Decades of research have reported declining trends in undergraduate industrial arts, industrial technology education, technology education, and technology and engineering (T&E) teacher preparation programs (TPPs) (Love et al., 2016; Moye, 2017; Scott & Buffer, 1995; Volk, 1993, 1997, 2000, 2019). Numerous reasons have been cited for this…

The Council on Technology Teacher Education (CTTE)'s 2011 yearbook is its sixtieth, making the series one of the longest-lived of its kind in the US. The yearbook series was founded in part to demonstrate the intellectual maturity of the field; today professionals in the field affirm its "uninterrupted tradition of scholarly excellence and…

Associations routinely hold annual conferences to aid with professional development and actively promote the ideals of their membership and the profession they represent. The American Industrial Arts Association (AIAA) was created in 1939 and has held an annual conference the past 76 years to further these goals (Starkweather, 1995). Throughout…

This paper resulted from discussions between a technology teacher educator and a colleague who has served in various education outreach roles with NASA. The basis of the paper was developed by the NASA director and two engineers, one serving with NASA and the other with the National Institute of Aerospace. The technology teacher educator read the…

Clarifies arguments for and against industrial arts as presented by technology education proponents. Argues that industrial arts retains strength, relevance, and value and suggests the need to find common ground rather than continuing the present fragmentation. (SK)

Examines Rousseau's life as continuous experimentation in learning, systematic study, and mechanical arts. Stresses that Rousseau saw that education's wider purpose is to prepare individuals to construct a better society. (SK)

Analysis of data from the Industrial Teacher Education Directory (1970-90) revealed (1) 14% decrease in industrial arts/technology education (IA/TE) university programs and 70% decrease in graduates; (2) increase in numbers of IA/TE majors graduating from expanded areas such as industrial technology; and (3) significant decline in IA/TE graduates…

Of secondary school teachers who completed the Keirsey-Bates Temperament Sorter, 136 were in technology education, 110 in industrial arts. Two types were prevalent among industrial arts teachers: Extrovert Sensing Feeling Judging and Introvert Sensing Feeling Judging. Technology education teachers were more Extrovert Intuitive Thinking Judging,…

Responses from 98 secondary technology education/industrial arts teachers in New Mexico identified the following best predictors of adoption of technology education: teacher perceptions, change agents' and opinion leaders' influence, optional vs. authority decision making, teaching endorsements held, and years of teaching. Barriers included fear…

The early intentions of Russell, Bonser, and Mossman to have industrial arts be a study of society and culture were never realized. Today, technology education continues to emphasize the technical aspects of industry and technology and not the social dimensions. (SK)

Both Lois Coffey Mossman and Frederick Bonser had great influence on the development of industrial arts in the early 20th century. Problems facing technology education today were addressed then and are related to the gap between theory and practice. (SK)

Argues that the philosophy and strategies of technology education are not new. They have existed for years as the ideals of industrial arts. Suggests that technology education should be viewed as the final realization of the promise of industrial arts. (SK)

Contrasts the technological methods discourse of technology education, which emphasizes "universal man," with discourses that include gender and race in the vision of what technology is and for whom and by whom it is designed. Offers ideas for opening technology disclosures to difference. (SK)

The research in this report documents the second part of a multi-year study that is investigating the status of design in the undergraduate experiences of future technology education teachers. These studies were designed to measure the nature of the academic/experiential infrastructure for preparing future technology educators to interpret and use…

Data from 406 middle and high school technology education programs showed that substantive changes have taken place in the shift from industrial arts to technology education in terms of purposes and teaching methods. Problem solving is now emphasized over skill development. Less change has occurred in the demographic makeup of faculty and…