NATURE OF TECHNOLOGY (SMR Domain 1)

Candidates understand technology as a problem-solving process and know the history and evolution of technology. They understand that technology involves creativity and innovation and are able to use concepts from the core content areas of science, mathematics, social science, and language arts as well as other content areas commonly taught in California public schools to design solutions to problems. Candidates understand the social aspect of technology and analyze the positive and negative effects of technologies on society and the environment. They understand the skills, knowledge, attitudes, and commitment to lifelong learning necessary to develop technological literacy and apply this knowledge in a rapidly changing global environment.

0001 Innovation and Design (SMR 1.1)

a. Demonstrate an understanding of the engineering design process (e.g., defining a problem, using research techniques, communicating solutions, analyzing and optimizing solutions).
b. Understand the product life cycle (e.g., prototypes, transition to production, evaluating product success).
c. Demonstrate an understanding of how to use technological processes and systems to arrive at solutions to real-world problems.

In Schools, we create artificial learning environments for our children that they know to be contrived and undeserving of their full attention and engagement. Without the opportunity to learn through the hands, the world remains abstract, and distant, and the passions for learning will not be engaged." - shop teacher

This opening quote for the book, Shop Class as Soulcraft, explains a lot about several generations of educated people in the US. It's like peaking behind the curtain of a freakshow that we have come to except as normal, and seeing the gears of a great machine neglected and grinding and falling apart.

-Chad told me about a guy in Oregon that is a math teacher as well as educatrional garden developer. find link...

-in yosemite, I am going to write to each line item in the sub-test 1 information outline, as they relate to a woodshop. after the CSET I will start to add pictures and build a plan for an IA teacher training program.

-I need to propose a passive solar model, to different audiences and different business sectors and government sectors. draw attention to the first model

-sketchup evaluation
http://sketchup.google.com/industries/edu/educators.html
case study teaching 16-18 yr old home design
https://docs.google.com/Doc?id=dc837t9h_68gt44qsgt

picture:photoshop concepts/drawings onto shed.

This is a summation of my studies; both book and by hand

I have made it a strict point to find CSET concepts in what I am building by hand. I have decided that it is not to master the test, but to add a hands-on component to the evaluation system. My specific passion and focus is wood shop, however my greater project is to build a core system for The Career Technical spectrum as defined by the California Department of Education. The Department keeps all of their standards all locked up in PDF format. I have formatted the main headers, and attached the file for the Industrial(useful) Arts.
here

I am taking the final fist without the review sheet to test how much information i learned in class and from the book. This is to assess the quality of the in class instruction as well as my own reading comprehension. I will study and fill out the review sheet after the class is over.

These are all the buzzwords organized into the 4 TPA tasks categories. I am using this to jog my brain about the content before I start writing the TPAs

Blooms Taxonomy
Maslow's heirarchy of needs