STANDARD 8.2 (TECHNOLOGY EDUCATION) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE NATURE AND IMPACT OF TECHNOLOGY, ENGINEERING, TECHNOLOGICAL DESIGN, AND THE DESIGNED WORLD AS THEY RELATE TO THE INDIVIDUAL, SOCIETY, AND THE ENVIRONMENT.

 

Descriptive Statement: The following indicators are based on the Standards for Technological Literacy (STL, 2000) and support the National Academy of Engineering’s (2002) call for students to gain technological literacy. Students will be expected to understand the various facets of technology and the design process. They will analyze and evaluate design options and then apply the design process to solve problems. A systems perspective is employed to emphasize the interconnectedness of all knowledge and the impact of technology and technological change. Students will be expected to use technology as it applies to physical systems, biological systems, and information and communication systems. The intent at the elementary and middle school levels is that all students develop technological literacy and are prepared for the option of further study in the field of technology education. At the elementary level, the foundation for technology education is found in the science standards, particularly standards 5.2 and 5.4.

 

Cumulative Progress Indicators

 

By the end of Grade 4, students will:

 

A. Nature and Impact of Technology

            Refer to Science Standards 5.2 and 5.4.

 

B.     Design Process and Impact Assessment

            Refer to Science Standards 5.2 and 5.4.

 

C.     Systems in the Designed World

            Refer to Science Standards 5.2 and 5.4

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: 

 

A.     Nature and Impact of Technology

 1.         Describe the nature of technology and the consequences of technological activity.

 2.         Describe how components of a technological product, system, or environment interact.

 3.         Describe how one technological innovation can be applied to solve another human problem that enhances human life or extends human capability.

 4.         Describe how technological activity has an affect on economic development, political actions, and cultural change.

 5.         Explain the cultural and societal effects resulting from the dramatic increases of knowledge and information available today.

 

B.     Design Process and Impact Assessment

 1.         Demonstrate and explain how the design process is not linear.

 2.         Use hands on activities to analyze products and systems to determine how the design process was applied to create the solution.

 3.         Identify a technological problem and use the design process to create an appropriate solution.

 4.         Describe how variations in resources can affect solutions to a technological problem.

 5.         Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a technological product, system or environment.

 

C.     Systems in the Designed World

 1.         Explain technological advances in medical, agricultural, energy and power, information and communication, transportation, manufacturing, and construction technologies.

 2.         Explain reasons why human-designed systems, products, and environments need to be monitored, maintained, and improved to ensure safety, quality, cost efficiency, and sustainability.

 3.         Explain the functions and interdependence of subsystems such as waste disposal, water purification, electrical, structural, safety, climatic control, and communication.

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students electing courses in technology education may: