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)

Presents a conceptual approach to changing curriculum from industrial arts to technology education. Discusses the need for philosophical and objective development on the part of teachers. Describes how curriculum needs to evolve, facilities must be designed, and the whole implementation process must be evaluated. (JOW)

The goal of industrial technology for industrial arts education in Texas is the education of society to enable its members to function efficiently in the world of advancing technology. Policymakers in Texas have chosen to organize the industrial technology curriculum around three technology clusters: visual communication, production, and energy…

Industrial arts is a program of instructional and laboratory experiences that provides basic general education for all students. Industrial arts curricula consist of experiences based upon nationally relevant economic and industrial clusters, and industrial arts courses provide "hands-on" manipulative experiences that serve students' occupational…

Developed by over 400 industrial arts teachers, state and local supervisors, teacher educators, and consultants, these standards are comparative statements that were developed to determine the strengths and weaknesses of industrial arts programs. While the standards were written primarily for secondary school level industrial arts programs, many…