Technology is the combination of any new techniques, tools, methods, or procedures utilized in the development of new products or services or in accomplishing goals, for instance scientific research. A broad definition of technology would also include the collection, management, maintenance, use, and improvement of data produced by scientific processes. The term technology was first used in this sense in 1832 by the French linguist, Paul Bertrand. Since then it has become one of the cardinal concepts of science, economics, technology, engineering, and society.
Broad patterns of technology fields are described in a detailed manner in various textbooks such as Apects of Technical Education, Issues in Teacher Technology, Handbook of Elementary Education, and others. But defining the various technologies does not end here. The identification of these broad patterns and their elaboration helps in creating action plans relevant to each area, which in turn help to develop curriculum, teacher resources, instruction strategies, testing methods, and student learning.
Broad technology fields can be further divided into six categories. These include electronic instructional systems, computer-assisted teaching, educational software, multimedia devices and technology, interactive education, and computer based training and education. These categories are further classified into three levels. Level I focuses on content and methodologies, Level II concentrates on technology support and application, Level III concentrates on technology implementation, and Level IV concentrates on curriculum implementation and teaching technology concepts.
Teaching technology education requires consistent application of technological knowledge across the curriculum from kindergarten to twelfth grade. Technology, like all other learned patterns, must be applied, mastered, and applied consistently. This involves an integrated process of teaching, using, and sharing technology. It is in this context that technological integration becomes particularly important.
Teaching technologies change over time and require a continual assessment of how they fit within the overall framework of the classroom. Consistent application of technology literacy requires that teachers continually evaluate their own understanding about technology and how it applies to the students. A wide array of technology-related concepts and practices are necessary in order to constructively engage students in this learning process. Teachers need to master and apply four technology-based concepts:
The Schatzberg Approach in teaching technology includes the identification and selection of appropriate technology-based instructional practices, technology application at various different levels, and a strong cultural approach to learning. The selected teaching practices should have firm relevance to the technological environment in which they are used. The concept of technology literacy requires that teachers provide opportunities for students to become aware of, understand, and use technologies in their daily lives. The cultural approach takes into account the nature of technology and the societal implications of technological behavior. Using multiple lenses provides a deeper understanding of the technology landscape.