that I have a modem for e-mail and Web access, my son insists the only way to go is a “high-
speed,” always accessible, cable connection. I even have a Web site, maintained by one of
my former students, that I do not know how to update.
I am not sure that I am so unique. It is not easy for teachers, even those who are willing
and interested, to learn or teach about technology in a universe where technology is contin-
ually changing. Before my youngest child grew up and moved out, I learned most of what I
know about computers by looking over his shoulder. I eventually realized I could adapt that
strategy to learn from my students (both in high school and teacher education classes) as
they become technology experts and teachers in my classes. In chapter 6, I discuss different
cooperative learning approaches. To teach technology in the content area, I recommend
meeting regularly with an expert group of students that can help you figure out what needs
to be done and is able to master the appropriate skills, and then work within their own coop-
erative learning teams to ensure that all students in the class develop necessary competen-
cies. I know this sounds a little like cheating, but it is the best way I know to keep up with the
students.
Technological literacy is another literacy that has broad implications in all secondary
school content areas, and it is useful to examine the standards developed by national educa-
tional organizations. The National Council for Accreditation of Teacher Education (NCATE)
and the International Society for Technology in Education (ISTE) recommend the following
10 performance indicators for technology literate students before completion of grade 12.
- Students will identify capabilities and limitations of contemporary and emerging tech-
nology resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. - Students will make informed choices among technology systems, resources, and ser-
vices. - Students will analyze advantages and disadvantages of widespread use and reliance on
technology in the workplace and in society as a whole. - Students will demonstrate and advocate for legal and ethical behaviors among peers,
family, and community regarding the use of technology and information. - Students will use technology tools and resources for managing and communicating
personal and professional information (e.g., finances, schedules, addresses, pur-
chases, correspondence). - Students will evaluate technology-based options, including distance and distributed
education, for lifelong learning. - Students will routinely and efficiently use online information resources to meet needs
for collaboration, research, publications, communications, and productivity. - Students will select and apply technology tools for research, information analysis,
problem solving, and decision making in content learning. - Students will investigate and apply expert systems, intelligent agents, and simulations
in real-world situations. - Students will collaborate with peers, experts, and others to contribute to a content-
related knowledge base by using technology to compile, synthesize, produce, and dis-
seminate information, models, and other creative works.
I think it is significant that these technological literacy goals are similar to the other liter-
acy goals discussed earlier in this chapter. They emphasize the need to identify the capabili-
194 CHAPTER 7