For Stage one, he established three types of necessary student knowledge for the unit. Those included the students� prior knowledge, the knowledge and skills they would need to accomplish the project, and the concepts the students needed to retain from the project. With this in mind, Hill linked his rocket project to the ITEA Technology Standard 11 that revolves around the design process, transforming ideas into solutions for problems, and using creating and critical thinking.
Stage two is the phase where Hill looked at the types of assessments he wanted to create for the unit to maximize student learning. This included quizzes with multiple choice and true/false options about rocketry, open-ended writing assignments so that students could discuss the design process, a PowerPoint presentation about designing, data collection and mathematical applications, class participation, and other worksheets, as well as criteria for completing the rocket and the recovery strategy.
With his standards, goals, and assessment in place, Hill moved to Stage three and planned the instructional activities that included 45 days of class and lab time devoted to lecture, demonstration, group work, individual activities, and guided discussion. The students had to design, build, test, launch, and recover their rocket without damage. Students used the computers for research information about rocketry to meet the technology standards that discuss technology and society. They used PowerPoint for presentations to meet standards that require the use of authoring software and drawing tools. Digital cameras were utilized to document the process and some time is spent with image manipulation software. The final stage of the project was the building, testing, and launching of the rockets. To tie the project to the standards at the very end, students were asked to describe how they met each technology standard.
This project is an excellent example of how a technology teacher utilized a wide variety of technology applications in an authentic real world project that combined science, math, and language arts. Hill also presented different learning experiences including one-on-one instruction, small group work, lecture, and discussion to facilitate different learners. A Technology Facilitator must research successful projects like this to present to the teachers in her district and be able to help them with additional ideas. She must have a strong understanding of the state content standards and be familiar with the state tests in order to maximize her ability to meet the needs of the teachers and students in her district.
As a Junior/Senior High School Technology Teacher, Hill�s offers us a real life experience rather than just a theoretical exercise that proves valuable for other teachers and Technology Facilitators. Hill�s abstract clearly defines the article�s content. The use of numbered lists to highlight curriculum priorities and assessment criteria illuminates these points clearly.
Hill, Jere A. (2004). Teaching an old project new tricks: incorporating multiple standards in a seventh grade technology classroom. Technology Teacher, 63(4), 7-14.
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