacy to, 21, 30 Technological world, preparing students for, relationship of National Science Education 49-50 Standards to, 17 Technology relationship of Principles and Standards evolution of taxonomic organizers for the for School Mathematics to, 39 study of, 55-56 standards in, 62-64 fundamental knowledge base for the study status of technology education before, of, 102-109 fundamental processes for the study of, strategic framework for implementing, 109-112 239-244 nature of, 102-103 success as a technology teacher in, 179 society and, 104-105 technological knowledge in, 178 Technology Action Coalition to Kindle vignettes in, 67 Lifelong Learning Project, 215 Standards for the English Language Arts, 43-44 Technology Concepts Approach, 91 mission of, 43-44 Technology education Stand-up content teaching, 197 in-service models for, 201-205 State Curriculum Standards, 42 in-servicing of technology education State departments of education, cooperative teachers, 189-207 in-service by teacher educators and, knowledge base for, 175-178 209-217 Index Technology education (continued) role of teacher education and national status of, before Standards for organizations in preparing standards- Technological Literacy, 222-224 oriented, 219-235 Technology Education Collegiate Association technology teacher education’s in-servicing (TECA), 241 of, 189-207 Technology for All Americans Project, 4, 153, Texas A&M University, adoption of interdis- 156, 227, 244 ciplinary model at, 125-126 as a knowledge base, 177-178 Thinking outside of the box, 107, 108 Phase Ill of, 77, 244-247 Third International Mathematics and Science Technology teacher education models, Study (TIMSS), 2 113-114 3M Corporation, 108 imbedded program model, 117-119 Tomorrow's Teachers, 145 stand-alone program model, 113, 114-117 Troops to Teachers Program, 123-124 capstone courses, 115 Troubleshooting, 107, 110 design courses, 114-115 Tuberculosis testing, 142 producing courses, 115 teaching technology courses, 114 U using and assessing courses, 115 United Kingdom Open University Model, stand-alone program model variations, 128-130 116-117 University of Maryland, Eastern Shore, alter- core concept model, 117 native program offered by, 127 integrated, multidisciplinary model, 116 University of South Florida, Florida 2 plus 2 Technology teacher education programs program at, 124-125 alternative, 121-138 Using abilities, 111 evaluation of, 92-93 future laboratories in, 91-92 V impact of Standards for Technological Video streaming, 137 Literacy on, 75-77 Vignettes, in Standards for Technological implementing, 83-86 Literacy, 67 leadership roles for faculty in, 76-77 Virginia Department of Education, special restructuring curriculum for, 99-119 license for middle school technology Standards for Technological Literacy as basis teachers offer by, 124 for, 79-97 Virtual model program for teacher prepara- Technology teacher educators tion, 135-137 in-service roles of, 200-201 recommended changes for, for in-servicing WwW technology teachers, 205-207 Technology Teacher Enhancement Center at Western Association, 169 West Virginia University, Technology Central Connecticut State University, 203 Education Program at, 202-203 Technology teachers What Matters Most, 145 in assessing achievement, 113 Wisconsin competence for, 100-102 in determining program and course con- innovative instructional strategies in, 215-216 tent, 112-113 relationship between teacher education in developing and presenting courses, 113 and state department of education in, developing and using philosophy by, 112 in fostering technological literacy, 86-87 210, 213, 215 Staff Development Initiative in, 215 motivating, to implement Standards for Technology Articulation Initiative in, 216 Technological Literacy, 194-195 need for qualified, 122-123 preparing standards-oriented, 219-235