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Table 2. Electronic communications activities for advocating technological literacy STL Benchmarks 3 Mode of Communication Activity Dissemination STL 17 – J The design of a message is influenced by such factors as the intended audience, medium, purpose and nature of the message. Video Design and produce a five-minute video that dispels misconceptions about TL and emphasizes why it is important to be technologically literate. • Where available, broadcasted through school announcements • Broadcasted on local community news channel • Play video as part of the technology education introduction to incoming middle school students STL 17 – N Information and communication can be used to inform, persuade, entertain, control, manage, and educate. Web site Design and create a simple Web site that dispels misconceptions about TL, emphasizes why it is important to be technologically literate and contains resources about TL. • Seek permission to post Web site on school, district and local community Web sites STL 17 – P There are many ways to communicate information, such as graphic and electronic means. PowerPoint Presentation Design and create a PowerPoint® presentation that dispels misconceptions about TL, emphasizes why it is important to be technologically literate and describes 21st Century job skills. Presentation could be used during: • Technology education introduction to incoming students • At PTA meetings • Faculty Meetings • School Board meetings • School Open House FEATURE ARTICLE Dependent on the level, interests, and the technology that is accessible to the students, other modes of communication could be used to convey the important TL message to the community. In Table 2, potential standards-based electronic communication activities are outlined. Many teachers may already be doing similar activities as those listed in Tables 1 and 2. Creating an alliance with students is one approach teachers may use to promote TL, but there are other successful approaches teachers across the discipline have used to market TL. An excellent venue to share ideas, materials, and resources is through the International Technology Education Association’s (ITEA) IdeaGarden listserv. In sharing ideas at a national level, each teacher can be proactive in choosing the suggested materials that would have the greatest impact on his/her demographic area. “ALL persons must be knowledgeable of their technological environment so they can participate in controlling their own destiny” (ITEA, 1988). Technological Literacy and the Future As society is becoming increasingly dependent on technology, each citizen must be technologically literate. Standards for Technological Literacy (ITEA, 2000/2002) states, “corporate executives and others in the business world, brokers and investment analysts, journalists, teachers, doctors, nurses, farmers, and homemakers all will be able to perform their jobs better if they are technologically literate.” A TEAM (Together Everyone Achieves More) effort may reshape the public’s perception that technological literacy is important for everyone, even individuals not pursuing or practicing a technical craft or career. References Covey, S. (1989). The seven habits of highly effective people: Powerful lessons in personal change. New York: Simon & Schuster. Emeagwali, S. (2004). Concerned that technological literacy is being narrowly interpreted. Techniques, 79(8), 16-17. International Technology Education Association. (2000/2002). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. International Technology Education Association (1996). Technology for all Americans: A rationale and structure for the study of technology. Reston, VA: Author. International Technology Education Association, (1988). Technology: A national imperative. Reston, VA: Author. National Academy of Engineering & National Research Council. (2002). Technically speaking: Why all Americans need to know more about technology. Washington: National Academy Press. Rose, L.C., Gallup, A.M., Dugger, W. E., & Starkweather, K.N. (2004). The second installment of the ITEA/Gallup poll and what it reveals as to how Americans think about technology. The Technology Teacher 64(1) (Insert). Katherine Weber is a Design and Technology teacher who taught in the United States. She is also a curriculum writer and gender equity consultant/trainer for technology education programs. She is currently residing in Guelph, Ontario, Canada and can be reached via e-mail at tekteach@hotmail.com. 3 From International Technology Education Association (2000/2002) Standards for technological literacy: Content for the study of technology. 30 April 2005 • THE TECHNOLOGY TEACHER
FEATURE ARTICLE 2005 DIRECTORY OF ITEA INSTITUTIONAL MEMBERS For further information contact the appropriate faculty member. LEGEND DEGREES 1 Bachelor’s Degree 2 Master’s Degree 3 Fifth Year Program CONNECTICUT Central Connecticut State University 1 Technology Education 1615 Stanley St. New Britain, CT 06040-4010 860-832-1850 www.teched.ccsu.edu delaura@ccsu.edu Dr. James DeLaura 2 3 4 A B D E ILLINOIS Chicago State University Technology and Education 9501 S. King Dr. ED 203 Chicago, IL 60628 773-995-3807 www.csu.edu/TechnologyEducation/ s-gist@csu.edu S. Gist 1 2 5 6 7 A B D F 4 Sixth Year Program 5 Advanced Standing Certificate 6 Doctoral Degree 7 Continuing Education Seminars/ Workshops/Conferences FINANCIAL AID OFFERED A Undergraduate Scholarships B Research Assistantships C Teaching Assistantships D Scholarships E Fellowships F Other ALABAMA Alabama A&M University PO Box 448 Normal, AL 35762 256-372-5573 • FAX 256-372-5564 tdixie@aamu.edu Dr. T. C. Dixie AUSTRALIA Griffith University 1 2 6 7 Vocational, Technology & Arts Education Messines Ridge Rd., Mt. Gravatt Queensland 4111 www.gu.edu.au/school/vta/bteched/home.html m.pavlova@griffith.edu.au Dr. Margarita Pavlova FLORIDA St. Petersburg College Technology Education 6605 5th Ave. N. Gibbs TE-105B St Petersburg, FL 33710-6801 1 7 727-341-4296 • FAX 727-341-4691 www.spcollege.edu/webcentral/acad/ bachelors/educinfo Loveland.Thomas@spcollege.edu Dr. Thomas R. Loveland GEORGIA Georgia Southern University Teaching and Learning PO Box 8134 Statesboro, GA 30460-8134 912-871-1549 calexand@georgiasouthern.edu Dr. N. Creighton Alexander The University of Georgia Department of Workforce Education 223 River’s Crossing Building Athens, GA 30602-4809 706-542-4503 • FAX 706-542-4054 www.uga.edu/teched/index.html wickone@uga.edu Dr. Robert Wicklein IDAHO University of Idaho 1 1 2 2 Department of Industrial Technology ITED Bldg. 404 W. Sweet Ave. PO Box 444021 Moscow, ID 83844-4021 208-885-6492 www.uidaho.edu ited@uidaho.edu James M. Cassetto 3 3 5 5 1 6 6 2 7 7 4 A A 7 B B A C A D D D F F F E Illinois State University Department of Technology Campus Box 5100 210 Turner Hall Normal, IL 61790-5100 309-438-3661 • FAX 309-438-8628 www.tec.ilstu.edu mkdaugh@ilstu.edu Dr. Michael K. Daugherty INDIANA Ball State University Department of Industry & Technology Applied Technology Building Muncie, IN 47306-0255 765-285-5642 FAX 765-285-2162 www.bsu.edu/web/iandt/te jwescott@bsu.edu Dr. Jack W. Wescott, DTE Indiana State University Industrial Technology Education College of Technology Terre Haute, IN 47809 800-468-5236 • FAX 812-237-2655 web.indstate.edu:80/ite.home tchgilb@isugw.indstate.edu Dr. Anthony F. Gilberti Purdue University 1 Department of Industrial Technology 401 N. Grant St. Knoy Hall West Lafayette, IN 47907-2021 765-494-1101 www.tech.purdue.edu/it latif@purdue.edu Dr. Niaz Latif 1 2 2 5 6 6 1 7 1 7 2 A 2 A 6 B A B A C B C B D C D C F D E E THE TECHNOLOGY TEACHER • April 2005 31
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