This document discusses technology literacy and the K-9 curriculum at St. Bonaventure School. It begins by exploring different definitions of technology literacy and its importance. It then examines how technology affects students, teachers, and the real world. The document recommends teachers improve their own technology literacy, master core technology concepts, and guide students through increasing their literacy. It suggests using gaming, virtual reality, and collaboration tools to engage students and introduce new paradigms. The goal is for students to progress from basic tool use to innovating with technology.

1. Technology Literacy at
St. Bonaventure School
K-9 Student IT Curriculum
By Frank X. Sowa
Chairman/CEO
The Xavier Group Ltd.
Glenshaw, PA
21st Century Total Technology Solutions for Schools
1

2. What is Technology
Literacy?
• Knowledge of computers?
• Knowledge of car maintenance?
• Knowledge of building things?
• Knowledge of applied science?
• Knowledge of biotech and genetics?
• Something else???
• All of the above?
2

3. Technology Literacy
• Why is it important?
• How does it affect me?
• How does it affect my students?
• Why should I HAVE to learn about it?
• How does it play out in the real
world?
3

4. How does technology
effect me TODAY?
• Locally
• Statewide
• Educationally
• Work, Lifestyle, and Play
• Nationally
• Globally
4

5. What PSSA studies tell us:
• Curriculum matters
– Use of exemplary materials makes a difference for all
students (achievement and gender issues)
• Instruction matters
– There is no “silver bullet” --- rather, good instruction is a
complex set of strategies matched to student needs
• Assessment matters
– Gathering good information is essential to inform curriculum
and instruction
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5

6. Redefining how we learn
• 21st Century educators need to empower
the learner over his/her life
• Better interaction between learners and
educator/trainers -- collaborating with the
Core Architecture
• Improved message transfer means less
lost in the translation -- direct one-on-one
models -- away from packaged solutions
• Focus away from “tools” to “process”
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7. What can I do at St.
Bonaventure?
• Improve your technology literacy
• Master the core “paradigms” of 21st Century
technologies
• Master the core information and delivery
channels of these technologies
• Share your expertise with students
• Convey the importance of “keeping up” and
“moving ahead”
• Take students through the “literacy curve!”
7

8. The technology literacy curve
• Exploration of breadth of technology
• The Basics needed for “tools”
• Using the tools properly by yourself
• Collaborating with the technology
• Using technology in curriculum
• Using technology in the classroom
• Innovating to new thresholds and shifting
paradigms
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9. Paradigm Shifters
Paradigm Shifters create new paradigms.
Paradigm Shifters are almost always
outsiders whose new way of looking at things
is almost always rejected. They are change
agents -- questioners of status quo.
Paradigm Shifters are
truly “world changers.”
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10. Paradigm Pioneers
Paradigm Pioneers choose to work with new
paradigms early, making their decisions
intuitively, without benefits of objective
evidence to show they will succeed.
Paradigm Pioneers do not usually CREATE
the new paradigm that they benefit from.
Paradigm Pioneers advance in society as
the Paradigm Grows. Others who fail to
adapt to the paradigm fall further behind.
-- Joel A. Barker, author of Paradigm Shifts
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11. Paradigm Settlers
Paradigm Settlers wait until a paradigm has
become mainstream and a set of rules has
been established before they accept it.
Paradigm Settlers are in for the long haul --
but are cautious and conservative and like to
test the water before moving forward.
While Paradigm Pioneers benefit most in
social status and wealth from Paradigm Shifts
(being new paradigm leaders), Paradigm
Settlers are the customers of the new
approaches. 11

12. Paradigm Mechanics
Paradigm Settlers
Customers /Beneficiaries
Little investment / ROI
Paradigm Pioneers
Idea grabbers
Value Moderate risk investment
Biggest ROI
Paradigm Shifters
Idea people, crazies
Big investment
Little ROI
New Paradigm
Period of Time
12

13. Paradigm-plegics
Webster’s defines a Paradigm as: “a
pattern, example, or model ...”
Webster’s defines “plegics” as the Greek
suffix-root for words that mean “people
who suffer from paralysis.”
Paradigm-plegics therefore, are people
who suffer paralysis when forced to look at
things from a new paradigm.
13

14. Paradigm-plegics
Paradigm-plegics are individuals or
institutions that can’t cope with -- or more often
refuse to cope with -- the new concepts.
Paradigm-plegics suffer from change
paralysis -- they drop out, bury their heads,
and return to the safety of the last paradigm.
Often Paradigm-plegics had a safe role and a
lot of leverage in former paradigms and want
ALL to stay within its set of rules for security
sake.
14

15. Which are you?
• Paradigm Shifter? (World Changer)
• Paradigm Pioneer? (Change Profiteer)
• Paradigm Settler? (Change Manager)
• Paradigm-plegic? (Stuck in Past)
• Does it matter?
15

16. The Paradigm Effect
When people change their paradigms, their
perceptions of the world change
substantially.
This is called the Paradigm Effect and
explains why two people can look in the
same direction and see very different
things. This also explains why experts
make bad predictions.
-- Joel A. Barker, author of Paradigm Shifts
16

17. How to deal with change:
The slide rule metaphor
Slide rules have no value as a product in today’s
technological world. It would be useless to learn how
to use one for calculations.
The principles and the process behind using a slide
rule are the same ones that are the basis of all
computing. These have a great value today and in the
future.
Future learning success is in building a foundation
around PROCESSES, not products.
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18. Which paradigm are you at today?
• Agricultural -- Hands-based Technology (to 1958)
• Industrial -- Machine-based Technology (to 1979)
• Electronic -- Electrical-based Technology (to 1984)
• Broadcast -- Transistors, Integrated Circuits,
Satellites, Desktop Computers (to 1991)
• Informational -- Data-Based Networks (to 1995)
• Narrowcast -- World Wide Web, Downcasting, text,
images, Internet-based Technologies (to 1998)
• Collaborative -- Integrated-Communications via
Internet and Net tools with full multimedia (Now)
• Bio-Melding -- the Next Paradigm (through 2025)
18

19. The “Paradigm Shift”
in Technology
The Future of the Organization
in an Information Age
19

20. The 40’s to 70’s
BROADCAST
High Bandwidth
Analog Signal
Synchronous
TELECOM
Broadcast Commodity Priced
Low Bandwidth
Analog Signal Technologies High-Cost Data
Asynchronous Storage /Transfer
Commodity Priced High-Value / Cost
Information
High-Cost
Distribution
Computer
Telecom COMPUTERS
Technologies Moderate
Technologies Bandwidth
Digital Signal
Central Networks Asynchronous
Big Iron Computing Specialty
Priced
Separate Technologies 20

21. The 80’s INFORMATION-BASED
MODEL
Lower Cost Data Mixed Bandwidth
Transfer /Storage Broadcast Analog/Digital Signals
Low-Value High-Cost Asynch / Synchronous
Specialty Priced
Information Technologies
High-Cost Distribution
Computer
Telecom
Technologies
Technologies
Distributed Networks
Desktop Computing
Convergence of Industries
21

22. The 90’s and Beyond
ENHANCED
COMMUNICATION-BASED MODEL
Optimized Data
Transfer High Bandwidth
Distributed Data Narrowcasting
Storage in Network Digital Signal
Asynchronous
Highest-Value Broadcast Commodity Priced
Information
Lowest-Cost Cost-Free Network
Distribution
Telecom Global Access
Local Impact
Computer
Integrated Networks
Parallel and
Distributed Computing Unified
New Media of the Information Age
22

23. The Next Paradigm
Next paradigm -- the merged computer / broadcast /
telecom technologies -- now external tools -- become
melded with the human brain via wearables,
nanotechnologies to greatly expand potentials
-- man-machine are one! (Circa 2011)
High touch human principles dominate. (Circa 2006)
The world will be changing at evermore rapid paces --
machines will assist. (Now)
Next paradigm is centered around the home. (Now)
23

24. The Next Paradigm
The melding of the
Information Superhighway
Networks with Groupware,
Virtual Reality and Artificial
Life.
24

25. Why is this important to
technology literacy?
• As IT technologies meld together they
create a mixing point of critical
information
• The critical information becomes the core
architecture to apply technology and
science in EVERY field
• The core architecture thus becomes the
paradigm shift necessary for all future
organizations to function
25

26. Strategies of successful
organizations today...
• Technology is no longer an afterthought --
but the actual cause and driver of success
• Controlling flows of information and
partnering electronically paramount to
success
• Use benefits of technology to innovate,
explore, entertain, and enhance without
traditional time and space boundaries
26

27. How Technology has changed
• People connect to you by telephone, fax,
pager, Internet or dial-up modem e-mail
data is transferred, walls no longer matter
• People collaborate on projects using
electronically-based network-tools that
allow sharing over the miles
• People replace many of the traditional
functions by emulating them in a virtual
world, thereby making time-space
restrictions non-binding
27

28. How does it affect me?
• The core architecture becomes the
cornerstone for functioning in the 21st
Century!
• Knowing the “process” rather than the
“mechanics” becomes critical for survival
• Its importance needs to be properly
conveyed to your students “why” and
“how”
28

29. How does it affect
St. Bonaventure and your
teaching?
• Are you technology literate -- if not, what can you
do?
• Have you mastered the core architecture? (How
you can!)
• Are you teaching the importance of technology
literacy? (How is it integrated into the
classroom?)
• What can The Xavier Group do to help?
• The Basics - Collaboration - Integration -
Innovation
29

30. Part II Enhancing Literacy in
the K-9 Classroom:
Gaming, VR, and
Collaboration
Developing a better understanding
of Technology in the Classroom --
1) increase technology literacy,
2) understand what drives creativity,
3) use tools that introduce the next
paradigm.
30
30

31. New Paradigm Pedagogy
• Get away from just teaching desktop
applications and tool “BASICS”
• Teach with an interdisciplinary approach --
Geometry, Science, Literature, Math, and
so forth
• Make it fun. Students are into gaming--take
advantage of that
• Focus on the process and age abilities
• The pedagogy of virtual reality
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31

32. Gaming
Studies show less than 1% of elementary
students, and a mere 5% of high school
students know how electronic games are
created. Gaming is more than just
something for fun - it is a way to augment
education through safe simulation and
modeling.
OPPORTUNITY: Show how games are
created. Learn as teachers how games are
created and convey to students. Learn
and teach attributes of Core Architecture.
Hands-on improvement of Technology
Literacy 32
32

33. Gaming
• Gaming -- Two and three dimensional
exploration of key human concepts
including problem solving, strategy
building, higher order math and elemental
thinking. Minimally improves mind-body
coordination.
• Gaming -- Use of games as a teaching
device has a long history in many fields.
Electronic Gaming is the current trend.
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33

34. ...The next paradigm ... Walk-on grid
Not Restricted
Wearables to the
Computer Box
Head Mouse
Smart classrooms
Network-based Virtual World
Walkthroughs w/ Avatars 3D Interactive Animations
These are all projects completed by The Xavier Group Ltd. 1993-2000
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34

35. A look at the future
Computing will no longer be restricted to the box.
This is a low-cost CAVE project completed by PMS Microdesign Inc. 2001
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35

36. The technology literacy curve
• Exploration of breadth of technology
• The Basics needed for “tools” Phase I
• Using the tools properly by yourself
• Collaborating with the technology Phase II
• Using technology in curriculum
• Using technology in the classroom Phase III
• Innovating to new thresholds and shifting
Phase IV
paradigms
36
36

37. What can a teacher do
at St. Bonaventure?
• Improve your technology literacy
• Master the core “paradigms” of 21st Century
technologies
• Master the core information and delivery
channels of these technologies
• Share your expertise with students
• Convey the importance of “keeping up” and
“moving ahead”
• Take students through the “literacy curve!”
37
37

38. Middle School PA Math Standards
Grade 6 Grade 7 Grade 8
Operations with Decimals Angle relationships and Similar and congruent
Operations with fractions measures figures
Units of Systems and Circumference and areas of Pythagorean Theorem
Measurements circles and spheres
Surface Area and Volume
Spatial Reasoning and Comparisons using ratios
Data Analysis using Box
Geometric Modeling and proportion
and Whisker Plots and
Perimeter and Area of Percent computation and Scatter plots
Polygons application
Operations with Integers
Data Analysis using Data Analysis using Circle
Linear Functions
vectors, bar graphs, line Graphs, Stem and Leaf
plots, Frequency tables Introductory Calculus
graphs and pictographs
and Histograms Functions
Probability Studies
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38

39. Standards-Based Classrooms
• Classrooms that include:
– Content linked to standards
– Instructional practices that foster problem
solving, communication, reasoning and
connections through multiple
representations
– Authentic assessments that enable
students to show what they know and can
do
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39

40. Teaching Under a New Paradigm
• Grades Pre-K to 2 -- Can recognize circles, squares,
triangles, smaller and larger
• Grades 3-5 -- Can operate computer, use Kid Pix to
draw circles, squares, triangles on the “X” axis
• Grades 6-8 -- Understands basic geometry (PA
standards), can master spatial geometry, polygonal
shapes, vectors, and angles, can master reasoning
on the “X” and “Y” axes
• Grades 9-12 -- Understands geometry, can master
X::Y::Z matrix proportions, can master CAD
concepts
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40

41. Teaching Under a New Paradigm
• Grades Pre-K to 2 -- Can listen and follow directions
• Grades 3-5 -- Can relate to a story, likes to draw, is
creative
• Grades 6-8 -- Can create a story line, has some
mastery of basic art skills, likes to explore on the
computer
• Grades 9-12 -- Has mastered mechanics of the
computer, can write a detailed story line, has
mastered electronic art concepts, capable of
exploring CAD
41
41

42. New 21st Century Paradigm:
Teach Virtual Reality
Teach Virtual Reality
• Human presence in computer-generated
space (cyberspace)
• Virtual reality -- interface shouldn’t be a
representation, but a replacement
• Five senses feedback -- stereoscopic
representations to convert you into
believing VR is a reality
• Orientation to a “virtual environment”
comprised of crude polygons given
facades then animated 42
42

43. Six Degrees of Freedom
• Mathematics -- Position Tracking using
the Cartesian axes of X, Y, and Z --
perception to exist in three dimensions
• Fundamental Shift in human-computer
interaction to effect all parts of life
• Wearables
• Window metaphor of computer desktop
• Cab-style (military flight simulators);
CAVE™ -- Room VR from University of
Illinois and NASA Ames Laboratories 43 43

44. Have students start with a blank sheet
of paper
Draw Circles, Squares, Triangles
44
44

45. Beginning VR Mastering
Shapes
Basic Shapes: The
circle, the square, the The Diamond -- Two
triangle -- polygons Triangles set together.
Note how proper shading
changes what the eye
sees. (Beginnings of 3D)
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45

46. Taking VR further manipulating
polygons in space
Rotating the geometry of
the polygon on the X:Y:Z
axes
46
46

47. Connecting Polygons to
make a VR image
47
47

48. The VR School
Assembly Day
• The Xavier Group will discuss gaming with
students and showcase at assembly
• The Xavier Group will showcase VR and
allow students to play with it
• The Xavier Group will explain VR and key
“art” step using computers and KidPix
• VR API
• VR Term Project and Rewards
• Where teachers fit in
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48

49. St. Bonaventure Technology
Program
• Act 48, Act 80 and “No Child Left Behind”
Professional Development workshops on
Technology Literacy
• Assembly for students on VR and gaming
• In-class curriculum and pedagogy for each grade
with assistance in incorporating and teaching under
it
• VR studies as a way to enhance interdisciplinary
and technology literacy studies
• Follow-up awards assembly
49
49

50. What can a teacher do
at St. Bonaventure?
• Improve your technology literacy
• Master the core “paradigms” of 21st Century
technologies
• Master the core information and delivery
channels of these technologies
• Share your expertise with students
• Convey the importance of “keeping up” and
“moving ahead”
• Take students through the “literacy curve!”
50
50

51. Leaders at creating tomorrow’s
successful organizations today.™
51