systematically to help to develop curriculum in the schools.
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We offer conference where teachers can come and learn new skills to help them teaching all the time.
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訪談內容 開放式登錄 We have two roles. One is to help professional
development for classroom teachers. The other is to help professional as a whole. One is political
obligation and the other is professional obligation.
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The standards are published by the CDE, so once they approve and we can get a copy for like 12 dollars from the Department of Education.
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訪談內容 開放式登錄 First, the term technology means different things to
different people. There is a difference in having a school technology plan, as all schools should have an industrial technology plan.
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Many people consider using a computer all the technology that is needed. But most schools have a requirement that students be required to take one or two classes in vocational education or industrial technology.
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As with all plans, it is best to try to meet the needs of the local community. It may be that the middle and high school only expose the students to a variety of the local industry needs by having semester courses available to introduce the students to what skills and knowledge would be needed.
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Students would then have to opportunity to continue more advanced classes at the high school, regional occupational centers, or community colleges.
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Developing the curriculum would depend on the type of course, whether it is to expose the students or to teach the skills and knowledge, or both and at what level.
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Many instructors bring their knowledge with them;
either from work experience or the college/university experience. As in the case of graphic arts, the
instructor may teach digital imaging, desktop
publishing, screen printing, offset printing, and even letterpress and intaglio methods of printing.
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It is rare to find the instructor that knows and has had experience in all aspects of the graphic arts. The state standards have just been written more broadly in this field so that which ever aspects of printing the
instructor knows, the standards can be used in a general manner.
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Industrial technology courses have fallen by the wayside in many schools. Principals of the schools generally have the choice of the courses to be taught.
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訪談內容 開放式登錄 Industrial technology courses are often expensive to
maintain and equip, and instructors have become difficult to find if replacement is needed or even to start up a course of instruction.
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Another aspect related to conflicts in curriculum is the academic testing and the need to raise test scores.
Schools are rated according to points given.
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Some ROP program coordinators are attempting to get the instructors to write into their instruction curriculum, how they include academic standards.
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Students are often required to take additional academic classes. Counselors often recommend additional academic classes for the college bound student as an additional incentive to get into colleges or universities.
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One of the solutions of industrial technology
curriculum that a handful of instructors have tried is to teach to the A–G academic university requirement and at the same time cover their course curriculum.
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Technology plans may be developed by the head of vocational education classes in a district or they may be developed by the school site person in charge of technology with input from the various instructors.
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Some districts like to keep the format similar with each school. Our school wrote a plan to be a digital high school. That was part of the technology plan so that we could receive additional state dollars.
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Our industrial technology plan was written by the administrator with the cooperation of the head person in the district in charge of the Regional Occupation Programs.
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Large sums of money may be allocated to schools through a grant called Perkins that are included in the industrial technology plan. Perkins is federal funding distributed through the states. Schools must articulate with community colleges where students can continue their technology education.
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There are other requirements about how the money can be spent and where the equipment goes if the program is closed. I was not involved with our technology plan.
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Only that I wanted to teach here. Diamond Ranch High School is a very futuristic looking school. It has been used in four Hollywood futuristic films. Google the school to get a view of the architecture. The architect has been awarded national recognition.
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First, it would be good to realize that the state has written the standards differently for each industry.
Some standards are more general and others are specific to professional standards used in the industry by the industry.
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Teachers also bring with them different skills and knowledge and may not teach all aspects of an industry.
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For example, in Graphic Arts, those on the committee that helped write the standards decided that there were so many specific areas of graphic arts, that projects and products could be designed, printed (manufactured) in a variety of ways and methods, that they wrote the standards using general terminology so that whatever curriculum the graphic arts instructor is teaching, he or she can use the standards.
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For example, one instructor may teach screen printing and offset printing. At another school, the instructor may teach desktop publishing and screen printing or offset printing.
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Regarding curriculum, more and more schools are teaching to standards. The curriculum may be generated from those standards, but often different schools used different standards. I know of a community college that uses GATF (Graphic Arts Technical Foundation) standards to teach to.
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訪談內容 開放式登錄 I know that some high schools, particularly in the
eastern United States, teach to the Print-Ed Certification standards. The Printing Industries Association of Southern works closely with the schools to collect and give paper to graphic arts instructors and hold competitions students can participate in.
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Instructors in other technologies, like the automotive field, may use the standards set up by industries to develop their curriculum. The state standards for that field may have adopted the industry standards.
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Once a school decides to have a program of industrial technology, and the instructor is in place, then the state standards can be looked at as well as the industry standards.
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Some schools are incorporating some of the academic standards as well. Which ever standard the instructor is teaching to, it should be written on the white board, the instruction should occur and at the end of the period, what was learned reviewed.
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As I stated before, I am not currently actually
following a standards based curriculum put out by the state. The current one is still being revised. I wrote my curriculum following the course Kimo Oades uses at UCLA to teach the students how to use the
software program Photoshop.
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All graphic artists must learn this program and the curriculum I use teaches 80% of the program. If a person can say they know 80% of a program, they can say they know that program and get hired.
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Of course graphic artists should also know a page layout program, like QuarkXpress or Adobe’s InDesign and a drawing program like Illustrator or Freehand, but there are many other avenues of learning for the graphic arts student.
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I have standards written that I used in the past and the standard that was used by the state is in parenthesis to identify it. I can fax them to you if you send me your FAX number. If you would like to came visit, see the lab, get my lessons for Photoshop and the standards that were listed for each level of graphics that I taught, please call and come visit, or as I said, I can FAX them to you.
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If you know what the standard is in technology, and you know what you are teaching or you know your technology, you should be able to write a lesson plan.
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I start with the objective. What is the student given?
Then list the activities step by step. The conclusion will be what each student will do to be evaluated and how they will be evaluated. You can see that on my lesson plan.
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I took notes from what the instructor Kimo was saying and demonstrated. From my notes, I wrote each lesson. If I did not send you the complete course and all 13 lessons, I could if that will help.
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Some schools follow industry standards. For example, in the automotive field or printing industry, it may be a standard that each student will do something like change the brake pads or design and print a two color advertisement. Each step would have to be written depending on how exact the standard is written.
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Some standards are written specific with
requirements, like what the tolerances are for an adjustment. Some standards are more general and you can teach to it by lecture or demonstration or
depending on what the student has to know to meet the standard.
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I don’t know if any one teacher has actually written curriculum for a complete set of standards. I think I could, but it may already exist from some companies.
We are just now in the state setting up to write the curriculum for our just released standards.
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訪談內容 開放式登錄 The standard-based reform in technology education in
California helps technology instructors fit into the mold with what the rest of the academic world now has to do. Only thing is, we in technology have had standards and curriculum that we have been teaching to for a long time and the standards have been issued about every ten years.
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訪談內容 開放式登錄 Being the only educator in our district with a clear
single-subject credential in Industrial and Technology Education, I feel it is very important that I take an active roll in the planning of technology curriculum.
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I’m the only teacher of Industrial and Technology Education at our school and therefore I’m responsible for all of the lesson plans for my 6th, 7th, and 8th grade classes. I currently teach in the areas of: (1) Building Trades and Construction; (2) Energy and Utilities; (3) Engineering and Design; (4)
Manufacturing and Product Development; (5) Transportation.
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These are the new ‘cluster’ names used in the newly adopted California Career Technical Education Model Curriculum Standards. All of my curriculum is currently being updated with these standards.
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My curriculum is developed in several different ways.
Some of the curriculum has been created by other technology education teachers in the state of
California. Some of it has been modified to meet my/students needs. Other curriculum was
purchased/modified to meet my/students needs.
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Lastly, I developed curriculum as: (1) Student
need/interest level; (2) Standards based; (3) Content developed around standards; (4) Assessment; (5) Revise as needed.
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There are parts of my curriculum that are ‘whole class’ activities (everyone does them). Others, I let the students choose.
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Some of the curriculum is based on the integrated performance activity which Teri Tsosie and I have been training teacher’s on how to write them for the California Industrial Technology Education
Consortium (CITEC).
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Here is an example of my Global Positioning Satellite curriculum. It is not the entire unit, but it will give you an idea of the integrated performance activity format.
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訪談內容 開放式登錄 Design Brief
Ultimate Television is producing a new reality
television program in which contestants are placed in the wilderness and race to get home with a minimal amount of supplies. Fortunately, the producers have included a portable GPS. They know that your class has been studying GPS, and they need your help to test out the advantages of GPS tracking. They would like you and your classmates to research different routes to get from their starting points to a base station. Your challenge is to design a route (of varying difficulty) from which the contestants must navigate. Ultimate Television executives expect their new wilderness show to be the number one program in their time slot in the Nielson ratings.
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Design Problem
Design a route that contains a variety of challenges to get from a drop-off location to the trailhead.
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Research/Historical References
Research the history of exploration through the use of astrolabes, cartography, topography and GPS. How do explorers use sextants, geographic maps,
topographic maps and GPS to find out a specific location on earth? Notice the common terminology used within the various modes of navigational tools.
You will need to use the Internet, books, various maps, topographic software and GPS manuals to research your problem. Garmin and Magellan both have websites for information.
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Materials
• GPS receiver
• Ruler and pencil
• Topographic software (platform compatible)
• Paper
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Criteria
1. You must develop 3 different routes that include waypoint lists and elevation profiles of your routes.
Your final route choice must be labeled (as such).
2. Your routes must be navigable.
3. Your routes must contain at least one large body of water (lake).
4. Your route must cross a stream/river (at a suitable location (no rapids, waterfalls).
5. Your route must allow for contestants being able to carry a team member a distance of 1,000 feet with no more than a 20 foot elevation change.
6. Your routes may not exceed a slope of 45 degrees.
7. Your routes must contain at least 10 waypoints.
Waypoint worksheet must be complete.
8. You must upload your waypoint list to the GPS unit.
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Communicate and Present
Ultimate Television executives (your classmates) will be evaluating your routes to see if they will be
suitable for television. You are to explain all three designs and explain why you chose your final route choice and what geographic challenges the
contestants must face.
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Evaluation Rubric
Three routes with waypoints and elevation profiles 10...9...8...7...6...5...4...3...2...1...0
Navigable route
10...9...8...7...6...5...4...3...2...1...0 Large body of water
10...9...8...7...6...5...4...3...2...1...0 Stream/River crossing
10...9...8...7...6...5...4...3...2...1...0 1000 foot/20 foot carry
10...9...8...7...6...5...4...3...2...1...0 Slope of less than 45 degrees 10...9...8...7...6...5...4...3...2...1...0 Ten waypoints/Worksheet
10...9...8...7...6...5...4...3...2...1...0 Uploaded Waypoints to GPS unit 10...9...8...7...6...5...4...3...2...1...0
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訪談內容 開放式登錄 Procedure
Step 1: Ask the CEO of Ultimate Television (your instructor) for the drop off location and trailhead of your challenge.
Step 2: Using topographic software provided, select the appropriate CD for the quad you’re using and print out a 7.5 minute map of the area with the trailhead CENTERED in the print area.
Step 3: Using a different colored pen for each of your routes, draw in your three routes. Remember to use the criteria/limitations given. Select your final route and return to the CEO for approval of your route before moving onto step 4.
Step 4: Using the topographic software set to 7.5 minutes, CENTER your final route. Next, locate and label your ten waypoints. Remember that waypoints are usually positioned at locations that are of
significance (examples: points of interest, water, change of route direction). Use the criteria/limitations of your problem for possible selections.
Step 5: Fill in Waypoint Worksheet.
Step 6: Using the mouse, trace over your route using the distance tool. Be patient and follow your route carefully.
Step 7: Using the profile tool, create a route profile of your final route.
Step 8: Print out your final path and profile and turn it in to the CEO for review.
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Standards 3.4 Technology
Students within the Energy and Utilities cluster understand the various contemporary and emerging technological resources (SCANS).
3.5 Problem Solving and Critical Thinking Students within the Energy and Utilities cluster
understand the use of alternative solutions in problem solving.
3.6 Health, Safety, and Environmental Management Students within the Energy and Utilities cluster understand procedures and regulations related to health and safety practices, policies, equipment and hazardous material handling.
3.9 Leadership and Teamwork
Students within the Energy and Utilities cluster students understand effective leadership styles, key concepts of group dynamics, team and individual decision-making, and conflict resolution.
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Industrial and Technology Education has only had draft standards. It was in May 2005 that the State Board of Education finally adopted the current standards.
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Although many things were omitted from the document, it is a starting point.
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Technology educators in the state have always used standards as a base for their curriculum. Our current standards introduction sums up our role as educators pretty well.
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訪談內容 開放式登錄
“Industrial and Technology Education (ITE) prepares kindergarten-through-university students for
successful transition to the workforce and participation in the home, community, and
post-secondary education. Students in ITE programs today are mastering curricula featuring basic
scientific principles, mathematical concepts, and communication skills in the career pathways of building trades and construction technology,
engineering and design technology, manufacturing and product development technology, transportation technology, and energy and utilities technology”.
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訪談內容 開放式登錄 We sat down with a committee that is for both
Technology Education as well as Educational technology. Our Ed Tech plan is online and posted and somewhat includes our tech ed program.
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As far as just for Tech Ed. We have newly drafted state standards, (I don’t have them posted on my website yet but will be within the month) I looked through those standards and tried to have each grade level in middles school touch upon a minimum of four standards a year.
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I have my curriculum outline online, it needs to be updated a bit but for the most part it is correct. As a teacher I think you need to sit down and figure out what activities you will have students do to learn the standards.
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I tried teaching the complete 10 day rotation lab where every 10 days students would rotate to another technology unit. I found that this gave me undesirable results. Students quality and pride in their work
diminished.
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So I no longer teach in a “traditional modular”
approach. Yes my students do rotate through
technology units but work in teams, sometime of four instead of two. Each unit is given to them as a design brief with a real life problem to solve.
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I have been going around the state helping teachers develop curriculum to our new standards. This new curriculum is what we call Integrated Performance Activities. You can find them online @
hbcsd.org/citec/ipa.htm
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This is just the beginning, I am working on updating these and going to be posting the updates soon. We also have about 10 more to post online, they are being field tested right now.
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訪談內容 開放式登錄 Students also must complete a homework assignment
1 a week. It also is given to them in the form of a design brief. They must complete the entire task at home and bring it in each week with a log or journal stating how they solved the problem, showing
sketches and research.
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For our elementary classes that incorporate tech ed it is optional but they have been trained in 5 areas of
For our elementary classes that incorporate tech ed it is optional but they have been trained in 5 areas of