Yearbook. Council on Technology Teacher Education (U.S.) 2002: Vol 51 Index

9 Pages·2002·2.4 MB·English

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