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ERIC Number: EJ708274
Record Type: Journal
Publication Date: 2004-Nov-1
Pages: 4
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0746-3537
Standards-Based Curriculum Development for Pre-Service and In-Service: A "Partnering" Approach Using Modified Backwards Design
Shumway, Steve; Berrett, Jared
Technology Teacher, v64 n3 p26 Nov 2004
Technology teacher educators across the nation are considering what changes will be made to their pre-service teacher education programs to implement the standards in Standards for Technological Literacy (STL) (ITEA, 2000/2002) and to help future teachers learn to develop and teach curriculum that is based on those standards (Custer & Wright, 2002). Likewise, many practicing technology education teachers are wondering how the standards might affect what and how they teach technology. A recent survey (Reeve, Nielson, & Meade, 2003) revealed that in Utah, a majority of teachers have a copy of the standards and are supportive of them, but they want help implementing standards-based technology education in their classrooms. In September 2001, students and faculty in the Technology Teacher Education program at Brigham Young University (BYU) began a program redesign effort to meet this challenge. This article describes how technology teachers can create standards-based curriculum. These concepts are couched in a description of how change can be facilitated by having local technology teachers work with teacher educators and pre-service teacher candidates in a collaborative effort. Modifications that were made to the backwards design model (Wiggins McTighe, 1998) during authentic application will be revealed. The experiences and processes described in this article are evidence of one possible strategy in implementing the standards in STL into the curriculum development process.
Publications Department, International Technology Education Association, 1914 Association Drive, Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; Web site: http://www.iteaconnect.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah