Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXXI - Bulletin 110-Technology Education Content Standards Curriculum Framework › Subpart 1 - Standards and Benchmarks › Chapter 19 - Strands › Section LXXXI-1901 - Technology Education Strands

Current through Register Vol. 50, No. 6, June 20, 2024
A.
Strands
-the categories within particular content areas, which
				  may vary from discipline to discipline.
Strands
are
				  interrelated, and should be integrated rather than taught in
				  isolation.
B. The following are
				  strands that are found throughout the course offerings in Technology Education.
1. Technology Student Association (TSA). The
				  mission of the Technology Student Association is to prepare our membership for
				  the challenges of a dynamic world by promoting technological literacy,
				  leadership, and problem solving, resulting in personal growth
				  opportunities.
2. Safety. All
				  Technology Education courses demand the safe use of tools and equipment.
				  Personal safety is emphasized through this content area. Course safety rules
				  are referenced to OSHA safety regulations and standards.
3. Communication Skills. Reading, writing,
				  speaking, and listening activities are incorporated throughout the technology
				  education curriculum.
4. Science
				  Skills. Physical science, physics and chemistry, biology, all of these sciences
				  have a place in Technology Education. The practical application of science is a
				  common objective in all technical education courses.
5. Mathematics Skills. Technology Education
				  courses emphasize the practical application of mathematics skills. Measuring,
				  calculating, and problem solving are common activities in technology
				  courses.
6. Career Paths.
				  Technology Education offers a definite path for a student to follow including
				  job seeking skills. Occupational clusters are offered in many skill
				  areas.
7. SCANS Skills. The
				  know-how identified by SCANS (Secretary's Commission on Achieving Necessary
				  Skills) is made up of five workplace competencies and a three-part foundation
				  of skills and personal qualities that are needed for solid job
				  performance.
8. Workplace
				  Competencies. Effective workers can productively use:
a. resources. They know how to allocate:
i. time;
ii. money;
iii. materials;
iv. space; and
v. staff;
b. interpersonal skills. They can:
i. work on teams;
ii. teach others;
iii. serve customers;
iv. lead;
v. negotiate; and
vi. work well with people from culturally
				  diverse backgrounds;
c.
				  information. They can:
i. acquire and
				  evaluate data;
ii. organize and
				  maintain files;
iii. interpret and
				  communicate; and
iv. use computers
				  to process information;
d. systems. They:
i. understand social, organization, and
				  technological systems;
ii. can
				  monitor and correct performance; and
iii. can design or improve systems;
e. technology. They can:
i. select equipment and tools;
ii. apply technology to specific tasks;
				  and
iii. maintain and troubleshoot
				  equipment;
9.
				  Foundation Skills. Competent workers in the high-performance workplace need:
a. basic skills:
i. reading;
ii. writing;
iii. mathematics;
iv. speaking; and
v. listening;
b. thinking skills. The ability to:
i. learn;
ii. reason;
iii. think creatively;
iv. make decisions; and
v. solve problems;
c. personal qualities:
i. individual responsibility;
ii. self-esteem and
				  self-management;
iii. sociability;
				  and
iv. integrity.