International Technology Education Association Standards

Standards for Technological Literacy: Content for the Study of Technology (STL) was developed by the International Technology Education Association's Technology for All Americans Project in 2000. STL articulates the necessary content to be taught in K–12 laboratory-classrooms to empower all students to develop technological literacy. Technological literacy is the ability to use, manage, understand, and assess technology. The standards were constructed around a cognitive base and a "learning by doing" activity base, and they also include assessment checkpoints at specific grade levels (K–2, 3–5, 6–8, and 9–12).

For the benefit of curriculum planning and lesson development, the resources and information offered here are aligned with the following ITEA Standards for Technological Literacy:

Standard 1: Students will develop an understanding of the characteristics and scope of technology.
F. New products and systems can be developed to solve problems or to help do things that could not be done without the help of technology.

Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
F. Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.

Standard 11: Students will develop an understanding of the ability to apply the design process.
H. Apply a design process to solve problems in and beyond the laboratory-classroom.
J. Make two-dimensional and three-dimensional representations of the designed solution.
K. Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.

Standard 18: Students will develop abilities to select and use transportation technologies.
G. Transportation vehicles are made up of subsystems, such as structural, propulsion, suspension, guidance, control, and support that must function together for a system to work effectively.

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Copyright March 2005 — The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0424671. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This work is licensed under a Creative Commons License.