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Maryland Voluntary State Curriculum (VSC)
Technology Education

Rationale:

Nationally, the task of developing content standards for Technology Education began in 1995 with the Technology for All Americans Project (TfFAAP). The National Science Foundation and the National Aeronautics and Space Administration funded this effort to develop a nationally viable rationale and structure for technology education.

The International Technology Education Association (ITEA) led
this effort, and in 1996 TfAAP published Technology for All Americans: A Rationale and Structure for the Study of Technology. This document provided the foundation for Technology Education Voluntary State Curriculum and established the guidelines for what each person should know and be able to do in order to be technologically literate. ITEA continued to build upon this work to present a general-content framework for Technology Education, and in 2000, Standards for Technological Literacy: Content for the Study of Technology was published and disseminated.

As the primary instructional program addressing technological literacy in Maryland, Technology Education must align with the work being done nationally. It is our responsibility to define in measurable terms what it means for Maryland youth to be technologically literate. ITEA defines technological literacy as “The ability to use, manage, understand, and assess technology.”

As evidenced in the final report of the Visionary Panel for Better Schools, teachers must have access to a precise and challenging curriculum, one that is uniform in content and expectations and fully aligned with state standards. Additionally, teachers must have the technical assistance and support they need to translate curriculum into effective, individualized instruction. The development of the Voluntary State Curriculum for Technology Education is our first step in meeting this goal.

Maryland VSC for Technology Education - Official MSDE Web Site