National Academies Press: OpenBook

Tech Tally: Approaches to Assessing Technological Literacy (2006)

Chapter: APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States

« Previous: APPENDIX B Technology-Related Standards and Benchmarks in the National Science Education Standards, Benchmarks for Science Literacy, and Standards for Technological Literacy
Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
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APPENDIX C
Challenges and Opportunities for Assessing Technological Literacy in the United States

Workshop of the Committee on Assessing Technological Literacy

Lecture Room

National Academies Building

2100 C Street, NW

Washington, D.C.

September 28–29, 2004

September 28

 

6:30 p.m.–8:00 p.m.

Pre-Workshop Informal Reception

Rotunda of the National Academy of Sciences

2100 C Street, NW

(picture ID must be shown at door)

****

September 29

 

7:30 a.m.–8:00 a.m.

Continental Breakfast

8:00 a.m.–9:00 a.m.

Plenary Session 1: The Project and Workshop in Context

 

Topic 1: Project history and goals of the workshop

Elsa Garmire, Committee Chair

Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

 

Topic 2: Overview of assessment instruments collected by the project

Greg Pearson, NAE

Topic 3: Challenges and opportunities for assessment of technological literacy

Committee Panel

Questions and Discussion

9:00 a.m–11:30 a.m.

Concurrent Session I

 

Panel 1 [LECTURE ROOM]: Federal and State Perspectives

Committee Moderator: Rodger Bybee

  • Susan Brandon, Assistant Director, Social, Behavioral and Educational Sciences, White House Office of Science and Technology Policy

  • Rep. Phyllis Heineman, Chair, House Education Committee, South Dakota State Legislature

 

Panel 2 [LECTURE ROOM]: District, School, and Classroom Perspectives

Committee Moderator: Martha Cyr

  • Tony Bruno, Treasurer, Arizona School Board Association

  • Ken Starkman, Technology and Engineering Consultant, Wisconsin Department of Public Instruction

  • Arthur Linder, Principal, Oak Hill Academy, District of Columbia

 

Panel 3 [ROOM 250]: Business/Industry Perspectives

Committee Moderator: Marc deVries

  • John Rauschenberger, Manager of Personnel Research and Development, Ford Motor Co.

  • Ed Nicholson, Director, Media & Community Relations, Tyson Foods, Inc.

Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

 

  • Peter Joyce, Workforce Development Manager, Worldwide Education, Cisco Systems, Inc.

 

Panel 4 [ROOM 250]: Workforce and Employment Perspectives

Committee Moderator: Elsa Garmire

  • Susan Sclafani, Counselor to the Secretary and Assistant Secretary for Vocational, Technical, Career Education, U.S. Department of Education

  • Pamela Frugoli, Skill Assessment Team Lead, Office of Workforce Investment, Employment and Training Information, U.S. Department of Labor

  • Thomas Carretta, Engineering Psychologist, Human Effectiveness Directorate, Air Force Research Laboratory

11:30 a.m.–12:30 p.m.

Plenary Session 2: Reporting Out from Concurrent Session I and Discussion [LECTURE ROOM]

 

Committee Moderator: José Mestre

12:30 p.m.–1:30 p.m.

Lunch [LECTURE ROOM]

1:30 p.m.–4:00 p.m.

Concurrent Session II

 

Panel 1 [LECTURE ROOM]: International/Comparative Assessment Perspectives

Committee Moderator: Richard Kimbell

  • Marian Lemke, National Program Manager for PISA (Programme for International Student Assessment), National Center for Education Statistics

  • Christine O’Sullivan, Principal, K–12 Consulting

Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

 

Panel 2 [LECTURE ROOM]: National Assessment Perspectives

Committee Moderator: Jon Miller

  • Larry Suter, Statistician and Program Director, Division of Research, Evaluation, and Communication, National Science Foundation

  • Dylan Wiliam, Senior Research Director, Learning and Teaching Research Center, Educational Testing Service

Panel 3 [ROOM 250]: Assessment Developers’ Perspectives

Committee Moderator: Susanna Hornig Priest

  • Stephen Lazer, Vice President for Assessment Development, Educational Testing Service

  • Nancy Petersen, Distinguished Research Scientist, Measurement & Statistical Research, ACT

  • Margaret Jorgensen, Senior Vice President for Product Research and Innovation, Harcourt Assessment

Panel 4 [ROOM 250]: Informal Education Perspectives

Committee Moderator: Sharif Shakrani

  • Ray Vandiver, Vice President of Exhibits, Oregon Museum of Science and Industry

  • Julie Benyo, Director of Education Initiatives, WGBH

  • Regina A. Corso, Research Director, Public Policy, Harris Interactive

4:00 p.m.–5:00 p.m.

Plenary Session 3: Reporting out from Concurrent Session II and Discussion [LECTURE ROOM]

 

Committee Moderator: Rod Custer

5:00 p.m.–5:15 p.m.

Closing Comments and Adjournment

 

Elsa Garmire

Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×
Page 251
Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×
Page 252
Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×
Page 253
Suggested Citation:"APPENDIX C Challenges and Opportunities for Assessing Technological Literacy in the United States." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×
Page 254
Next: APPENDIX D Research on Learning in Technology and Engineering: A Selected Bibliography »
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In a broad sense, technology is any modification of the natural world made to fulfill human needs or desires. Although people tend to focus on the most recent technological inventions, technology includes a myriad of devices and systems that profoundly affect everyone in modern society. Technology is pervasive; an informed citizenship needs to know what technology is, how it works, how it is created, how it shapes our society, and how society influences technological development. This understanding depends in large part on an individual level of technological literacy.

Tech Tally: Approaches to Assessing Technological Literacy determines the most viable approaches to assessing technological literacy for students, teachers, and out-of-school adults. The book examines opportunities and obstacles to developing scientifically valid and broadly applicable assessment instruments for technological literacy in the three target populations. The book offers findings and 12 related recommendations that address five critical areas: instrument development; research on learning; computer-based assessment methods, framework development, and public perceptions of technology.

This book will be of special interest to individuals and groups promoting technological literacy in the United States, education and government policy makers in federal and state agencies, as well as the education research community.

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