Problem-based learning is one of the most useful resources in education with the potential to effect real world change. The evident benefits of PBL in the face of the challenges that Latin America presently encounters have led many institutions to consider the adoption of PBL curricula. However, PBL implementation has its own set of difficulties.…

Focuses on a realistic approach for generating new activity among industrial education programs. Topics included involve successful methods for approaching the private sector; advantages of involving professionals from industry; and an outline of an existing local program and guidelines to implement a similar type of program. (CT)

Describes a plan for providing leadership to the field of technology education. Techniques include formation of an entrepreneurial task force with concrete goals to facilitate change. (CH)

The eight-step leadership model for implementing technology education, presented here, is one in which leaders use the principles and practices of individual and organizational transformation. (JOW)

Responses from 106 of 363 industrial arts/technology education/trade and industrial teachers in North Carolina on the Stages of Concern Questionnaire found the majority positive about curriculum change but concerned about its personal effects, allocation of resources, and state requirements for implementation. (SK)

Surveys the history of elementary-school technology education from the establishment of industrial arts in the progressive era through the 1990s. Considers repeated patterns of historical impediments to its widespread implementation and identifies failure to resolve recurring issues in the field. (JOW)

Although the education reform movement has had limited effect on technology teacher education, teacher education reform has the potential to change technology teacher education in the future. Changes likely to occur will have an impact on programs, faculty, and students. (JOW)

Clarifies and stimulates interest in the concept of the human systems approach; presents a theoretical framework that incorporates systems and subsystems in industrial arts; and suggests an activity for teachers to implement an idea that was stimulated by the theoretical framework and a need in industry. (CT)

The didactical material developed for the course Initiation to Technology at Laval University was tested by four teachers at Les Etchemins School with a group of 500 students in the area of mechanics. Software was developed to analyze the results, which proved encouraging. (Author/CH)

The authors state that the change process, and especially the need for continual change in technology education (industrial arts), must be taught during the teacher training period. Inservice programs and workshops are cited as excellent methods of curriculum innovation dissemination. Engineers and technicians serving as consultants are also…

All 12 Canadian provincial/territorial coordinators of technology education/industrial arts responded to a survey. Nine reported a name change; 70% had adequate funds for curriculum development, but over 50% believed facility planning, retraining, and research were inadequately funded. Limited support for technology education came from local…

Implementation of the Illinois Plan for Industrial Technology Education was assessed through interviews with 117 teachers. The assessment model (based on Stufflebeam's Context, Input, Process, Product) blended qualitative and quantitative information. Six key dimensions of change were identified, and the Transition Assessment Inventory proved…

Presents a three-phase plan for teachers implementing technology education programs. Phases consist of (1) gathering information and determining curriculum direction, (2) selecting activities, and (3) sequencing activities. Suggestions for evaluation are also included. (CH)

Describes a proposed program model which provides a framework for an inservice program to help industrial arts teachers meet the needs of handicapped students, as well as procedures and policies for dealing with special-needs students in a district. (CT)

Identifies and analyzes major factors that affect industrial arts: (1) shortage of qualified teachers, (2) difference in the rate of change between technology and education, (3) lack of professional leadership, and (4) teacher education programs using a dichotomized approach to prepare teachers. (CT)