The authors recommend a more appropriate curriculum for transportation in industrial arts than that currently in use. They say this could be achieved by adding an economic and human behavior emphasis to the mechanical orientation proposed by other educators. (CT)

Describes the "Resources in Technology" materials that were reproduced in earlier issues of Man/Society/Technology. They were selected from materials developed by the Technology Education Program of West Virginia University. Describes how they were created and how they can be used by teachers, teacher educators, and supervisors. (JOW)

Underlying the philosophy of industrial arts education are untenable dualisms that need to be resolved. Curriculum development should reconcile or synthesize the three sources of curriculum: individual, society, and subject matter. (SK)

Provides a brief history of industrial arts curriculum development, a rationale for a technology-based study of industrial arts, and the use of a systems view in understanding and interpreting technology. (SK)

Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

Discusses various elements which must be considered in the development of industrial arts curriculum: society and culture, human adaptive systems, the universal systems model, system processes, the role of schooling, and curriculum theory. (CT)

Cites reasons why industrial arts education should be more prominent in school programs. Discusses concepts considered important in planning curricula. Also examines ways in which industrial arts develops competence, invites human contact, encourages cooperative planning, and takes into account a person's learning styles and styles of involvement.…

Contains a short summary of four ideas related to a discussion of the future of industrial arts education: (1) what industrial arts is, (2) what the rationale for change is, (3) what necessary conditions for change are, and (4) what industrial arts could be. (CT)

Outlines the structural elements useful for systematic construction of an industrial arts curriculum. Steps include (1) curriculum foundations (definition, rationale, goals); (2) curriculum content (scope, sequence, specifications); and (3) curriculum evaluation. (SK)

Industrial arts programs must be upgraded to reflect our highly industrial and technological world. The quality of industrial arts teachers must be improved. Ways to reach this goal include the restructuring of teacher education programs and the development of internship programs. (JOW)

The article discusses the need for industrial arts teachers to have an understanding of the sources, conversion, control, transmission, and utilization of power and energy, and outlines a proposed scope and sequence in power and energy technology in an industrial arts education college curriculum. (MF)

This article is an edited excerpt of the author's presentation at the Technology Education Symposium IV, Illinois State University. Technology education the author believes, has expended too much effort and energy on direction and not enough effort and energy on purpose; that is, on a meaningful purpose for change. (SSH)

The author argues that jobs in the future will depend less on manual skill and more on perceptual aptitude, formal knowledge, and precision. Industrial arts classes must include robotics in their curriculum if they intend to reflect accurately American industry. (Author/SSH)

If industrial educators are to provide the training and technical assistance required to cope with the needs created by the energy dilemma, they must modify existing curricula to incorporate current energy technology. (JOW)

The principal objective of this research was to obtain information to make a comparison of the rank order placement of statements of purpose for industrial arts, as determined by the department chairpersons of the colleges/universities throughout the United States whose graduates are certified to teach industrial arts, with the results of the…