Technology (Grades 5–12) Subtest 1

Subarea 1. Fundamentals of Technology

0001

Demonstrate knowledge of the history and evolution of technology.

identifying important events and trends in the history of technology, including emerging technologies
identifying interactions between technology and society, ethics, and economics
identifying the effects of technology on the environment

0002

Demonstrate knowledge of engineering design and the role of the design process in technology.

identifying steps in the design process, their characteristics, and their role in technology
analyzing technology systems in terms of input, output, process, and feedback
applying procedures for setting, interpreting, and meeting design criteria and for monitoring technology systems

0003

Demonstrate knowledge of basic principles of business management and of skills required in the workplace.

applying knowledge of basic economic concepts (e.g., supply and demand, competition, pricing) in a given situation
identifying types of businesses (e.g., sole proprietorship, limited liability corporation, not-for-profit)
identifying careers in technology and their characteristics and requirements
identifying qualities and professional and interpersonal skills that facilitate professional advancement and success in the workplace

0004

Understand the content and methods for developing students' content-area reading skills to support their reading and learning in technology.

demonstrating knowledge of key components and processes involved in reading (e.g., vocabulary knowledge, including orthographic knowledge; background knowledge; knowledge of academic discourse, including the syntactic and organizational structures used in print and digital academic texts; print processing abilities, including decoding skills; use of cognitive and metacognitive skills and strategies)
demonstrating the ability to plan instruction and select strategies to support all students' content-area reading (e.g., differentiating instruction to meet the needs of students with varying reading proficiency levels and linguistic backgrounds, identifying and addressing gaps in students' background knowledge, scaffolding reading tasks for students who experience comprehension difficulties)