Technology Education for the 21st Century

Donna M. Faulkner
Sonoma State University
EDUC 571

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Introduction
Technology is pervasive. It has dramatically transformed the way
people work and live. In order to prepare students to function in the
increasingly digital world, it is critically important to help students develop
the skills necessary to access and use online information and to use
technology to communicate, collaborate and solve problems. In addition to
developing proficient users of technology, schools are looking at ways
technology can be used to create exciting opportunities for teaching and
learning in all subject areas. A review of the literature helps one understand
(a) how technology is being used in schools; (b) how it should be used to
support the Common Core State Standards and promote the skills deemed
necessary for college and career in the 21st century; and (c) the components
of a worthy technical education curriculum.
Most young people today have some practical knowledge of
technology from using it in their personal lives to find information and

connect with others online. Many use mobile devices and the Web 2.0 for
social networking and media sharing. They may also have rudimentary skill
using word processing applications. However, technological literacy goes
beyond the practical use of computers and mobile devices; it also involves
critical thinking, communicating and collaborating with others, decision
making, and problem solving skills considered important in the workforce.
Students need guidance and practice in order to develop these skills. An
educational technology curriculum is necessary to ensure equity in students
opportunity to develop the competencies they will need to participate fully in
their life at home and work and in social activities (Aesaert et al., 2013).
The State of Technology Education
The goal of technology education, according to Brown and Brown
(2010) is to develop technological literacy in students so they can be
informed and contributing members of the world. Technical literacy is a broad
term which includes using technology effectively as well as understanding
the basic nature and fundamental concepts of technology, being able to keep
abreast of changes in technology, and solving technical problems.
The International Society for Technology in Education (ISTE) developed
the National Educational Technology Standards (NETS) which describe
specific desired outcomes to ensure all students will be able to function in
their future. Smarkola (2008) investigated technology use in schools to see if
it was in agreement with the ISTE standards. While the teachers generally

viewed technology as useful and intended to integrate it into their curricula,

the study found actual use fell far short of the ISTE standards. In elementary
grades, technology use was mostly drill and practice, games, and some
tutorials or subject-specific programs. Compared to the standards, there was
not enough time spent on productivity applications such as word processing,
spreadsheets, and presentation programs. In the middle grades, technology
was being used more for research and information gathering, but the
activities were often over-structured, so there was less higher-order thinking
involved. For instance, teachers provided links to websites, so students did
not have to search for them, nor evaluate the validity of the site. There were
very few opportunities for students to use technology to collaborate with
others. In their study of the technological proficiency of students who just
completed their K-12 education, Kurt, Coklar, Kilicer, and Yildirim (2002)
found the K-12 technology curriculum lacking. Though it covered basic skills,
students were not involved in cooperative online activities, nor did they use
technology to solve problems they would be likely to encounter in their daily
lives.
Amtmann and Poindexter (2008) reviewed the studies on Information
and Communication Technologies (ICT) literacy which indicated the majority
of students were not sufficiently proficient in the use of technology or in
information literacy. In their study of secondary schools in Michigan, they
found most high schools only to have one or two courses which address
standards for technology and/or information literacy. Even when schools had

a technology graduation requirement, it was mainly on the use of Microsoft

word processing and presentation software.
However, with the advent of the Common Core State Standards
(CCSS), there has been a shift in technology education. Technology is
embedded in the CCSS not as set of skills, but as a tool to attain the
standards. According to Robin (2008), this has resulted in a change in the
focus of technology education from the technology itself to ways it can be
used to improve teaching and learning. There is a trend toward blended
learning, in which Information and Communication Technology (ICT) is
integrated into the curriculum, both online and offline. In one study, Safar
and AlKhezzi (2013) evaluated the effects and usefulness of a blended model
constructivist approach to teaching and learning on students attitudes,
motivation and academic achievement. They found the students in the
experimental group with the blended model of instruction outscored in all
three areas (academic achievement, motivation, and attitudes) those
receiving instruction in the traditional manner. The projects produced by the
students in the blended classroom environment were of better quality and
the students achieved higher grades. The findings suggest integrating and
incorporating ICT, as called for in the CCSS, can improve teaching and
learning.
The CCSS focus on the skills and content knowledge needed to prepare
students for college, career and life. In analyzing these standards, Roberts,
Shedd, and Norman (2012) found 29 grade-level standards in the CCSS

which related to technology. The standards on technology are not separate

standards, but are integrated into the standards for Reading, Writing,
Speaking and Listening, and Language. These standards require students to
use technology, including the Internet, to produce and publish writing, to
evaluate information from different media sources and formats, and to
produce presentations with digital media. Most notably, the CCSS call for
students to use technology to engage in collaborative work with peers.
Technology Integrated Throughout the Curriculum
So, what should technology education consist of and how can schools
help students develop the skills they will need for living and working in an
increasingly digital society? Roberts et al. (2012) attempted to identify the
best practices for teachers to use to meet the CCSS expectations for
technology. They emphasized the need to integrate technology in the
content areas. Technology skills cross disciplines. According to Marcoux
(2012), the technology standards cannot be separated from content
standards as technology provides numerous ways to enhance how the
content standards are addressed and affords students with the means to
access the standards in ways that are typically not available in a classroom.
For example, a class Twitter feed can help students learn to summarize
thoughts succinctly due to the character limitations and write for an
authentic purpose (Roberts et al, 2012). Sanders (2012) discussed how
virtual reality games and simulations greatly enhanced learning by
immersing learners in the experience. The Internet makes it possible to view

primary resources, travel to distant sites via virtual field trips, view videos of
newscasts, interviews, speeches, demonstrations, etc. Two examples of how
Web 2.0 technology has enriched the social studies curriculum are The
Russia Project and The Lincoln Telegrams. In both activities, students use
digitized images of historical documents, including news articles,
correspondence, artwork, and political cartoons to examine big questions
such as What factors contributed to the fall of czarist rule in Russia? and
What leadership traits did Abraham Lincoln exhibit? Through Internet
research, examination of primary sources, and online discussions, students
gained a much deeper understanding of history than through traditional
instruction Holcomb, Beal, and Lee (2011). Furthermore, when technology
was integrated into academics, students became more engaged and
motivated to learn. This is consistent with the study done by Safar and
AlKhezzi (2013) on blended learning, as previously mentioned. Therefore,
technology should be integrated into all the content areas instead of taught
separately. Kurt et al. (2002) remind us that more frequent use of technology
improves students proficiency using it, so in order to gain more practice with
it, technology should be used across the curriculum.
Constructivism and Collaboration
Roberts et al. (2012) recommends a constructivist pedagogical
approach in which students construct meaning from their knowledge and
experiences as a best practice. A progressive shift toward inquiry-based
learning, consistent with constructivism, is occurring and expected to

continue as the amount of information becomes more was and the world
increasingly complex. Students are beginning to guide their own learning
experiences with teachers serving as facilitators (Sanders, 2012).
Collaborative learning, according to Tucker (2014), is closely connected
to constructivism; students need to work together to discuss ideas, acquire
knowledge and solve problems. Collaboration is embedded in the CCSS and
is one of the 4Cs identified by the Partnership for 21st Century Skills as
important for living and working in todays world. In English language arts,
the standards call for students to use technology, including the Internet, to
produce and publish writing, as well as to interact and collaborate with
others. Web 2.0 technology makes it possible for learners to collaborate in
many ways through a wide array of online applications that support
collaboration. Many of them are free. Users can download and upload
information with ease and interact with each other through online
discussions, blogs, forums, and social media such as Facebook and Twitter.
Because they are accessible asynchronously outside of the classroom, they
offer students flexibility in time to process and formulate a response. This
has increased student involvement and helped to overcome some of the
barriers present in classrooms so every student can have a voice. In many
instances, conversations started online carried over into the classroom,
enriching discussions and increasing learning. Tucker (2012). Collaborative
group projects and online discussions also support the 21st century skill of
communication.

In addition to interacting with others to share information, ideas, and

solve problems, students can jointly produce and publish work online. Cohen
(2012) contends writing collaboratively, with opportunity for review,
comment, and revision is closer to the way writing and publishing is done in
the real-world. This process is in agreement with the CCSS Writing standards.
According to Robin (2008) a powerful tool for addressing CCSS and
promoting 21st century skills is collaborative digital storytelling. Students can
write many different types of stories for different purposes narratives,
stories that instruct, inform, or recount historical events, for example.
Students benefit from working with others to share ideas, ask questions,
research, organize information, and express opinions. Through the process,
they construct more thoughtful and meaningful work and use higher order
thinking skills to evaluate, analyze, and synthesize information and solve
problems.
Technology to Develop Critical Thinking Skills
Critical thinking is another important 21st century skill. One aspect of
critical thinking is evaluating and interpreting information. According to the
CCSS, students should be able to locate and evaluate information presented
in different media and format. The Internet helps to develop critical thinking
skills. Students need to select search terms that will generate the best
results, evaluate the reliability of information found online, consider possible
bias, decide what information to use and how to use it, and determine how
they will present their work. Furthermore, when students interact with others

online they need to discern what information to input and what to leave out
in order to add substantively to discussions or collaborative projects. All
these activities involve critical thinking (Marcoux, 2012).
Technology for Communication and Creativity
Communication and creativity are the other two critical skills for
working and living in the 21st century. The use of technology to manipulate
text, graphic images, and audio to create multimedia presentations promotes
the development of these 21st century skills by providing a means for
students to creatively and effectively communicate their ideas. Multimedia
presentations often involve remixing existing content to create new meaning.
Henriksen and Mishra (2014) contend creativity involves building upon and
combining pre-existing ideas in new ways.
Digital Citizenship
In Smarkolas (2008) investigation of technology education in schools,
an area found to be lacking was digital citizenship. Aesaert et al. (2013)
discussed the need to teach students safe and responsible used of
technology. Roberts et al. (2012) suggested using social media for students
to interact and collaborate provides educators an opportunity for teaching
media safety in a real context. Students need to be intentionally taught the
dos and donts for online communication Tucker (2012) and how to
effectively contribute to online discussions. Responsible use of technology to
connect and interact with others can help develop positive character traits.

Bers (2010) suggests teaching computer literacy and technological fluency is

not enough; educators need to give students digital learning experiences
which will help them develop their moral compass and sense of civic
responsibility.
Challenges
The ever-changing nature of technology presents challenges for
educators. Technology is developing faster than curriculum. It is practically
impossible to keep up with every new advancement. Teachers themselves
may not be proficient users of technology nor have a good grasp of how to
us it for instruction. Robin (2008) contends teachers need more training and
time for independent exploration and practice to gain competence and
confidence in using technology in their classrooms.
Fundamental Technology Skills
While the CCSS define the content, or what, students need to learn,
they do not specifically define how it will be learned. They do emphasize
technology as a way to learn knowledge and develop skills that students will
need in their future. However, in order to use technology for this purpose,
one must be sufficiently proficient in its use. While teaching technology in
isolation is not recommended, there are specific ICT skills which must be
included in the curriculum. Students must learn how to collect, integrate, and
present information using a variety of software applications. They must know
how to download text and graphics from the Internet, manipulate text and

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graphics in word processing and graphics programs, and create multimedia

presentations (Siegle, 2004). To be in accordance with the National
Educational Technology Standards spreadsheets should also be taught
(Smarkola, 2008). Because of the emphasis on technology as a tool for, not
as the objective of learning, the CCSS do not define the discreet
technological skills needed at each grade level. However, the NETS define
profiles for technologically literate students in four different age groups.
A Guide to Develop Standards-Based Curriculum for K-12 Technology
Education (ITEA, 1999, pp 8-9) identified important criteria which should be
considered. The primary focus should be on student learning and attainment
of standards. Research-based best practices for teaching and learning should
be utilized. Technology should be integrated across subjects. Problem-solving
activities should be emphasized in the curriculum (as cited in Reeve, 2006).
Murphy (2013) agrees that learning goals should be the first consideration
and cautions against planning technology-based activities that cause one to
lose sight of the learning goals. The best use of technology is to further
content knowledge and critical skill development.
Conclusion
Developing and teaching a technology education curriculum is
challenging because it is nearly impossible to keep up with the many rapid
technological advancements and because of the varying degrees of ability
and confidence of teachers to use technology. While schools may have

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technology classes, the Common Core State Standards require using

technology in the English language standards for reading, writing, listening
and speaking. Furthermore, teaching and learning is enhanced when
technology is integrated throughout the curriculum, not taught in isolation. It
is clear from the literature reviewed that it will take a collaborative effort to
accomplish this. Many of the basic computer skills - word processing, using
presentation software, searching for and downloading information on the
Internet, and integrating text, graphic images, audio and video into
multimedia presentations can, and probably should be, taught in
technology classes by teachers who specialize in technology. The curriculum
should provide students with practical applications how to use technology in
their daily lives and how to solve problems they may incur when using it.
However connections should be made to the content areas to provide
context for learning the technology, to motivate students, and to deepen
learning in the subject area. Classroom teachers should work closely with
school librarians and technology instructors to design inquiry-based learning
activities which support the CCSS and build 21st century skills through the
use of technology.
Furthermore, the curriculum needs to promote collaboration and
critical thinking. This can be done through group projects which require
students to work together to research a topic, evaluate the sources, and
integrate and present the information. Many free applications, such as
Google Docs and Collaborize Classroom, are available to facilitate

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communication and sharing of ideas. Along with this, there needs to be

instruction on safe use of technology and digital citizenship.
Teachers may find the task of integrating technology daunting.
However, they do not need to become experts in order to integrate it into
their curriculum. In fact, willingness to try out something new and persevere
in problem solving are important character traits, which can be modeled by
teachers as they begin to add technology into their curricula. In their future
lives, as technology continues to develop, students will also need to deal
with change.
The CCSS for English language arts require technology, but one should
not limit technology use to that subject alone. Indeed, one well-thought out
project in a content area can address multiple standards across disciplines.
As shown in the literature, the benefits of this are many. When students use
technology to research and examine real world topics, interact with others,
and reflect, learning is deeper and more meaningful. Technology creates
many exciting opportunities to help learn better and to become better
prepared for living in and contributing to their future world.

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