Technology Education employs a systems approach to solve problems in a hands-on setting. The use of Michigan’s Technology Content Standards and Benchmarks provides a basis for building a strong technologically literate population. Study areas for Technology Education are: Technological Contexts, Technological Knowledge, and Technological Processes.

Technological Contexts refer to the larger areas where technology is developed, applied, and studied. They are categorized as physical, informational, or chemical/biological systems.

Technological Knowledge covers how technological content is developed and applied. It includes the nature and evolution of technology, linkages with other fields of study, and technological concepts and principles.

Technological Processes allow people to solve practical problems through designing, developing, producing, controlling, using, and assessing technological devices and systems.

Technology Education Standards and Benchmarks

Standard
The participating education agency board of education or designee will have adopted the Content Standards For Technology (MDE, 1998) and/or the National Standards For Technological Literacy (International Technology Education Association. 2000) as the basis for providing a comprehensive, planned, sequential Technology Education program through a combination of integrated contextual learning experiences and separate courses to develop student’s abilities to use and manage technology in their careers, as citizens, and as lifelong learners.

Benchmarks
· The local board of education or designee has adopted a technology education program that meets the state standard.

· Ensures that all elementary and middle school students will gain technological concepts which have been integrated into the curriculum as evidenced by their incorporation into mathematics, science, and other appropriate subject area curriculum plans/guides.

· Ensures that before leaving middle school, all students will have taken an Exploratory Technology Education course introducing physical, informational, and chemical/biological related technologies as evidenced by existence of district curriculum guides and course descriptions/schedules.

· Ensures that at the high school level, students that have not participated in an Exploratory Technology Education course introducing physical, informational, and chemical/biological technologies are provided the opportunity to enroll as evidenced by existence of district curriculum guides and course descriptions/schedules.

· Ensures that at the high school level, students desiring greater knowledge and experience regarding the development, control, and use of technology will have the opportunity to enroll in a Foundations of Technology course as evidenced by existence of district curriculum guides and course descriptions/schedules.

· Ensures that sufficient tools/equipment are available to support infusion of technological concepts into the curriculum at elementary and middle school levels and that facilities/equipment are available to support Technology Education separate course offerings.