Industrial Design education is poorly understood by laypeople but is present in Australian curricula from primary through to tertiary education levels. Designers and design researchers have long recognised the value of the broad-ranging skills, knowledge fields, and personal qualities design education imparts, but this understanding is generally…

The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and…

Interest in engineering at the P-12 level has increased in recent years, largely in response to STEM educational reform. Despite greater attention to the value, importance, and use of engineering for teaching and learning, the educational community has engaged minimally in its deliberate and coherent study. Specifically, few efforts have been…

Continually increasing demands are being placed on the educational system to prepare students with technical skills due to the exponential implementation of information, technology and automation in the workforce. Students should work with design, problemsolving and computational methods and tools early on in their school lives in basic education…

Many vocational education, technology education, and now technology and engineering education leaders have made their mark on their profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. This is the third in a series of articles entitled The Legacy Project, which focuses on…

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…

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)

Explores what industrial arts educators should consider when designing learning experiences for tomorrow and recommends future educational practices. Notes potential population, attitude, and social and industrial changes that should have a bearing on planning. (CSS)

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 the Model Technology Systems Project, funded by the Ohio Department of Education to develop an articulated Industrial Technology Education Program K-12. The success of the pilot led to the expansion of the scope to include the delivery of technology education curriculum. (JOW)

Questions whether the term "technological literacy" is a viable construct for describing the outcomes of technology education or whether it is simply a catch phrase for technology educators to use in justifying their profession. (JOW)

A competency-based educational project was done to develop an inventory of the competencies that beginning teachers of industrial arts education (K-12) in Pennsylvania must demonstrate to meet standards for satisfactory performance. Three regional workshops were held where the participants, selected by a steering committee using specific criteria,…

Students who are not educated in the modern advances of our technological society will be ill-prepared for the world of work in the 21st century. It is therefore incumbent upon all educators to modify traditional curriculum to reflect contemporary technology. School technology education programs today are being developed to reflect the needs of…

The author provides a background on what technology is and how it is a discipline. He states that the mission of technology education is to prepare students to live in a technological world and to be technologically literate. (CH)

Presents nine practical adages to help teachers motivate students. Topics include students' expectations, their uniqueness, and building confidence. (CH)