Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS
Subpart C - ADDITIONAL TEACHING FIELDS
Section 27.450 - Technology Education
Universal Citation: 23 IL Admin Code ยง 27.450
Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2024, all candidates for an endorsement in
Technology Education will be required to complete a program aligned to the
International Technology and Engineering Educators Association (ITEEA)
Standards for Technological Literacy (2003) and the ITEEA Advanced Excellence
Technological Literacy (2003) standards, published by the ITEEA, 1914
Association Drive, Suite 201, Reston VA 20191, and available at
a) The competent technology education teacher understands the foundations of work, the career development process, occupational skill standards, and workplace skill requirements.
1) Knowledge Indicators - the competent
technology education teacher:
A) understands
the history, organization, and future of work and how work relates to needs and
functions of the economy and society.
B) understands career development concepts,
the relationship between work and learning, and the career planning
process.
C) understands the use of
the relevant Illinois Occupational Skill Standards in the development of
curriculum (see "Architectural Drafting Cluster" (2000), "Automotive
Technician" (2000), "Chemical Process Technical Operators" (1998), "Entry-Level
Truck Driver" (2001), "Finishing and Distribution Cluster" (2000), "HVAC/R
Technician Cluster" (2001), "Imaging/Pre-Press Cluster" (2000), "Machining
Skills Cluster" (1997), "Mechanical Drafting Cluster" (2000), "Metal Stamping
Skills Cluster" (1998), "Plastics Molding Cluster" (2001), and "Press
Operations Cluster" (2000), all published by the Illinois Occupational Skill
Standards and Credentialing Council, 2450 Foundation Drive, Springfield IL
62703-5432; no later editions or revisions are incorporated).
2) Performance Indicators - the
competent technology education teacher:
A)
relates workplace cultural expectations to workplace skills.
B) develops partnerships with members of the
business community to provide learning opportunities for students.
C) provides advice in the career planning
process.
D) selects appropriate
skill standards for the program areas.
b) The competent technology education teacher demonstrates the ability to plan, deliver, and evaluate instruction based upon knowledge of subject matter in the field; student organizations; student, community and work needs; curriculum goals; and findings of educational research.
1) Knowledge Indicators - the
competent technology education teacher:
A)
understands pedagogy unique to the discipline.
B) understands the rationale for integrating
student organizations' activities into the curriculum.
C) understands professional literature
relating to the specific content area and to workplace needs.
D) understands economic/socio-economic
conditions, patterns of business development, and changing labor and career
opportunities and their impact on the relevancy of classroom
instruction.
2)
Performance Indicators - the competent technology education teacher:
A) utilizes appropriate pedagogy unique to
the individual discipline within career and technical education.
B) creates learning environments and
classroom activities that develop life/workplace skills and knowledge in the
discipline.
C) identifies and
utilizes educational research findings that justify teaching
strategies.
D) applies curricular
content and processes in order to achieve the goals of student
organizations.
E) applies
post-secondary admission standards and occupational skill standards when
designing curriculum and assessment.
F) designs appropriate assessment plans for
students.
G) develops collaborative
partnerships with students, colleagues, community, business/industry, and
parents to maximize resources.
H)
participates in appropriate professional organizations and develops a plan for
continued personal and professional growth.
I) plans, organizes, and manages
laboratories/technical facilities for instruction that meet diverse needs of
students (i.e., safety, inventory, filing, requisitioning equipment and
materials, maintenance, budgeting).
J) implements laws and policies relating to
safe environments and incorporates appropriate safety standards, healthy
practices, and ergonomic needs.
c) The competent technology education teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of technology education.
1) Knowledge Indicators - the competent
technology education teacher:
A) understands
that the reading process is the construction of meaning through the
interactions of the reader's background knowledge and experiences, the
information in the text, and the purpose of the reading situation.
B) recognizes the relationships among the
four language arts (reading, writing, listening, and speaking), and knows how
to provide opportunities to integrate these through instruction.
C) understands how to design, select, modify,
and evaluate materials in terms of the reading needs of the learner.
D) understands the importance of and
encourages the use of literature for adolescents in the curriculum and for
independent reading.
E) understands
the relationship between oral and silent reading.
F) understands the role of subject-area
vocabulary in developing reading comprehension.
G) understands the importance of the unique
study strategies required of the specific content area in developing reading
comprehension.
H) understands the
importance of the relationship between assessment and instruction in the
planning process.
2)
Performance Indicators - the competent technology education teacher:
A) plans and teaches lessons for students
that develop comprehension of content-area materials through instructional
practices that include analyzing critically, evaluating sources, synthesizing,
and summarizing material.
B) plans
and teaches lessons on how to monitor comprehension and correct confusions and
misunderstandings that arise during reading.
C) plans and models use of comprehension
strategies before, during, and after reading of text.
D) provides opportunities for students to
develop content-area vocabulary through instructional practices that develop
connections and relationships among words, use of context clues, and
understanding of connotative and denotative meaning of words.
E) plans and teaches lessons that encourage
students to write about the content read in order to improve
understanding.
F) plans and teaches
lessons for students to develop study strategies that include previewing and
preparing to read text effectively, recognizing organizational patterns unique
to informational text, and using graphic organizers as an aid for recalling
information.
G) plans and teaches
units that require students to carry out research or inquiry using multiple
texts, including electronic resources.
H) provides continuous monitoring of student
progress through observations, work samples, and various informal reading
assessments.
I) analyzes and
evaluates the quality and appropriateness of instructional materials in terms
of readability, content, length, format, illustrations, and other pertinent
factors.
J) promotes the
development of an environment that includes classroom libraries.
d) The competent technology education teacher demonstrates fundamental knowledge of the history and nature of technology in connection with other fields of study.
1) Knowledge Indicators - the competent
technology education teacher:
A) understands
that technology involves the generation of knowledge and processes to develop
products and systems that solve problems and extend human
capabilities.
B) understands that
throughout history technology has been one of the most powerful social,
cultural, and economic forces; in turn, these same forces have influenced the
development of technology.
C)
understands that historical data help the technologist and the social scientist
determine possible scenarios for the future.
D) understands that the rate of technological
development and diffusion is accelerating.
E) understands that technology includes a
combination of "knowing" and "doing." The "knowing" component includes
technological knowledge as well as the ability to apply knowledge from other
fields of study to technological activity; the "doing" component includes the
ability to apply this diverse knowledge to technological processes.
F) understands that outcomes of technological
research are sometimes the result of specific, goal-directed activity (e.g.,
putting a human on the moon), while some outcomes are not intended or planned
(e.g., Post-it notes and spin-offs).
G) understands that technological endeavors
often replace older forms of technology, resulting in social and environmental
consequences.
H) understands that
technology has economic, political, and environmental connections with culture
and society.
I) understands that
designing, developing, producing, inventing, innovating, and problem solving
are fundamental concepts in technological activity. (These concepts are human
activities that are purposely directed toward meeting needs and
wants.)
J) understands that systems
are the building blocks in technology. These systems vary in complexity of
working knowledge from very little to substantial technological knowledge to
use or operate.
K) understands that
the stability of a system is influenced by all of its components, especially
those in the feedback loop.
L)
understands that the nature of technological knowledge and activity are related
to information, energy, or physical technologies.
M) understands that a variety of symbols and
languages are used to communicate information and that some are universally
applied across technologies (e.g., standardized measurement systems and the
metric system), while others are unique to various contexts and technologies
(e.g., electrical symbols and computer nomenclature).
N) understands that technology influences
careers by changing the way work is performed, thus creating new types of jobs,
modifying current jobs, and reducing the numbers of others.
O) understands that technology has its own
body of knowledge and processes that are connected within that field, as well
as to other fields of study.
P)
understands that connections among technological topics are valuable and useful
in relating procedures to one another and building new knowledge
bases.
Q) understands that
technological knowledge and activity promote advances in science and
mathematics; in other cases, advances in science and mathematics have led to
advances in technology.
R)
understands that science and technology utilize similar techniques to
investigate and obtain information. These techniques include inquiry, modeling,
and forecasting.
S) understands
that mathematical models, scientific principles, and computer-generated models
are used to develop and produce products and systems.
T) understands that engineering concepts and
principles are used in the development and use of products and
systems.
U) understands that
technological transfer occurs within a technology, between technologies, across
other fields, and between countries.
2) Performance Indicators - the competent
technology education teacher:
A) communicates
the relationship of the systems in technological development via timelines,
paradigms, and taxonomies.
B)
identifies measurement techniques utilizing appropriate representatives of
technology, math, science, and engineering.
C) communicates career information related to
a changing workforce and instills the importance of portfolio development and
lifelong learning.
D) determines
the significance of a variety of symbols and languages, both universal and
unique, that are used to communicate information from technology to technology,
technology to human, or human to technology.
E) develops curricula integrating technology
education with other fields of study.
F) develops scenarios depicting how
technological change affects human endeavors in the social, cultural, and
economic arenas.
G) analyzes and
describes technological transfer that occurs within a technology, between
technologies, across other fields, and between other countries.
e) The competent technology education teacher understands and is able to design technology.
1) Knowledge Indicators - the competent
technology education teacher:
A) understands
that the quality and value of a design depends on how clearly it meets a need,
fits its purpose, uses resources appropriately, and addresses constraints
(e.g., economic, environmental, aesthetic, and political).
B) understands that designing a product,
device, process, or system requires considering how it will be developed,
managed, used, and assessed for its impact and consequences.
C) understands how to balance design
tradeoffs, since there is no perfect design that meets all criteria, such as
the safest, most reliable, least expensive, and most efficient.
D) understands the general developmental
process of design and that the design process is iterative and not linear and
includes generating ideas; considering constraints such as cost and criteria;
and communicating processes and results.
E) understands the value and importance of
testing in the evaluation of good design.
F) understands the roles of documentation and
communication and their impact on quality design.
G) understands design decision criteria and
their use in determining whether a design solution should be developed. These
criteria may include personal, social, cultural, economic, political, and
environmental issues.
2)
Performance Indicators - the competent technology education teacher:
A) demonstrates the ability to identify
practical problems deriving from human needs or wants.
B) demonstrates the ability to develop and
use design briefs with proper specifications.
C) demonstrates the ability to investigate,
generate, and select ideas to plan an optimum design that takes into account
knowledge of constraints and criteria obtained from research.
D) demonstrates the ability to select, plan,
and implement the best possible solution that takes into consideration the many
tradeoffs and reaches the best compromise.
E) demonstrates the ability to design ways to
produce products by mass production.
F) demonstrates the ability to evaluate a
selected design solution and make modifications based on that
evaluation.
G) demonstrates the
ability to use verbal and graphic means to communicate processes, observations,
and the results of the entire design process.
H) demonstrates the ability to use feedback
to consider design steps and to redesign in light of public concern or
comment.
I) demonstrates the
ability to use standards of quality in the design and production of consumer
goods.
J) demonstrates the ability
to use marketing criteria in creating a design (e.g., value and
function).
f) The competent technology education teacher understands and is able to develop technology.
1) Knowledge Indicators - the
competent technology education teacher:
A)
understands that developing and producing a product or system involves learning
the safe and proper use of resources following instructions and troubleshooting
to determine if a design works or if there is a need for redesign.
B) understands that resource management
involves procurement, inventory, warehousing, waste disposal, energy use, and
time and people management, which affect the development of products and
systems.
C) understands that a
prototype is a working model used to test design concepts by making actual
observations and necessary adjustments.
D) understands that problem-solving
strategies, such as working backward or asking probing questions, provide a
systematic means for exploring a variety of development and production methods
that help enable successful solutions.
E) understands that optimization is a
procedure used to make a system or design as effective or functional as
possible and typically involves a process of experimentation, trial and error,
testing, and development.
F)
understands that quality, safety, and ergonomic design principles (e.g.,
enhancement of quality of life, productivity, safety, and convenience)
influence the development of products and systems.
G) understands that teamwork, responsibility,
and interpersonal dynamics play a significant role in the success of production
and development activities.
2) Performance Indicators - the competent
technology education teacher:
A) develops a
systematic set of procedures and uses them to produce a prototype or
model.
B) refines a design by using
prototypes and testing to ensure quality, efficiency, and productivity of the
final production process.
C)
selects and uses a variety of resources to optimize the development of a
production process or system.
D)
develops and produces a product or system using the criteria and constraints
noted in previous trials and tests.
E) modifies or develops tools, materials,
machines, flow controls, or system operations to meet production
constraints.
F) implements the
appropriate safety precautions for his or her personal safety and the safety of
others.
G) recognizes that humans
are a valuable resource in managing information, energy, and physical
technologies.
H) documents and
communicates processes and procedures using appropriate techniques (e.g., flow
charts, drawings, graphics, symbols, spread sheets, graphs, and time charts) in
oral and written presentations for different audiences.
g) The competent technology education teacher understands and is able to manage technology.
1) Knowledge Indicators - the competent
technology education teacher:
A) understands
that operations manuals, owner's manuals, documented protocols, and general
directions are essential to ensure the proper use and management of a product
or system.
B) understands that
instrumentation and control of systems and products rely on proper functioning
of open- or closed-loop systems, calibration of human or machine-controlled
products and systems, and proper interpretation of their use.
C) understands that systems analysis requires
an understanding of the overall operation of a system, as well as the
subsystems and components.
D)
understands that connecting micro-systems to macro-systems can potentially be
used as a means to solve more complex problems.
E) understands that problem solving is often
required in order to use and operate technology systems because systems do not
always work as designed.
F)
understands that facilitating human efforts can result in appropriate
management of capital, time, information, knowledge, energy, materials, and
tools necessary to properly use or apply technology.
G) understands that computers and electronic
media are primary means of communication.
H) understands basic internal configuration
and component identification of computer stations and their network
abilities.
I) understands proper
methods of computer software installation and computer set-up.
2) Performance Indicators - the
competent technology education teacher:
A)
interprets the documentation contained in operations and owner's manuals in
order to follow protocols and specific directions.
B) safely operates and manages systems
according to the function for which they have been designed.
C) analyzes systems to determine how the
various components work together to function as a whole system in order to
understand how to change the system.
D) monitors, adjusts, and maintains system
processes in order to ensure the system's proper function and
precision.
E) troubleshoots,
diagnoses problems, and maintains technological systems to ensure proper
operation.
F) applies knowledge and
experiences gained from using systems as input for design improvements and to
solve different problems.
G)
develops plans for implementing educational technology in classrooms and
labs.
H) creates a vision for
technological growth in regards to professional development and instructional
technology in his or her school district.
I) safely and effectively upgrades and
maintains both an independent and networked computer workstation.
J) loads and maintains computer
software.
K) locates, analyzes,
retrieves, and distributes electronic data (i.e., uses the Internet and/or
other electrical forms of media distribution).
L) develops and demonstrates scale models of
technological informational systems.
M) develops a means of mass
communication.
h) The competent technology education teacher understands and is able to assess the effects of the use of technology.
1) Knowledge Indicators - the competent
technology education teacher:
A) understands
when the development and application of technology have a role in shaping
personal, social, and environmental perspectives and values.
B) understands that assessment is an
evaluation technique, involving steps and procedures that are iterative and
require making trade-offs, analyzing risks, and choosing a best course of
action.
C) understands acceptance
or rejection of the development of technology that correlates directly with the
personal, social, political, and economic assessment of the value of
technology.
D) understands that
human factors, including the principles of safety, health, and comfort, are
important in evaluating the impact and consequences of technology.
E) understands that trend analysis and
patterns of development provide a means for understanding technological and
environmental changes, including the resulting impacts and
consequences.
F) understands that
the impact and consequences of technology influence local, national, and global
issues.
2) Performance
Indicators - the competent technology education teacher:
A) determines the significance of
technological trends for individuals, families, communities, and the
world.
B) uses historical case
studies, when appropriate, to develop a perspective on the impact and
consequences of technology.
C)
investigates technology's impact and consequences on social, cultural, and
environmental issues using historical and current events and forecasting
techniques.
D) uses technology
assessment procedures to alter and refine products and systems.
E) communicates results of technological
assessment to a wide variety of audiences (e.g., peers, family, and community)
in order to explain a viewpoint on technology.
i) The competent technology education teacher understands and is able to demonstrate the application of technological context related to information, energy, and physical technologies.
1) Knowledge Indicators - the competent
technology education teacher:
A) understands
the relationship between facts, data, information, knowledge, logic, and wisdom
within the structure of information.
B) understands ways in which data and
information can be stored and retrieved.
C) understands that there are many ways of
presenting and transmitting information, such as using graphic and electronic
processes and tools.
D) understands
that data and information are communicated using symbols, icons, graphic
images, and languages through a variety of visual, auditory, and tactile
stimuli.
E) understands that
informational technology communication systems utilize a closed-loop
system.
F) understands that the
knowledge and information provided through informational technology systems can
shape personal views and concepts of reality.
G) understands that cross-cultural values are
transmitted at the local, regional, national, and global levels, using various
systems of informational technology.
H) understands that information has become a
commodity for exchange valued by society.
I) understands that informational technology
systems are used in commercial enterprises (e.g., broadcasting companies and
the Internet).
2)
Performance Indicators - the competent technology education teacher:
A) develops a means to communicate
information through the use of graphics (e.g., printing, film, and
drafting).
B) accesses, retrieves,
organizes, processes, maintains, interprets, and evaluates information from a
variety of sources in order to solve a practical problem.
C) stores information for retrieval at a
later time using various formats such as digital, analog, and
graphics.
D) in order to understand
the communication process, uses computers to communicate information from human
to human, machine to human, human to machine, and machine to machine.
E) creates a message that includes symbols in
order to communicate to a person.
F) utilizes informational technology systems
in order to communicate over distance and to large, diverse
populations.
G) researches and
develops a means to overcome interference in order to improve the communication
process.
H) uses mathematical
knowledge to encode data into a binary form.
I) evaluates the quality of information
received in the communications process through such methods as comparing and
contrasting sources, examining relevancy, and investigating the background of
experts.
J) researches ways that
the mass media (e.g., newspaper, broadcast and cable channels, and the
Internet) transmit messages to the public.
j) The competent technology education teacher understands and is able to demonstrate knowledge and the application of technological context related to information, energy, and physical technologies.
1) Knowledge Indicators - the
competent technology education teacher:
A)
understands how materials, resources, and energy are used as inputs in physical
technology systems in order to produce materials and products, transport
products and humans, and transform energy into power.
B) understands that manufacturing and
construction planning and design techniques can reduce costs and produce better
products.
C) understands that
tools, machines, and instrumentation are used to change materials into new
forms through the processes of separating, forming, and combining.
D) understands the nature of materials and
their uses as a prerequisite for efficient and sustainable use of
resources.
E) understands that
trade-offs must be made in selecting the best materials and resources for the
production process.
F) understands
that the language of industry involves the use of symbols and signs to identify
potential hazards, specific technological data, and environmental
conditions.
G) understands that the
management of physical resources is a determining factor in the success of
commercial applications of products and systems.
H) understands that the optimization of
production systems helps to conserve resources, manage waste, and reduce the
negative effects that technology has on the natural world.
I) understands that the processes associated
with transportation systems include receiving, holding/storing, loading,
transporting/moving, unloading, and delivering.
J) understands that solutions to complex
transportation problems must be developed in order to diminish pollution,
congestion, accidents, deaths, and over-consumption of fuel.
K) understands how power systems transform
energy from one form to another.
L)
understands that the efficiency of power systems is important for conserving
energy and producing maximum effectiveness with minimal environmental
harm.
M) understands that
transforming materials from one form to another requires knowledge of materials
and processes.
2)
Performance Indicators - the competent technology education teacher:
A) designs, develops, operates, and assesses
a production system that produces products in quantity.
B) selects and safely uses appropriate tools,
machines, and equipment to process materials and to produce useful
products.
C) assesses
transportation systems for moving people and products, taking into account such
factors as speed, cost, safety, and environmental impacts.
D) designs, develops, and tests an energy
system for the future that is efficient and does not pollute the
environment.
E) tests and
experiments with a variety of materials to conform to criteria and constraints
of a physical technology system.
F)
applies physical science concepts (e.g., force, motion, mechanical advantage,
efficiency, and friction) when working with physical technology
systems.
G) uses a computer to
maintain and control a physical technology system.
H) evaluates and optimizes an existing
transportation, power, or production system.
I) predicts the life expectancy of selected
components, using knowledge of materials and testing the function of the
components over time.
J) identifies
emerging physical technologies using trends and research techniques.
K) communicates the results of his or her
knowledge and activities in physical technology to others in an effective
manner.
L) researches, prototypes,
and tests new energy and power systems that can be used in the
future.
M) incorporates maintenance
considerations when designing, using, and monitoring systems.
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