The current industrial arts program represents a collection of courses without a clearly defined set of sequential activities leading to an over-all goal. A program is needed which will be based on understandings and principles, rather than on tools, materials, and skill development. Based on a speech delivered at the 1968 annual convention of the…

Ideas on the philosophical base for the development of industrial arts curriculum. (GB)

Advocates changing industrial arts to "technology education," which would reflect current technological trends and challenge educators to design programs that are future oriented and widely applicable. (SK)

Efforts are currently underway to adjust the focus of industrial arts instruction to concentrate more on the study and understanding of technology and its role in our lives. For many years industrial arts programs have been industry-based; however, many professionals support a curriculum that will relate industrial arts instruction more closely to…

This state curriculum guide is for use by industrial arts personnel in grades seven through 12. It was developed by 15 area groups and two summer workshops in a series of steps including proposed outlines, discussion meetings, content and method listings for each grade, and teaching unit development. The contents are organized by grades under…

In the third edition of the basic text, which deals with the methodology of preparing courses of study in industrial arts and vocational education, the title and content have been modified to include technical education. The authors stress the importance of the teacher's ability to organize instructional material where manipulative processes are…

Because of recent technological advancements, it is time to revitalize industrial arts education by changing the content base from industry to technology and the objective from technical literacy to technological literacy. As the rate of change accelerates, greater emphasis should be placed on the process of learning to develop essential…

CURRICULUM STUDIES AT OSWEGO HAVE BEEN BASED ON A STUDY OF MAN AND HIS TECHNOLOGIES IN ORDER TO ANSWER BASIC QUESTIONS --(1) WHAT IS AND WHAT IS NOT MEANT BY THE NAME INDUSTRIAL ARTS, (2) WHAT SHOULD AND WHAT SHOULD NOT BE A PART OF THIS AREA OF STUDY, (3) WHAT RELATIONSHIPS EXIST BETWEEN INDUSTRIAL ARTS AND SIMILAR ACTIVITIES, AND (4) WHAT…

Implications of each of the ten goals set by the Pennsylvania State Departments for quality education in the middle schools are related to the industrial arts program in Bucks County. (MU)

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)

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…

Industrial arts' unique role is to teach students to think and to act, augmented by tools, machines, materials, processes, energy, and communications, to meet their present and future needs and to extend their potential. (Author/SK)