Like the "phoenix," technology education (TE) can, under the right circumstances, give life to new programs--curricula with different emphases and directions from technology education, yet sharing a common heritage: the belief that applied technology will continue to shape the world. How that shaping process takes place--and the problems that it…

Presents brief profiles of four teachers/researchers in industrial arts/technology education: Frederick Gordon Bonser, William Warner, R. Lee Hornbake, and Donald Maley. (SK)

If industrial arts education is to survive in the 1980s, every teacher has two responsibilities: teach the basics in his or her own class and defend industrial arts as a basic subject. This article develops these concepts and provides specific methods for industrial arts teachers to use in teaching the basics in the context of their laboratory…

Discusses a plan of action to assist industrial arts teachers with curriculum materials. A survey questionnaire was sent to industrial arts teachers in Michigan and responses are reported concerning source of content for courses taught, source of assistance for improving courses, and how many new topics are being taught. (CT)

A survey of 198 technology education teachers found 88 percent employed in high schools or junior high schools and only 3.6 percent under age 30. Greatest problems identified were increased academic requirements and lack of financial support. Greatest strengths were course content, staffing, and facilities. (SK)

Describes how technology teachers can work with elementary school teachers to enable the latter to teach technology education in the elementary classroom. Focuses on selecting and organizing content and activities. (CH)

Provides a content model for the study of technology, described as a body of knowledge and the application of resources using a systematic approach (the technological method) to produce outcomes in response to human needs and wants. (Author)

Through the use of creative problem-solving skills, students will be able to develop solutions to future societal problems. Technology education teachers must use and incorporate the teaching of these skills into their curriculum. (JOW)

Four leaders in state industrial arts answer questions about funding for industrial arts/technology education programs. Questions involve best sources of funding; setting up foundations for receiving funding; receiving funding through corporate grants and private foundations; and suggestions for industrial arts/technology education professionals.…

Discusses public domain software and how to obtain it. Lists mail order and online sources of free or inexpensive public domain software. (CH)

Provides insight into how a technology education program in Idaho builds on the elementary program by incorporating higher level thinking skills to challenge students at the junior and senior high levels. (JOW)

Describes Mission 21, a program to promote technological literacy in the elementary school through a problem-solving approach. It helps teachers introduce the concept of technology education through activities that develop an awareness of the technological world and its assets and its liabilities. (JOW)

Duties of a video design team include writing, storyboard designing, directing, lighting, shooting, taping, and editing. As few as two students can handle these tasks; for larger productions, students can work in various capacities by serving as crew for each other. (JOW)

The author discusses the transition of industrial arts to technology education. He covers challenges, opportunities, and potential consequences. Management and assessment of the change process is discussed. (CH)

Describes construction of an Armatron robot arm controlled by a Timex Sinclair 1000 computer, a project suitable as an industrial arts laboratory activity. (SK)