We are working toward the development of a "smart classroom" learning environment for technology education students at Price Laboratory School. This environment will incorporate technology in a variety of ways including use of (1) a series of technology education learning modules (centers); (2) a variety of computer-mediated multi-media resources; (3) electronic networks to expand access to and interaction with information and human resources; (4) a computer-mediated information management system; and (5) use of the collaborative knowledge-building software CSILE (1).
Our concept of a "smart classroom" has evolved from observations of several innovations including a modular laboratory system called TechLab 2000 developed by Creative Learning Systems over a decade ago; a smart school system developed at Port Hueneme, CA (See Smart Classroom Designs, Blackstock Junior High), a variety of commercially developed laboratory modules for science and technology education; a variety of commercially developed integrated learning systems [ILS]; and the emergence of information management systems and groupware in the business world. Our goals are to combine these elements in ways that make it possible to broaden and share resources, to individualize learning activities to a greater degree, and to better support a variety of teaching and learning roles.
As used here "technology education" is a curriculum for developing broad-based technological literacy [Also see FAQs About Technology and Technological Literacy]. The curriculum-level goals for the program are for students to (1) demonstrate knowledge and skills regarding diverse technological systems, including their functioning and applications; (2) demonstrate knowledge of the nature of technology and the relationships and impacts among technological achievement, the environment, the advance of science, the individual, and society in historical, current and futuristic contexts; (3) demonstrate the ability to solve problems with technology using systems thinking, individual and collaborative ingenuity, and a variety of resources including information, tools and materials; (4) make ethical decisions about technology-related issues, including the development and use of technology and technology resources; (5) apply concepts from science, mathematics, and other subject areas in conjunction with technological concepts to solve practical problems and extend human capabilities; (6) apply knowledge and perform tasks representative of a broad range of technology-based careers; and (7) recognize multi-cultural contributions and the contributions of women as well as men to the development and use of technology in historical, current and future contexts. (Adapted from Technology Education Graduation Outcomes: Questions and Answers for Teachers, published by the International Technology Education Association, 1994. )
The five basic competencies (productive use of resources, interpersonal skills, information, systems, and technology) and three-part foundation of skills (basic skills, thinking skills, and personal qualities) identified in the SCANS Report also serve as important referents for the design and implementation of this curriculum. (What Work Requires of Schools: A SCANS Report for America 2000. The Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor, June, 1991.)
As used here, "learning modules" [See examples from Cedar Rapids Schools] are similar to the kinds of learning centers seen in elementary classrooms [In fact, several vendors have developed modules for elementary classrooms.]. Each module or learning center is dedicated to the study of particular themes or units of study and has all of the necessary physical and curricular materials at-hand. Students work at these modules in teams or small groups. Eventually we hope to have about twenty-four modules which will serve as exploratory as well as advanced learning environments for the study of communication, production, transportation, energy/power, and bio-related technologies. Middle school students will complete exploratory units in five to seven modules during a nine-week period. High school students will be able to complete advanced units by enrolling in nine-week or semester -length courses, or by completing individual modules outside of the traditional semester schedule.
Each module incorporates standard computer applications (word processing, database, spreadsheet, drawing, graphing, presentation) and at least one specialized computer application such as CAD or a simulation such as Car Builder or CNC Machining. Video tapes, CD-ROM and laser discs are also incorporated into the modules. Through the generosity of John Deere & Company, and McLeod USA, we have 24 computers (both Macintosh & PC) available in the lab. Some are dedicated to specific uses within specialized modules; others are available for general lab use. Special furnishings are being designed and built which will permit students to use a computer and related multimedia side-by-side with a variety of three-dimensional hands-on laboratory devices.
A work-group server has been installed in the technology education classroom which will facilitate the development of interactive instructional and record-keeping materials, the posting of web pages, e-mail, distribution of instructional resources, installation of an information management system, and the use of groupware such as CSILE (2). A large reference base of web sites is being refined for use with learning modules and collaborative knowledge-building activities. p> A computer-mediated information management system will perform several functions, including : (1) routine record keeping (attendance, etc.); (2) organizing and cross-referencing of standards and benchmarks ( Technology for All Americans, Project 2061, etc); (3) organizing and cross-referencing instructional materials and strategies with student characteristics and proficiency levels; (4) generating and monitoring individualized educational plans; and (5) assessing learning and reporting student progress. Currently we are experimenting with use of web pages and a database to perform some of these functions.
We plan to install the groupware CSILE (gen ref) ( pronounced "see'sill") which is designed to facilitate collaborative knowledge building, and to promote student learning, thinking, communication skills, teamwork, and problem solving. CSILE will be used to help students build knowledge about technology content and processes, build connections across disciplines, and develop "answers" to "essential questions" about technology. It will be an important tool for developing many of the SCANS skills and competencies.
