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This position paper was published before NYSTEA changed it's name to the New York State Technology & Engineering Educators' Association (NYSTEEA)
New York State Technology Education Association (NYSTEA)
Advisory Council Position Paper:
The a PDF is available by clicking the link below:
Chuck Goodwin – Advisory Council Chair &
Judith Belt – SUNY Oswego Assistant Professor
Why was the position paper written?
The NYSTEA Advisory Council and Executive Board discussed the impending
NYS Board of Regents High School Reform initiative and decided that a position paper
was needed in order to help establish, reinforce, and influence technology education’s
role in educating NYS citizens. Additionally, the paper can be a medium to communicate
a common theme to technology educators in the field.
Important definitions to share while discussing the position paper:
oTechnology is Human Innovation In Action
oTechnology is the diverse collection of processes and knowledge that people use
to extend human abilities and to satisfy human needs and wants.
oTechnology Education is the study of the Human Made World.
oScience education is the study of the Natural World.
oMathematics is the study of quantity, structure, space and change.
oPosition paper’s identified stakeholders include NYSED, NYS Board of Regents,
NYS Legislature, business and industry, local school districts and higher
education, taxpayers, parents and guardians, students, and of course, all teachers.
Technological literacy, to most people, relates only to computer and electronics uses per
the Gallup Poll commissioned by ITEA. NYSTEA and all of its members must
participate in conversations about technology literacy's role in its broader context. With
that said, the following is most relevant to the position NYSTEA has put forward in this
Achieving technological literacy is a purpose statement for technology education
ITEA Executive Director Kendall Starkweather.
Technological Literacyis knowing:
•what technology is,
•how technology works,
•what purposes technology can serve,
•how technology can be used efficiently and effectively to achieve specific goals.
Technologically literate people:
•understand the nature and role of technology;
•understand how technological systems are designed, used, and controlled;
•are able to value the benefits and assess the risks associated with technology; and
•are able to respond rationally to ethical dilemmas caused by technology.
Technologically capable people are able to:
•recognize problems needing practical solutions;
•develop and evaluate a variety of alternative solutions to a perceived problem;
•select, optimize, and apply knowledge and other resources to solve practical problems;
•work within imposed constraints and with limited resources;
•assess the effectiveness of technological solutions;
•make value judgments regarding possible and actual actions taken while solving
•feel comfortable learning about and using systems and tools of technology in the
home, in leisure activities, and in the workplace.
Technological Literacy cannot be fully realized without technology education working in
concert with math, science and other subjects.
Technology Education classroom experiences significantly increase academic relevance and
Students need to process learning through integrated performance based approaches.
In order for the United States, to remain competitive in the world market place its citizens
must be more conversant with technology than ever before.
All people should be equipped to work in contribute to benefit from and enjoy our
Integrating math, science and technology and / or connecting one to the other, in a planned
way, with emphasis on conceptual thinking and problem solving is essential to achieving the
MST Learning Standards.
Technology education is the perfect learning platform for strengthening and achieving
“mastery of content” while placing learning in context and demonstrating the importance
and application of the learning process.
The 1994 N.Y.S. MST Frameworks stated that math, science and technology are essential to
the fundamental education of all students.
Science and Technology reinforce our economic strength and national security.
Technology education programs can be instrumental in helping student learners achieve
skills with experiences that enable them to expand, transform, and strengthen themselves
Of the 7 MST standards only math and science are consistently taught and assessed.
A critical response to achieving true high school reform and producing technologically
capable students is contingent upon the rigorous delivery and assessment of ALL seven
MST Learning Standards. All technology educators need to fully understand and
incorporate all MST Learning Standards.
Professional literature has identified the following skills as expectations of prospective
employers: technological fluency, communication skills, teamwork, information fluency,
leadership, problem solving, critical thinking skills, and creativity. The NYSTEA Advisory
Council has, in the position paper, indicated that these skills and skill indicators are key to
success in either post-secondary education or in the workplace.
There are ten primary NYSTEA Position Paper Recommendations and forty one secondary
recommendations, which support and clarify the recommendations.
The 10 Primary Recommendations are summarized below:
1. Close the Achievement Gap: All high school completers must receive preparation for
post-secondary education or the workplace.
2.Student Engagement: All students must have opportunities for engagement that
supports community, profession, enthusiasm for learning.
3.Student Achievement: All students must have opportunities for improved
achievement, not just highest performing students.
4.Articulation Agreements: Improved student success through high school and two and
four year college articulation by assuring high school work is equal to college levels.
5.New Emerging Technological Challenges: Students need to be aware of emerging
fields such as biotechnology, nanotechnology, medical technologies, and
environmentally related technologies.
6.Literacy across K-12 Curriculum: All students deserve the right to read and
communicate therefore these skills must be reinforced in all curricula.
7.Teacher Qualifications and Certification: With technology education identified as
high needs, increased efforts are needed for recruitment and certifying qualified
8.Professional Development: Providing and evaluating professional development within
the discipline are key to keeping technology educators abreast of new teaching and
learning materials as well as new curricula content.
9.CTE Program Approval: Providing a mechanism for evaluation in the CTE approval
process can enforce the need for a defined technology education sequence at the high
10.Career Development: Incorporating career discussions in technology curricula
encourages all students to consider careers involving technology in some form.
Data that supports the importance of technology education to students as well as the
discipline and its collaborative abilities with math and science has been presented in the
paper. Data was collected from the 2005 high school survey of 1551 participants.
All discussions of the position paper will be reinforced by a thorough read for
A second document addressing ways and means to accomplish the recommendations will be
completed and presented to the same stakeholders as the position paper itself.