Etowah County Schools

Preparing Our Students for Their Future

2008 Alabama’s K-12 Technology Education Curriculum

General Introduction

Alabama students live in one of the most exciting and ever-changing times in human history, the “information age.”  Indeed, the information age may be as influential in directing the course of human advancement as was the industrial revolution.  As educators, we must ensure that our students are active participants during this time of phenomenal human progress.  Although technology is not a panacea for solving all instructional problems, it equips students with tools that have not existed in the past.  Technology offers students opportunities and possibilities that would not exist without it.  Alabama students should be at the forefront of exploring these technological opportunities and possibilities.

A technology-fluent student demonstrates basic technological operations and concepts; understands human, cultural, and societal issues related to technology; and utilizes technology productivity, communication, collaboration, research, and problem-solving skills.  Technology fluency for all Alabama students is the goal of Alabama’s K-12 Technology Education program.  The Alabama Course of Study:  Technology Education defines the minimum required content that students should know and be able to do to learn effectively and live productively in an increasingly digital world.  Content standards in this document are minimum and required as specified in the Code of Alabama (1975), §16-35-4.  They are fundamental but not exhaustive.  In developing local curriculum, school systems may include additional content standards to reflect local philosophies and add implementation guidelines, resources, and activities, which, by design, are not contained in this document.

The National Educational Technology Standards for Students:  The Next Generation produced by the ISTE has established technology fluency as a national goal, and it continues to be a goal for Alabama students.  Technology fluency enables students to use technology processes and products in everyday life to make informed decisions.  A solid foundation in technology helps students develop and strengthen many of the skills they use daily such as solving problems creatively, thinking critically, and working cooperatively in teams.  The technology-fluent person is more likely to face the challenges of a dynamic global society with confidence.  Moreover, the economic productivity of Alabama is linked to the technological requirements of the workforce.  To help students achieve technology fluency and make informed decisions, the K-12 Technology Education program places a renewed emphasis on the importance of authentic integration of technology every day in every grade and subject.

Alabama’s K-12 Technology Education Curriculum

Conceptual Framework

Technology fluency as depicted across the center of the globe on the conceptual framework graphic on page 3 is the overall goal of Alabama’s Technology Education curriculum.  The goal appears in a prominent position to reflect its importance in directing the structure and content of this course of study to ensure the best possible technology education program for all Alabama students.  Technology-fluent students are proficient in operating technology systems and in conducting research using digital tools.  In addition, they are able to use digital tools to solve real-world problems, collaborate with others, and create simulations.

The conceptual framework graphic succinctly summarizes the structure and goal of technology education in Alabama.  Links radiating from the highlighted state of Alabama represent a digital connection of Alabama’s students to other parts of the world.  The circuit board, serving as the background or the framework, is the foundation for all technology systems.  Likewise, the academic content standards in this course of study serve as the foundation for Alabama students to become technologically fluent.

To face the many challenges of a global society, Alabama students must be given every opportunity to achieve technology fluency.  The need for Alabama students to succeed in an increasingly digital world is represented by the global impression on the graphic representation of the conceptual framework.  The technology content standards are organized into six distinct strands—Technology Operations and Concepts; Digital Citizenship; Research and Information Fluency; Communication and Collaboration; Critical Thinking, Problem Solving, and Decision Making; and Creativity and Innovation.  These strands are symbolized in the conceptual framework on the flexible cable that wraps around the globe¯a symbol that represents the interconnectedness of the strands.  Just as cables are one or more fibers bound together with a common sheath, or for a common purpose, the strands represented in this document are bound together for the common goal of student achievement of technology fluency.  As it is often necessary for cables to be flexible, it is necessary to be flexible in teaching the content standards in this document, which by design are not listed in sequential order, but rather, grouped by strands.

Content standards build on each succeeding grade level, eliminating repetition from one grade or course to another.  For example, standards in the Creativity and Innovation strand progress from designing original works using digital tools in Grades K-2 and creating a product using digital tools in Grades 3-5 to using digital tools to generate new ideas, products, or processes in Grades 6-8, and creating an interactive, digital product using programming logic in the Computer Applications course.  Similar progressions are found in each of the other five strands.  While students achieve technology fluency at varying degrees throughout the grades, the content standards establish the minimum required content that all students should master.

The goal for the technology education curriculum is interwoven throughout the six strands of the technology education content standards.  The standards address each level of instruction with an increase in depth and rigor from the primary grades through high school.  This curriculum, when combined with effective instruction, enables students to achieve the overall goal for technology education in Alabama, technology fluency.

Position Statements

Keyboard Utilization

Students must be able to use computers and other technologies as tools for productivity and creativity.  In order for them to be productive, keyboarding skills emphasizing accuracy and technique must be introduced in Grades K-2 with keyboarding proficiency demonstrated by the completion of Grade 8.  Although new and emerging technology systems are not limited to the traditional computer keyboard, inadequate keyboarding skills may diminish a student’s ability to operate some technology systems.  Keyboarding is a kinesthetic skill acquired through systematic, repetitive instruction in touch-typing.  Therefore, sporadic access to a computer hinders the development of keyboarding skills.

Various levels of keyboard utilization are included in the Alabama Course of Study: Technology Education.  Local school systems are encouraged to use this document in designing and implementing a scope and sequence plan for appropriate skill development.

Global Awareness

It is essential that today’s students possess technology skills needed to compete in an increasingly competitive global marketplace marked by rapid change.  In order to become global citizens in a highly technological society, students must be given every opportunity to become technologically fluent.  The Alabama Course of Study: Technology Education document provides the foundation for students to acquire these skills.

Professional Development

Content standards in this course of study illustrate the need for well-trained, highly-qualified classroom teachers who design, develop, and facilitate effective learning in technology.  Skills required for mastering the rigor contained in these standards can most successfully be modeled for Alabama’s students by teachers who possess a strong technological foundation.  Local school systems should provide opportunities for ongoing professional development opportunities for all teachers.  In addition, teachers are encouraged to continue to update technology skills through active participation in local, state, and national technology organizations as well as serve as mentors to those new to the profession.  Alabama students deserve capable educators who have a deep and broad understanding of technology and who seek to continue their professional growth.

Local Waivers for the Computer Applications Course

Local education agencies (LEAs) may waive the required Computer Applications course for students if competencies outlined in the course are demonstrated to qualified staff.  If LEAs choose to waive the Computer Applications course, the LEAs should design and implement effective tools for assessing student proficiency in competencies outlined in the Alabama Course of Study: Technology Education document.  A comprehensive portfolio of digital works such as simulations and other projects may provide a meaningful assessment of these technology competencies.  Since change in technology occurs at such a rapid pace, technology fluency requires lifelong learning.  Therefore, LEAs are encouraged to offer higher-level technology courses for students demonstrating the competencies outlined in the Computer Applications course.  In this way, students have additional opportunities to expand technology knowledge and skills.

Cyber Safety

The Internet is an important educational resource that has become commonplace in America’s classrooms.  Teachers, when assigning Internet research, have the added responsibility of teaching cyber safety.  The Alabama Course of Study: Technology Education document provides cyber safety standards in each cluster that address protection of personal information and avoidance of online predators and cyberbullying.  LEAs should establish and strictly enforce local guidelines for Internet use by students.  With these guidelines in mind, students and teachers can make optimal use of technology in learning.

Equitable Access

Technology education offers powerful opportunities for reaching, motivating, and teaching all students in all grades.  Regardless of background or ability, all students deserve an opportunity to become technologically fluent.  Frequent and reliable access to current and emerging technologies and digital resources should be provided for ALL students in Alabama.

Integration of Technology

Alabama’s goal of technology fluency for every student necessitates seamless integration of technology and twenty-first century skills throughout the curricula.  The immersion of technology into the curriculum provides an engaging means for students to locate, assemble, and apply relevant information to make connections with essential knowledge.  Effectively integrating technology can extend learning beyond the classroom to ensure that all students achieve the technology fluency necessary to succeed in a global society.

Assessment