Technology Standards Handout: Critique & Stengths and Weaknesses

Critique of the NJCCCS for Technology:

The Core Curriculum Content Standards in Computer and Technology Literacy foster curriculum development by providing teachers a foundation of what is expected to be taught and the various grade levels. The curriculum outlines a wide variety of topics that should be taught by the end of grades four, eight, and twelfth. Each of the topics has progress indicators that help guide through the core themes. Some of the core themes of the standards are:
1. Basic PC Usage (Keyboarding & Operating Systems)
2. Understanding the Impact of Technology on Society Through Different Designs and Systems (Ex: Medicine, Agriculture, Energy etc.)
3. Solving Problems Through Technology


Strengths of the Content Standards:

One of the strength of the curriculum is it allows the teacher their own independent implementation of how to teach the curriculum to their students. The curriculum is broad which allows teachers to implement and teach to their personal strengths in knowledge. Besides that, some other strengths of the technology curriculum are:
1. Skills and concepts are continuously built from one grade level to the next
2. Targets useful and real life skills that are applicable to daily life
3. User friendly—only two standards in total

Weaknesses of the Content Standards:

Some weaknesses in the technology curriculum at times it can be very “wordy” and hard to follow (using vague language such as appropriate and adequate). The curriculum is very broad and can be easily misinterpreted without a clear direction. Because it so broad, students from different school districts could be learning completely different educational themes from one another without a cohesive and more detailed outline for the teachers to follow. Other weaknesses also include the following:
1. Don’t consider advantages technology has for students with special needs
2. Has vague goals for students (partly because the standards are so broad)

Technology Standards Handout: Skills, Knowledge, and Dispositions

The Targeted Skills Set of the NJCCCS for Technology:

The NJCCCS focuses on building upon some of the basic technological skill sets so that the student will be able to apply the skills they possess towards solving problems in the real world. Some of these skills include, but are not limited to:
1. Keyboarding
2. Computer Literacy
3.. Information-Gathering
4. Information-Organizing
5. Problem Solving

The Knowledge Acquired Through the NJCCS for Technology:

The NJCCCS for technology exposes students to a wide range of knowledge that is critically important because it is cross curricular and also essential towards molding students into becoming functioning members of a complex society. One of the most important areas of knowledge that the standards introduces to the students is determining the credibility of sources of information. Here, students utilize their skills in analyzing and interpreting data in order to determine whether sources of information can be deemed credible or not. Furthermore, the NJCCCS also develops a knowledge and understanding in the area of plagiarism and looks to make students more aware of what plagiarism is, and how to effectively avoid it in their writing assignments and projects.


The Dispositions Fostered Through the Technology Standards:

The NJCCCS for technology fosters dispositions that seek to engage students in utilizing proper etiquette when using technology. The etiquette consists of recognizing some of the set values and beliefs that have been accepted by society when people interact with one another. The NJCCCS for technology recognize that these norms which include being respectful and courteous should also be practiced when people communicate via using technology as well. Furthermore, the NJCCCS stresses to students that they maintain a code of ethics and not violate any copyright laws through plagiarism, that they exercise proper judgment in selecting sources of information that are credible, and that they give credit to those whom they are obtaining information from.

Technology Standards Handout: Summary, Outside Resources, and Curriculum Development

About the NJCCCS for Technology:

The NJCCCS recognizes that the field of technology is a multifaceted and that it is evolving at an amazing rate in terms of the advancements of current fields as well as in the creation of new technologies. With that in mind, the core content standards for this field aim to have the learner possess a basic understanding of technology concepts and be comfortable with the application of technology so that they may be capable of functioning in today’s complex society. Furthermore, the NJCCCS for technology stride to make the students become informed and productive members of society for the future.

Some Resources for Further Development and Understanding of the Technology Standards:

1. Britton, E., De Long-Cotty, B. Levenson, T. (2005). Bringing technology education into k-8 classrooms. Thousand Oaks, CA: Corwin Press.
2. Butler-Pascoe, M, & Wilburg, K (2003). Technology and Teaching English Language Learners.Boston: Allyn & Bacon.
3. Cummins, J, Brown, K, & Sayers, D (2006). Literacy, Technology, & Diversity: Teaching for Success in Changing Times. Boston: Allyn & Bacon.\
4. Fitzgerald, M. (April 2007). Write Right!: Owner’s Manual Project Develops Communication Skills. Tech Directions. 66(9); 14-18.
5. Moye, Johnny J. Dec 2007-Jan 2008 Teaching Technology--It Couldn't Get Any Better! , v67 n4 p22-26.
6. Reeve, E.M. (Feb 2006). Implementing a New Middle School Course into Your Technology Education Program: Invention and Innovation. Technology Teacher, 65(5), 25-28.



Curriculum Development: How do the standards foster it?

Standard 8.1 (Technology Literacy) focuses on computer and information literacy, which is done through building upon the knowledge and application of some basic computing skills such as keyboarding and mastering usage of computer software programs found in Microsoft Office (Excel, PowerPoint etc.) The essential goal of Standard 8.1 is to ensure that students will be able to apply the knowledge of basic technology skills to effectively solve problems. Therefore, the curriculum continues to grow and expand as the students progress from grade level to grade level.

Standard 8.2 (Technology Education) looks to develop a student’s understanding of the nature and the impact that technology has on their surrounding world. In doing so, it is the goal of Standard 8.2 to continue to build upon the skills that are necessary to be able to function in the diverse world in which we live in today. As a result, students will gain a better understanding of how to effectively solve problems utilizing technology because they have grasped the concept of just how important of a role technology can have on multifaceted design systems ranging from fields of medicine, education, energy, and the environment.
As time evolves, the field of technology only improves and expands. Keeping that in mind, it is paramount that the state of New Jersey constantly revisits and revises the goals for its standards so that its teachers and students are better prepared for what lies ahead of them in the future.

Reflection of New Teacher Project

Looking at other posts from the class and within my group, it's easy to agree with the majority of the class in saying that at the start of this project, I didn't understand what UBD was, or why it was even appropriate to be implemented in curriculum and lesson designs. In retrospect though, as the class has evolved throughout the semester, the "big picture" so to speak has become much clearer for me.

Working backwards, and starting with what our goals are for our students (or teachers in the case of this project) makes a great deal of sense. In teaching history, I often do the same thing, in starting with the result or outcome of a certain world conflict (say The Crusades for example) and figuring out the reasons why things ended up the way that we did. Going back to this project, I feel as though our group worked really well together. Even though there were certain people that were responsible for putting together one part, I feel that our group really collaborated well together in creating each part or step of the process together. Everyone's ideas were heard, and so unlike many other group projects that I've been a part of, this was one of the only ones where it was actually a total group effort.

Professional development, as we all know since we are all a part of this graduate program, is paramount in preparing and improving teachers so that we can continue to help each other and reach our students. Knowing this, it is important that each district has a sound professional development program in place for novice teachers to provide them with a support system in answering any questions that they may have and in guiding them in the right direction within the scope of the teaching profession. More districts, mine in particular, need to reflect on what it is that they are doing for their novice teachers in giving them the support that they need, because I feel as though even though there are things being done, that there could be a whole lot more done in terms of truly helping and reaching these teachers. The UBD format and process is one that I feel works because it is a clear, concise, and organized approach that covers all facets of the teaching experience. Whenever I do decide to become an administrator, I will definitely think back to the work that was done on this project because I feel that many of the ideas that people have are things that need to be implemented to help out our novice teachers.

State Testing

As the weather gets warmer, and the flowers and trees start to bloom and blossom, it can only mean one thing...no not that spring is here, but rather, it's time for the state's standardized testing again! Each year, courtesy of our current President's administration, our students are subjected to take 3-4 days of testing that looks to gauge whether our students can read, write, and do math & science "on grade level". These "high stakes tests" are a way of our federal government saying two things:

1. Here are the problems with our public education system

2. Here are the ways our teachers are failing our students

In essence, these tests, which are designed by people who know nothing about teaching, or who have been out of the classroom for years, prove absolutely nothing but that we can bore our students to tears. They prove that our students can read and comprehend a story about dolphins, that they can't create a story based on a picture prompt - all things I know that are applicable to what they will have to do when the reach the real world. I'm sure that when Joey goes on his first real job interview, his future employer is going to ask him a question to see whether or not he can create a story based on a picture that he shows him. What do these tests teacher our students? The answer, NOTHING.

Blame Nobody, Expect Nothing, Do Something

This is the sign that I posted in my classroom just a few weeks ago. My students pretty much live their lives by the complete opposite of what this sign intends to do. All too often, when they don't get their way in terms of the grade they received on a particular assignment, or for my baseball players, the fact that they aren't receiving as much playing time as they would like, they immediately make excuses and point the finger at anyone but themselves. Moreover, probably because I work in an affluent district, many of my students and baseball players have never really had to work for very much in their lives. Because they have money, their parents have always taken care of things and handed them everything that they've ever gotten.

For these reasons, I spent about the first ten minutes of class the other day going over the meaning of this sign that I posted in the front of my classroom, as well as the reasons as to why I posted it. These kids need to come to an understanding that they themselves need to stop blaming other people for their problems, and that they need to start to take responsibility for their own actions. Furthermore, they also need to stop expecting people to spoon feed them and hand them everything that they have in their lives. Most importantly though, the work ethic that these kids has is pathetic. Nobody wants to work hard for anything anymore, they just expect things to get taken care of for them or be handed to them. For this reason, they need to stop expecting things like this to happen for them, and need to start helping themselves by actually doing something to help themselves.

I have had the privilege of working with a veteran math teacher of 37 years who recently announced that he is going to retire at the end of this school year. Keeping in mind the sign in my classroom, I was interested to see what his take was on things so I asked him what the biggest difference was between the kids who are currently in his class now as opposed to the kids he had in his class during his very first year of teaching. His response, "every single one of them was a good student back then". I knew immediately what he meant by that, and it was not that they were necessarily smarter than the kids of today, but that back then, all of his students, bright or not, worked hard so that they were good students. Kids these days don't have that type of desire and competitive spirit in them, and it only makes me worry about what the future has to offer for many of these spoiled and lazy kids.

Assessments

"Is this going to be on the test?", is by far one of the most common questions asked in classrooms throughout America. One of my most revered and respected professors in college once said, "assessment drives learning", and I find that it is so true. Unless students are going to be held accountable for the material that is being covered in class, they simply aren't going to care to retain the knowledge that we as educators are trying to instill into the minds of our students.

As teachers, I think that many of us rely on the most traditional form of assessing student knowledge which is by giving them tests and quizzes. On these forms of assessments, you can often find questions like true/false and multiple choice - questions that aim at lower level thinking skills. I didn't realize this early on in my career until one day one of my colleagues pointed out to me that these questions weren't really doing the students any good. What in life, besides some menus at restaurants, are formatted similar to multiple choice or true/false questions? Out in the real world, bosses don't pop into their subordinates offices and ask them true/false questions, so then why do we as teachers ask our students these types of questions? In my mind, we shouldn't, particularly because each year, our student's ability to read and write appears to have a huge drop off. Therefore as much as students don't like it, and as time consuming as it is for us as teachers to read and grade their writing, we need to continue to build upon these critical skills. Things like text messaging and "iming" have ruined our students ability to read and write the proper way, so they desperately need to be broken of these habits - and the only way to do so is to make them accountable and write!

Lastly, I agree with UBD in that authentic assessments are a necessity. It challenges our students to "think outside the box" when we do things like projects instead of the traditional tests. It is also important to provide these students with a choice, because as well all know, everyone learns differently.

Enduring Understandings

One of the most rewarding things for a teacher to experience is when you can actually see the moment your students begin to understand a concept that you are trying to teach them. It can become very trying to get your students to reach that pivotal point in the learning process, and thus it is important to acknowledge that there are a number of different ways to get there. I have and always will be against the traditional method used to gauge understanding and learning which is by "testing" our students. Most tests don't even begin to assess whether the students are understanding something, which is why I have done away with all forms of multiple choice, true/false, and fill-in type questions for my students. Life doesn't work this way, so why are we making our students?

Yet I have found in my experience as a teacher that most students don't really care to understand. They only want to know what to do to get an "A" in the class. "Is this going to be on the test?" - has to be by far my greatest pet peeve question asked by students. Students are this way because sadly, their teachers made them like that. And most of us teach the way that we do because that is how we were taught. The system is breaking down as time goes by and unless ALL of the teachers get on board with changing the way they look to teach and assess understanding, it will only continue to be this way.

The Ubd readings went into a number of different positions about understanding and how we can get our students to reach that point. Each facet has its own level of importance on the different types of ways that we can get our students to understand. The hurdle in this process is finding ways for our students to reach these levels, and then coming up with creative ways to assess their understanding. Authentic assessments, such as projects, debates, skits etc., are just some examples of things that I do in my classroom to gauge the level of understanding of my students. On quizzes, I always give my civics students real life situations to see if they cannot only understand the laws that we discuss but to also see whether or not they are being applied correctly. Unless we change the way that we teach and assess, we will never even begin to change the way that our students think and understand.

Novice Teacher

In order to begin to "understand" the characteristics of a successful novice teacher, I think that it's important to differentiate between a novice teacher and a "master" teacher. Personally, it's my own belief that there really is no such thing as a "master" teacher, because to me, someone who is a master possesses now flaws whatsoever. Tiger Woods may be the greatest golfer ever to play the game, but he doesn't win every single tournament that he enters. Even when he shoots a great round of golf, he always keeps himself grounded by recognizing that his game had flaws in it and that he has to continually work hard in order to improve.

As teachers, I think that it important to understand that even the most experienced and well-rounded teachers are still novice in their own way. If they have settled in and become satisfied with their instructional methods in the classroom, even if they are successful in their own way, they still aren't "master" teachers. Whether in your first or your 30th year of teaching, we can always continue to grow and become better. Therefore, I feel that these following characteristics best embody a successful novice teacher (no matter what level of experience they may have):

• Eager to learn and grow (in terms of their content knowledge and pedagogical skills)
• Hard-working
• Passionate about learning and teaching
• Patient
• Risk-taking
• Willing to accept failure
• Humble

Clearly there are more characteristics that can be attributed to a successful novice teacher, but I feel these characteristics do a good job of capturing the most important quality of a novice teacher which is the never ending quest to continue to improve upon their craft.

What is curriculum? Who should design it? Who should control it?

What is curriculum?

To me, curriculum can have many different meanings. In actuality, curriculum is supposed to be a guide for the teacher on how they can approach the subject matter in the content area that they are teaching. In this setting, when constructed appropriately, it should provide teachers with learning objectives and goals that they have for their students, as well as a variety of ways that these goals can be assessed and measured. In reality, most curriculum is completely useless. My own personal curriculum is an outdated piece of dribble that is essentially a vague list of the different sections outlined in the textbook. This type of curriculum, to which most teachers are exposed to, does nothing to provide practical or even useful learning objectives for the students, nor does it pose any way for the teacher to assess whether the students are understanding the material they are being taught.

Who should design curriculum?

Well, people who shouldn't design curriculum are politicians and or people who don't know and understand the logistics of being in a school setting or a classroom. Sadly, the reality is that much of the curriculum in our public schools is designed or at least greatly influenced by these types of people. Therefore, it would only make sense that the people who design curriculum are the stakeholders involved in the educational process. Who are they? The teachers, administrators, the students, and even the parents. It is important to weigh the opinion of the students in developing curriculum because they are the ones who can truly give an indication as to whether the design is working or not.

Who should control curriculum?

The ones who should possess the control over curriculum are very similar to those who design it as well. Clearly the teachers and administrators should be involved in this process again, and to a certain extent, so should the state. Each party should ensure that the curriculum is measuring student learning and understanding in accordance to not only the state standards but also to the learning goals and objectives that have been established by those who design the curriculum.

Designing, Understanding Designing, and Politics?

I wonder....how can the three things all be mentioned in the same sentence? For starters, as mentioned in both the UBD and SBD readings, in order for one to design curriculum, you have to start with a desired end result first. All too often though, we see that teachers, particularly some of my closest colleagues, often just push through the material so that they have covered it and can say that they are adhering to the curriculum. Teachers like this aren't concerned with the end result...the big picture, which says "do the students understand the material that is being covered in class?" Instead, these "coverage" teachers push through the material without ever really coming up with a genuine form of assessing their student's understanding of the material because they are too concerned with keeping up with the curriculum and staying aligned with their time schedule.

I loathe these types of teachers, and I can see that the kids do too. My one colleague who teaches the same exact thing as me is "way ahead" of me according to the curriculum because all he does is simply take out the textbook, read aloud, and then pass out dittos. Where is the creativity in that? Where is the engagement in the material that you are covering? With history (my content field) the kids won't care anything about the material that you are covereing unless you can somehow relate it to today or to their lives. Although I often admit that this is difficult to do all the time, it certainly doesn't mean that this path of teaching should be avoided at all costs as this one particular colleague of mine seems to do. For him, the curriculum drives him to teach a certain way. For me, it's more of a guide. My curriculum was last updated in 1999, so its needless to say that it is outdated. Sure there are some good ideas in there, but there are also many things that I myself have just completely scrapped because they are outdated. Kids today are constantly changing, and the way that they understand things and can relate to things around them is also changing as well. Therefore, we need to always constantly adapt and update our teaching methods and the way that we implement the curriculum in our classrooms in order to keep up with the kids and give them any sense of justice about how they are going to be educated.

Shifting gears for just a minute, my one thought about the UBD template is that it is nice, but it also looks incredibly time consuming. I've got a million and one things going on in a single day, night, weekend etc., and I really would like to bring into question just how long a process such as this one would truly take. I agree in utilizing the technique of "working backwards" and starting off witih identifying a desired result first. Each day when I figure out my lesson plan, it is my learning objectives and how I am going to get my students to reach and accomplish these goals that I have set up for them that drives me to focus on how I will conduct that particular lesson on that day. I also like using the concept of essential questions. Whenever I start a new unit, I always put a few questions up on the board that by the time we reach the end of the unit, we will have come to answer. When we finish the unit, we revisit the questions.

My final thought will go towards politics and education. I'm a firm believer that the political involvement in the field of education has come to handicap us as educators, and has turned our students into robots. I do think that it is important to assess the students' knowledge and skills in reading and writing, but let their teachers, the ones that are in the trenches with them everyday do this, not some "suit" up on capitol hill, or someone or works for the department of education that may have never sniffed the inside of a classroom. I don't go into their office and tell them how to do their job, and so, they shouldn't do the same to me and my students. Likewise, those who design the curriculum should be the very ones who get to implement it in their classroom. If I have no stake in what I am teaching because I did not have a hand in the process of designing it, then whose to that I even know how to implement it properly, or that I even care to do it the way that it was designed for me to do? The system is backwards, and has been for quite some time. As I say to my students all the time, how many things in life are multiple choice? My retort back to them is that only the dollar menu as McDonalds is, which is why I never use any sort of multiple choice questions on any of my assessments. Ironically, our standarized tests do! Go figure.

My Personal Mission

Unlike my school district, I don't have a lofty mission statement about unrealistic goals that most of my students will never be capable of reaching. In the beginning of the school year, I let my students know that when they leave my class at the end of the year, that I am not concerned with whether they learned anything about history whatsoever. Dates, facts, names...they are honestly all garbage. Unless they want to become a historian, what is the overall purpose in them memorizing useless information. My mission is to take this so-called, "useless information", and to find creative ways for my students to apply it to everyday life. I also want to build upon the skills that my students will need to utilize in order to be successful in life. One day, when they are older and have a job, they will undoubtedly feel as if they are underpaid and deserve a raise. If they just walk into their bosses office and say, "I want a raise", their boss will unequivocally retort back at them with the looming question as to why they deserve one. One of my overarching goals as a teacher then is to teach my students how they can use factual information to support their answers (or reasoning) so that they can explain why certain things are they way they are. To one day, be able to walk into their bosses office and say, "I deserve a raise because....". Other than that, my other goal is to ensure that my students become more cognizant of the world around them so that they may evolve as positive citizens who can contribute something beneficial for others in our society.