La. Admin. Code tit. 28 § LXXXI-101

Current through Register Vol. 50, No. 11, November 20, 2024

Section LXXXI-101 - Purpose

A. Mission Statement. The mission of Technology Education in Louisiana is to cultivate the technological capabilities of students, to prepare them to comprehend and contribute to a technologically sophisticated society, and to foster and encourage professionalism of those engaged in this pursuit.

B. Intended Audience

1. The Louisiana Technology Education curriculum framework is to be used by a broad audience:

a. technology education teachers;

b. K-12 teachers;

c. parents;

d. school and district administrators;

e. school board members;

f. policy makers;

g. Louisiana Department of Education staff;

h. college/university faculty/administrators;

i. business/industry leaders; and

j. government agency staff.

2. The framework serves as a guide for curriculum and instruction and as a general reference to the concepts and skills taught within Louisiana Technology Education courses. The intended users of the framework include:

1. technology education teachers-to use in planning curriculum, instruction, and assessment;

2. K-12 teachers-to use in identifying ways to incorporate technology education/TSA concepts and skills into curricula;

3. parents-to use as a means of assessing the effectiveness of their children's technology education;

4. school and district administrators and school board members-to use as a vision for technology education and a basis for planning:

a. resource allocations;

b. materials purchases;

c. local curriculum development;

d. teachers' professional development; and

e. facility planning;

5. policy makers and State Education staff-to use as a basis for developing:

a. laws;

b. policies;

c. professional development activities/materials;

d. assessment strategies; and

e. funding priorities to support local program development;

7. university faculty and administrators-to use as a basis for the content and design of pre-service and in-service teacher education programs and articulation agreements;

8. technical college faculty and administrators-to use as a basis for articulation agreements and program development; and

9. business/industry leaders and government agency staff to use as a basis for developing effective partnerships for supporting technology education programs and professional development.

C. How Teachers should Use this Part XCIII. This Subpart XCIII presents the standards and benchmarks appropriate for Louisiana's Technology Education programs. Local needs will determine the curriculum that should be taught within the local technology education programs. Although teachers will be able to use this framework to guide them in the restructuring of their curricula, this Subpart does not contain specific performance criteria that are essential in technology education. These specific assessment criteria must be developed at the local level.

D. Technology Defined

Technology-the application of knowledge, resources, tools, and skills to solve particular problems and extend human capabilities for useful purposes.

Technology Education-an integrated, experience-based program designed to:

a. prepare a population that is knowledgeable about technology-it's evolution, systems, utilization of techniques, tools, materials and processes, and social and cultural significance.

b. foster creative thinking, decision making, problem solving, visualizing, knowing how to learn, and reasoning skills.

c. boost human capabilities and explore career opportunities and job seeking skills.

d. to apply basic skills of reading, writing, mathematics, listening, and speaking.

E. Technology Education Rationale

1. Technology Education is that segment of the total educational program that provides sequential learner-centered experiences designed to foster:

a. an understanding of self;

b. an understanding of the economic system and consumer awareness;

c. an understanding of the role of technology in our modern society;

d. an awareness of educational and occupational options;

e. an awareness of the managerial, social, historical, and cultural aspects of industry;

f. the development of career interests; and

g. the development of fundamental technical skills in the proper use of common industrial tools, materials, and processes.

2. Technology Education has the obligation to provide programs that:

a. assist in the discovery and development of:

i. personal aptitudes;

ii. interests;

iii. creative technical problem-solving abilities;

iv. self-reliance;

v. sound judgment and resourcefulness; and

b. assist in the development of industrial and technological skills necessary for living in a technical society.

3. As a component in the total education program, Technology Education has the responsibility for providing programs that:

a. assist individuals in making informed and meaningful occupational choices in industry and technology;

b. provide occupational information and exploratory experiences pertaining to a broad range of occupations including training requisites, working conditions, salaries or wages, and other relevant information;

c. prepare students for enrollment in advanced career and technical education programs and lifelong learning.

E. Students in Louisiana's schools can benefit from Technology Education programs at both the elementary and secondary levels. Regardless of their gender, ability levels, or handicaps, all students can benefit from Technology Education activities which will assist them in preparing for adult roles in a complex technological society.

La. Admin. Code tit. 28, § LXXXI-101

Promulgated by the Department of Education, Board of Elementary and Secondary Education, Career and Technical Education, LR 30:2699 (December 2004).

AUTHORITY NOTE: Promulgated in accordance with R.S. 6:(A)(10) and R.S. 17:10.