La. Admin. Code tit. 28 § LXXXI-1901

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

Section LXXXI-1901 - Technology Education Strands

A.Strands-the categories within particular content areas, which may vary from discipline to discipline. Strands are interrelated, and should be integrated rather than taught in isolation.

B. The following are strands that are found throughout the course offerings in Technology Education.

1. Technology Student Association (TSA). The mission of the Technology Student Association is to prepare our membership for the challenges of a dynamic world by promoting technological literacy, leadership, and problem solving, resulting in personal growth opportunities.

2. Safety. All Technology Education courses demand the safe use of tools and equipment. Personal safety is emphasized through this content area. Course safety rules are referenced to OSHA safety regulations and standards.

3. Communication Skills. Reading, writing, speaking, and listening activities are incorporated throughout the technology education curriculum.

4. Science Skills. Physical science, physics and chemistry, biology, all of these sciences have a place in Technology Education. The practical application of science is a common objective in all technical education courses.

5. Mathematics Skills. Technology Education courses emphasize the practical application of mathematics skills. Measuring, calculating, and problem solving are common activities in technology courses.

6. Career Paths. Technology Education offers a definite path for a student to follow including job seeking skills. Occupational clusters are offered in many skill areas.

7. SCANS Skills. The know-how identified by SCANS (Secretary's Commission on Achieving Necessary Skills) is made up of five workplace competencies and a three-part foundation of skills and personal qualities that are needed for solid job performance.

8. Workplace Competencies. Effective workers can productively use:

a. resources. They know how to allocate:

i. time;

ii. money;

iii. materials;

iv. space; and

v. staff;

b. interpersonal skills. They can:

i. work on teams;

ii. teach others;

iii. serve customers;

iv. lead;

v. negotiate; and

vi. work well with people from culturally diverse backgrounds;

c. information. They can:

i. acquire and evaluate data;

ii. organize and maintain files;

iii. interpret and communicate; and

iv. use computers to process information;

d. systems. They:

i. understand social, organization, and technological systems;

ii. can monitor and correct performance; and

iii. can design or improve systems;

e. technology. They can:

i. select equipment and tools;

ii. apply technology to specific tasks; and

iii. maintain and troubleshoot equipment;

9. Foundation Skills. Competent workers in the high-performance workplace need:

a. basic skills:

i. reading;

ii. writing;

iii. mathematics;

iv. speaking; and

v. listening;

b. thinking skills. The ability to:

i. learn;

ii. reason;

iii. think creatively;

iv. make decisions; and

v. solve problems;

c. personal qualities:

i. individual responsibility;

ii. self-esteem and self-management;

iii. sociability; and

iv. integrity.

La. Admin. Code tit. 28, § LXXXI-1901

Promulgated by the Department of Education, Board of Elementary and Secondary Education, Career and Technical Education, LR 30:2709 (December 2004).

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