Report on Draft 4 of the Standards October 28, 1999 (1999) / Chapter Skim
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Appendix E: Technical Reviewer Comments, Draft 4
Appendix E: Technical Reviewer Comments, Draft 4
Pages 19-92
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From page 19... ...
Medical technologies, from vaccines to magnetic resonance imaging, allow people to live longer, healthier lives. Furthermore, technology is evolving at an extraordinary rate, with new technologies being created and existing technologies being improved and extended.
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Technology teachers and education specialists from around the country collaborated to spell out, idea by idea and capability by capability, what students in kindergarten through twelfth grade should be learning about technology. Other experts, including engineers, curriculum specialists, and staff members from the National Science Foundation, reviewed Technology Content Standards and suggested changes and additions.
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To this end, Technology Content Standards emphasizes comprehension of the ~ elements that go into any technology. One of these elements, for example, is the design process, the main approach that engineers and others in technology use to create solutions to problems.
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Technology education must help students understand the concept oftrade-off-analysis (things that are neither right or wrong, just what we'll do until something better comes along, OR, the next product cycle (next year's g - . This design process can be applied to almost any sort of creation.
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From page 23... ...
This, along with the confidence and familiarity with technology that they acquire, prepares them to deal comfortably with almost any technological product, even those invented after they have left school. The Perhaps the most surprising message to emerge from Technology Content Standards surprising, at least, to those who have not themselves taught technology education classes - is the role technology education can play in students' learning of other subjects.
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From page 24... ...
In middle and high schools, by contrast, licensed technology education teachers should be entirely responsible for technology education; in the middle grades, much of the teaching about technology can be done in units taught by interdisciplinary teams, while in high school technology will most often be taught in stand-alone courses. Because of this increasing specialization, the practical difficulties to integrating technology education with other subjects become greater, but the payoffs are proportionately higher.
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From page 25... ...
They will already understand the basics of such things as the design process, and they will have a big picture of the field they are entering, allowing them to put the specialized knowledge they learn later into a broader context. But technological literacy is important for all students, even those who will not go into technological careers.
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From page 26... ...
But the political structure of the United States is very open, and regular citizens can - and generally do - shape technological issues through their legislators, through public hearings, and through court cases. Having a technologically literate citizenry may not guarantee that the best decisions are made on these knotty, contentious issues, but it certainly improves the odds.
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From page 27... ...
. I have many suggestions for improving Chapter 2, including shortening it considerably and making it more user-friendly in general; removing the negative tone of the "what technology content standards is not" section; and deleting some of the taller claims ("designed to offer complete coverage" -p.
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From page 28... ...
Can the concept of interrelated knowledge bases be communicated in a simpler way? Also, the bias toward the economic benefits of technological development is once again evident here.
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From page 29... ...
p. 5 1: Benchmark 2 on this page suffers from the "within, between" wording problem.
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From page 30... ...
Building a house is also quite an elaborate activity so maybe pitching a tent and planting a flower are better examples of simple technological activities. I noted in this chapter and elsewhere that many benchmarks lack examples.
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From page 31... ...
On the other hand, what is not brought across there but is certainly another cross-cutting theme suitable here is that every tool, structure, and system has a history in terms of its development but more so in terms of its uses and effects upon humans and the natural world. It may not be worthy of sustained attention but it should appear somewhere.
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From page 33... ...
o · ~ ~ In ~ ·= .~ ~ ~ ~ ~ =6 · - · ~ ce · ^ ~ ~ - ~ o ~ m ·^ ~ at .- :7^ =- ll i ll it -- ~ ·^ l He · ~ so · ~ - ^ 11 ~ o En 11 :' ·~- ~ o c~J^ ·= o (~]
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From page 34... ...
. Systems Thinking Design Process · Modeling Techniques · Optimization Techniques Communication Process · Management Process Discussion of technological systems such as transportation technologies can dealt with in chapter 7: "Designed World" The Structures theme is confusing.
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From page 35... ...
Page 30- Need an example for "common ideas used in different technological activities". Page 35- "Transportation is the movement of passengers and goods" as a benchmark is merely a definition.
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From page 36... ...
There is often redundancy, even within a given grade level, which unnecessarily inflates the number of Benchmarks. Also, some of the Benchmarks are not developmentally appropriate and others appear to be beyond what might be considered a level of"technological literacy." And third, the first two chapters of the document make it appear as though the entire burden of preparing a technologically literate society lies with the discipline of technology education.
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From page 37... ...
Since it refers to the impact the use of technology can have on the natural world, the ideas in the paragraph are more related to Standard 5, which is related to the environment. The Benchmarks will clearly have the greatest impact on future curricula so it is most important for them to convey developmentally appropriate concepts and/or abilities that fit into the "technological literacy" frame of reference.
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From page 38... ...
It is clear to me that the lack of making constant connections between the particular technology discussed and the science fundamentals which underlie it, has produced generations of students who think they know much more than is actually the case. The first twenty pages seem to be quite repetitive, and the content of the repeated phrases are often negative.
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From page 39... ...
Therefore, this reviewer looked for continuity from one grade level to the next among the benchmarks that addressed common themes. For example, the following benchmarks seem to address the positive and negative aspect of technology.
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From page 40... ...
This reviewer detected other instances where the flow of ideas was broken, diffused, or contradicted from one section of the standards to another and from one grade level to the next. Therefore, it might behoove the authors to make similar strings of ideas with the current standards and then address the following questions: · Do the key ideas in each benchmark build upon each other in a logical sequence that flows from concrete to abstract and from simple to complex?
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From page 41... ...
For example, several benchmarks under the history of technology targeted the evolutionary development of technology in the contexts of constructing shelter, producing food, manufacturing clothing, and communicating ideas. The central idea embedded in all these benchmarks is presented in the benchmark that states "Most technological development has been evolutionary as a result of refinements to basic inventions (innovations)
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From page 42... ...
591. Another dubious benchmark states "decisions to develop technology are often made by a relatively small number of people who may have a limited perspective" (p.
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From page 43... ...
The latest version of the standards provides lots of evidence that this quest for consensus has lead the TFAA Project to amass a medley of input regarding what students should know and be able to do under the auspices of technological literacy. Furthermore, the narrative clearly reflects the fact that project leaders have respected the diverse perspectives that they have gathered about the knowledge base that will serve the technological literacy needs of young people.
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From page 44... ...
84, 92, & 1 00) would benefit from somewhat more emphasis on why design is an important element in technological literacy for all students.
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From page 45... ...
This Standard brings a multidimensional and rich perspective to the entire Design chapter. This is an excellent standard.
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From page 46... ...
Design Process Standards 9 and 1 1 rely heavily on a clear definition of the engineering design process. Figure 5.1 is the definition presented for the engineering design process, but it needs some refinement.
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From page 47... ...
Elements of the Engineering Design Process Information Gathering Problem Definition Idea Generation Evaluation and Decision Making Implementation Near the bottom of page 95, the statement is made that "It is necessary to communicate the processes involved in making the design by telling others about the results." This is not true. The processes should be described to tell others about the processes used.
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From page 48... ...
While there are some mentions of design processes being iterative, there are no examples or prescribed learning experiences that reveals how cycles of design and learning are a natural part of finding and implementing the best design solution. One way of approaching this is to allow
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From page 49... ...
However, the elements are not well integrated and consistent - suggesting and appearing as if they are written by multiple authors. So if an instructor was to read just the specific section for their grade levels, the text selection will likely fail to communicate an accurate image of design and engineering.
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From page 50... ...
Finally, the procedures or steps of the design process are iterative, and they can be completed in any order. The designer can come up with a solution, test it to discover its shortcomings, and then redesign it, over and over again.
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From page 51... ...
The design process should instead be an iterative, or back-and-forth, process, one that allows the designer to explore different options in a pragmatic way, become independent decision makers. and learn to come fin with milltinlP solutions to a problem.
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From page 52... ...
Children at this age are creative, often demonstrating an uncanny ability to generate original solutions. Students need to be So use this creativity as they formulate their cram Finn In order to comprehend the attributes of design, students in grades K-2 should understand that · Everyone can design solutions to problems.
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From page 53... ...
In order to realize the afiribuies of design, students in grades 3-5 should understand that The design process helps l_solve technological problems. Identify the desired elements and features of a product or system.
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From page 54... ...
The design process typically occurs in teams where members contribute different kinds of ideas and expertise. Sometimes the results are physical, like houses, bridges, and appliances.
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From page 55... ...
· Redundancy is the practice of providing a system design with duplicate subsystems to provide alternatives in the case that one subsystem fails. Redundant systems, which are often viewed as costly and unnecessary, are vital in cases where human life is at stake.
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From page 56... ...
The class began by brainstorming possible design ideas as a group. They came up with note centers, pen holders, marker racks, computer disk bins, and other gift ideas.
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From page 57... ...
The design process involves considering how the designs will be developed, produced, maintained, managed, used, and assessed. As a result, multiple solutions are possible.
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From page 58... ...
Ergonomics considers the size and movement of the human body, mental attitudes and abilities, and senses, such as hearing, sight, taste, and touch. It also considers the type of surroundings that are the most pleasing and help people to become more productive.
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From page 59... ...
It is an iterative process, with various steps being repeated as many times as necessary. The components of an engineering design process are presented in Figure 5.
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From page 60... ...
In order to comprehend engineering design, students in grades K-2 should understand that The design process is a method of planning practical solutions to problems. · The design process includes identifying a problem, looking for ideas, developing solutions, and sharing solutions with others.
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From page 61... ...
In this communication process, students should describe not only what went well hilt ~1~n come of the mh~t~rl-c that Cheer encountered in their design process. _-~ ~In_ ~- ~ A~ ~v~ L110L L11~ In order to comprehend engineering design, sfuder~fs in grades 3-5 should undersfar'd foal · The design process involves defining a problem, generating ideas, selecting a solution, making it, and presenting the results.
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From page 62... ...
Inventions are new products or systems that are created, while innovations are the alteration or modification of a current product or system. The iterative nature of the design process also should continue to be reinforced at this grade level.
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From page 63... ...
Evaluation procedures range Mom visual inspection to actually operating and testing products and systems. Quality control is a planned process to ensure whether or not a procluct, service, or system is fit to use.
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From page 64... ...
. The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.
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From page 65... ...
Established design principles (e.g., flexibility, balance, function, and proportion) are used to evaluate existing designs, to collect data, and to guide the design process.
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From page 66... ...
Finally, the students learned to apply their printing skills and to work together to produce a usable product within a deadline.
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From page 67... ...
It must be reliable, safe, and have market appeal. Sometimes, questions about its value to society or notentin1 harm to the ~nvir~nm``nt millet he researched and addressed.
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From page 68... ...
Students may think that their ideas are unusual at first, but ultimately many of these ideas will lead them to new solutions. In order to be able to comprehends other problem solving approaches, studerlis in grades K-2 should understand that .
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From page 69... ...
Mr. Carter then engaged the class in a brainstorming session to come up with various methods that Mike Mulligan could use to get the steam shovel out of the hole.
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From page 70... ...
Invention and innovation are creative ways to solve problems. The process of experimentation, which is common in science, can also be used to solve technological problems.
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From page 71... ...
Su Ho assigned her class to read Pedro 's Journal, a novel by Pam Conrad. This book provided the backdrop to investigate different examples of navigational technology.
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From page 72... ...
Teamwork enables people to combine their different talents in order to solve a problem. I'z order to be able to comprehend other problem solving approaches, students in grades 6-8 should undersfand that ': There are different kinds of problem solving in addition to design.
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From page 73... ...
. Different kinds of problem solving require different abilities, knowledge, attitudes, and personalities.
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From page 74... ...
Students should also know that the different kinds of problem solving are applied in different situations, often at the same time. For example, sometimes troubleshooting is needed to get a prototype, which is typically thought to be a part of the design process, to work.
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From page 75... ...
. · Scientific inquiry is a set of interrelated processes used to acquire knowledge about the natural world, whereas technological problem solving focuses on the human-made world.
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From page 76... ...
to contribute to technological literacy. All the technological eggs should not be placed in one basket.
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From page 77... ...
But I suspect it is the result of an ends-means confusion. Having students carry out hands-on design activities is probably helpful, maybe even essential, for them to acquire an understanding of the design process, but it is understanding, for the most part, that they most need in life' not the ability to create, evaluate, test, and manage technological designs.
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My remarks below then should be read in the context of whether the proposed standards properly support the advocated approach (technology education classes)
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To Summarize . The Association does not make a case for the necessity of separate technology education classes.
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From page 80... ...
In Chapter 6 and in many cases throughout, I saw the same benchmarks repeated at two or more levels without differentiating the content for that benchmark at the various levels. For example, if students actually "get" the idea in grades K-2 that you should "identify problems" as a first step in the design process (p 1 12)
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From page 81... ...
Chapter 6 (the one on which I was to focus) Standard 11: "Apply Design Processes": Why is Standard 1 1 (Apply Design Processes)
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From page 82... ...
I suggest a careful editing of all standards and benchmark statements throughout for absolute clarity. Almost all references to tools and the design process (and most of the vignettes)
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From page 83... ...
While there is apparently wide support of the desirability of including technology content in schools, there are many impediments to its introduction. I believe that these impediments will be all the more difficult if "Technology Education" is treated as a discipline, and furthermore, somewhat arrogantly proclaimed as the great integrator.
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From page 84... ...
I would put a major effort into developing specific ties to existing standards in the traditional disciplines for which the sub-units are being proposed.
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From page 85... ...
Although I have made comments throughout the document for the writing team to consider, I will respond to your request regarding the Standards for the chapter on The Designed World. In my opinion Standards 14-21 provide an acceptable structure for studying the major systems of technology.
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From page 86... ...
At the high school level, students need to know that through communication technologies, distances between people and societies are reduced. Under Standard 1 9, transportation technologies, there is a need to bring to light that transportation is essential in moving products from producers to consumers, grades 3-5.
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From page 87... ...
These two areas are very important in the historical links of technology education to industrial arts. If they are not properly developed it may become even more difficult for this document to "lead the way" for many technology education teachers.
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From page 88... ...
In K-2 the benchmarks for the design process should also include a benchmark on the evaluation of the constructed design. 3-5 teachers felt the benchmarks identified all the steps they regularly use.
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From page 89... ...
Some of the ideas from Home themes could be covered here including the comparison of structures size, shape, etc. In elementary school I don't believe most schools/districts will be adding a new curriculum area but rather would incorporate the knowledge and processes with existing curricular areas.
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From page 90... ...
The description of the design process, with its emphasis on nonlinearity rather than detailed description of the figure (as in the last version) was much improved.
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From page 91... ...
Thus, some encyclopedias now provide references to Web sites to help students find good ones. Third, pornography.
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From page 92... ...
there are 'practical' course required for graduation. A technology education course would be an excellent candidate, and allow students to take something of substance instead of what is currently offered.
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