Board Policy Review: History of Technology Instruction/Viability and Validity

Board Policy Review: History of Technology Instruction/Viability and Validity

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Board Policy Review: History of Technology Instruction/Viability and Validity


The Board of School Directors set District policies upon recommendation from the Superintendent. Many policies have a set of procedures, which are approved by the Superintendent. Each policy and procedure is thoroughly reviewed by the appropriate staff before making any recommendations to the Superintendent or School Board.
BOARD POLICY
CURRICULUM DEVELOPMENT AND ADOPTION
The Board recognizes its responsibility for the monitoring and improvement of the educational program. In keeping with the Board's recognition of the need for ongoing curriculum review and improvement, the Superintendent shall develop and administer guidelines and procedures for a curriculum development and improvement process which:  
• is consistent with District goals;
• will establish a regular cycle for review, revision, development, adoption and implementation in all curricular areas;
• is based on student needs and evaluated by student performance;
• will ensure the participation of administrators, teachers, patrons and students, when appropriate, in the process;
• is consistent with state requirements and reflects community expectations, societal trends and workplace realities;
• provides for student performance data to be systematically collected, reported and used as a basis for future program improvements.  
At the beginning of each school year, the Superintendent shall advise the Board of any program changes that are planned for the year.  
The Board will review and adopt curriculum that is aligned with the California State Board of Education Requirements and identifies program outcomes, and student performance standards in each curricular area. Board-adopted curriculum shall be incorporated in classroom instruction in each school in the district. The instructional approaches for achieving the prescribed learning can be developed and modified within each school, consistent with adopted curriculum and the individual school improvement plan.  
Additions, deletions, or changes in course goals or sequence requires approval by the Curriculum Director and Superintendent, who shall inform the Board.
 
Legal References: RCW 28A.150.230–       School Directors accountable for proper
                                                                  operation of District
                            RCW 28A.330.100 (5) – Additional powers of Board
 
 Adopted:   June 26, 2003

I have interviewed Valorie Gorny, vice-president of our school board, on the development and adoption of technology curriculum and standards.

S.Bock – Mrs. Gorny can you give me some background on technology curriculum and adoption, and its

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123helpme.com/search.asp?text=viability">viability and validity.

V.Gorny – Over the past twenty years American education has seen many changes, and most notable have been those related to accountability and assessment. One aspect of these changes has been the movement toward more specified student learning outcomes. In discipline after discipline content standards have been developed outlining that which students should achieve as a result of their schooling. The field of technology education has been no exception. Early in the game, in the 1980’s standards for technology education programs were developed. These standards were not necessarily for student achievement. Then in the fall of 1994, the International Technology Education Association (ITEA) initiated the Technology for All Americans Project. This project received grant support from both the National Science Foundation (NSF) and NASA. Although the development of the various standards has been an important task, implementation becomes the critical next step if the standards are to ever reach fruition. The most well-conceived, quality-crafted standards do little good if they sit on the shelf unused.
A concern regarding the achievement of technological literacy for all Americans is that although technology education has been taught in schools for years, it has often been delivered as a single short course. In that context, there is limited opportunity for significantly influencing the technological literacy of the general public. Yet as the years have passed, technology has advanced at an exponential rate such that it now has a huge impact on life for almost every American. As a result, the citizens of the United States are somewhat handicapped by this heavy reliance upon, but lack of knowledge about, technology. Simultaneously, Trends in International Mathematics and Science Study (TIMSS) testing has revealed math and science achievement among youth in America does not compare well internationally. All of this contributes to a potentially weakened scenario in relation to maintaining the Nation’s quality of life, defense, and productivity (National Academy of Sciences, 2002).
In order to assess the American public’s views on technology education, several polls on the topic of technological literacy were conducted. The results of these polls further document the importance of technological literacy. In both national samplings, three-quarters of all respondents indicated they felt it was very important for people at all levels to develop some ability to understand and use technology, and that technology should be included in school curriculum(Rose, et al., 2004).
Change in education in America, due to its highly localized nature, can be slow, yet the goal of technological literacy for all Americans appears to be gaining in momentum. Although it may take some time to detect progress of the overall adult population enhanced K-12 student achievement will likely be demonstrated more quickly. This standards-based reform effort gives clear evidence of progress. As a school board member it is my responsibility to stay on top of the curriculum in this area especially because it is progressing at such an increased rate that the slow wheels of education reform need to be pushed a bit faster. Technology is the future and the future is here now!

References
National Academy of Sciences (2002), Technically Speaking: Why all Americans need to know more about technology. Washington DC: The National Academy Press.
Rose, Lowell and Dugger, William E., Jr. (2002) “ITEA/Gallup Poll Reveals What Americans Think About Technology,” Reston, VA: International Technology Education Association, March.
Russell, J.F. (2005) Evidence Related to Awareness, Adoption, and Implementation of the Standards for Technological Literacy: Content for the Study of Technology. URL: scholar.lib.vt.edu/ejournals/JOTS/v31/v31n1/pdf/russell.pdf
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