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Section E: Curricular Revision

Situation:

The technologies we deal with in present society are tools that are used for multiple applications and purposes. We do not use a video cassette recorder, for instance, just to practice the method of recording or playing a videotape. The technology is used to help us achieve some other purpose. This is the way technology should also be addressed in education.

A variety of technologies exist for use in an educational environment. Presentation technologies can be used to easily illustrate a point to a group, making various aspects of the information presented easier to understand. Computational technologies can be used for a variety of purposes; from providing entertaining, skill-building activities to children, to allowing students to create an organized system of data or information built upon complex calculations.

The ever-growing range of technologies and possible applications of these technologies is immense. Educators are attempting to utilize technology in the educational process for a myriad of reasons. We as educators understand that our students will be living in a world dominated by technological achievement, and we feel the students should be properly acquainted with the technology. We also understand that technological tools can act to motivate children to learn about various activities or skills in a variety of ways.

It is for these reasons that much of the use of technology within the Montague Area Public Schools has focused on two specific ideas, especially with respect to computers. Many of the computing efforts used with students at the elementary level focus on the use of technology for the building of mathematical or reading skills, and demonstration of scientific and historic lessons. Computers at this level are used within each teachers classroom. Other technologies used at this level are primarily used for presentation materials, as a means of conveying information through use of sound or picture to the student.

As the student grows older, the perception of the reason for use of the technology changes, as does the actual use, in general. Presentation technologies are used far less often in the middle and high school, though they are still used for the same general context. Computing technologies vary as the student attains high school level. Use of technology in the content-area classroom is less frequent, though it is occasionally still used for skill-building activities. Rather, the use of the technology is taught as a skill though the use of technology courses. One of these courses, Principles of Technology, addresses use of various technologies in addressing applications of physical science. Other courses focus on the vocational concerns regarding technology, addressing use of manufacturing technologies used in the workplace (electronics, robotics, plastics, computer-aided design) and computational software typically used in a business environment (the required computer course).

Educational research has suggested for years that cognitive development of higher-order, critical thinking skills can better be achieved though the use of inter-connections of content material through various means. Computing technology offers a wide variety of applications for developing these connections. It also creates a problem for the traditional classroom in that rapid advancement of technologies makes the process of learning specific software commands and keystrokes useless for the student to develop for use in a business or manufacturing context later in life. Though the early acquaintance with technology may help these individuals overcome initial fears and frustrations, the learning of software specific commands will no longer apply as the technology will have advanced beyond that used in school.

Concerns:

The current high school curriculum regarding technology focuses more on the learning of technology related skills, rather than the application and ethical use of technology. Though this method may directly apply to methods of technology use in previous decades and in specific, manufacturing related technologies, the business context and information application context of computing technology is not being adequately addressed.

With the advent of computing technologies and its use with students of all grade-levels, technology skill related courses once offered only at a high school level (i.e. Keyboarding) must now be applied to a younger student.

Educational reform measures initiated by the State of Michigan have led to development of educational standards and benchmarks for students in a number of content areas. Many of these content areas include connections to development and use of technology. In addition, the State has developed technology-specific content standards and benchmarks which will be evaluated in the states accrediting procedure. Instructors must become familiar with these measures and attempt to apply them to the curriculum.

Inclusion of technology into content area classes is difficult due to the lack of appropriate technology at the middle and high school. Teachers feel uncomfortable using technology with students as the lack of equipment allows only small numbers of students to use computing or other technologies.

Teachers, in an effort to allow efficient use of technology in the district, do not wish to acquire technology for their classroom as they are unfamiliar with the technology and potential applications in their content area.

Recommendations:

1. Content area teachers should be given copies of the content area standards and benchmarks with regard to technology and their content area. These standards should be used in the curriculum development process, along with curriculum standards developed by leading content-specific, professional education organizations (i.e. National Council of Teachers of Mathematics, National Science Teachers Association, etc.)
2. Alteration of grade level of technology skill courses offered in the district. General technology skill courses such as keyboarding should be altered to a fourth, fifth, or sixth grade level course. This course could use older computing technologies, as power and multimedia applications are generally not required for such skills. Basic skills in use of word processors, spreadsheets, and data entry could be taught at this level. This course would be most appropriate for a single semester.
3. The district should attempt to develop a position of technology coordinator (See Section C - Technology Leadership, and the appendices for a description of responsibilities of this position). This individual should work with teachers on the development of technological applications for content specific materials. This individual should also seek out appropriate software for content area use. Due to the current lack of funding for such a position, temporary technology coordinators for each building should be recognized, and these individuals should provide appropriate information to content area teachers. (See Recommendations of Section B and C.) In addition, technology and computer applications teachers in the high school should work with content area teachers to develop technological applications of content related materials in order to further assist content area teachers in understanding technological applications.
4. The technology committee should develop and adopt content standards specific to the application and ethical use of technology. These standards should conform to the districts method of outcome based standards.
5. The district should attempt to make facilities improvements and continue with hardware acquisition to meet the technology acquisition plans of each school. Though financial resources are limited for MAPS, reallocation of computer resources for most efficient use must occur for technology to be included in content specific courses. Development of technology laboratories should be done in order to accommodate content area courses.