APPLIED TECHNOLOGY, K-12

The goal of applied technology, K-12, is to produce technologically literate students who will be prepared for the world in which they live by becoming contributing, knowledgeable, and successful members of society. As a result of a wide variety of classroom experiences utilizing current technology, students will develop an understanding of technological systems and of the inter-relatedness of technology and all other areas of study. Students develop technological skills necessary for global survival through the research, design, and solution of "real-world" problems.

Applied technology can be divided into three related strands: computer education, industrial technology, and vocational training. Experiences with computers must begin early and be continued throughout the grades so that graduates are not only computer literate, but proficient in the use of computer technology to solve problems and to communicate ideas. Computer education includes, but is not limited to, word processing, entering and accessing data, and using varied software. Industrial technology education is an action-based discipline devoted to the application of human activity to solve practical problems and extend capabilities through the manipulation and control of the environment. It includes the study of the use and operation of technologies; technological principles and systems; the nature of technological practice; and strategies for communicating, promoting, and evaluating technological ideas and outcomes. Vocational training prepares students for entry-level positions in various vocations.

As facilitators of learning, educators provide a hands-on learning environment in which students are expected to utilize skills developed across the curriculum. Career awareness is developed as students come to understand how their individual skills and interests relate to the technologies used by various occupations. Critical-thinking skills necessary to evaluate technology, its uses, and its products in their environmental, cultural, and individual contexts are developed. Creative problem-solving skills necessary to identify, develop, implement, and evaluate solutions are fostered. Basic skills in the appropriate use of tools, materials, and processes÷as well as an attitude of responsibility for the effects of technology on the environment, culture, and the individual÷emerge. Desirable social skills such as teamwork, cooperation, self-confidence, leadership, and tact are nurtured and expected.

In a balanced approach to instruction, not all assessment will be based on the idea of producing error-free work. While in some cases, assessment will be based on the quality of a product, in others it will also be based on the student's involvement in the process. As a student moves through the grades, therefore, both product and process will be integral parts of the assessment of his/her overall learning.