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

Students graduating from today's campuses are entering a world where alternative energy vehicles are becoming more reality than concept. Students at all levels of education must be prepared for this reality, whether entering college, graduate study, industry, or simply functioning as a consumer. At the Technology and Industrial Arts Department at…

How do we create female inclusive participation within industrial design and technology in Australian school settings, with a curriculum which is consistent, relevant, innovative and cognitively challenging? We argue that the curriculum must be engaging and in step with international standards based on actual classroom practices, centred on deep…

In this article, the author argues that teaching "technological literacy" at the expense of hands-on skills training is wrong for the students, wrong for the economy, and wrong for the nation. Students need not only the opportunity to explore a variety of trade skills but also the opportunity to learn a skill well. It is in the teaching…

Described is a 1972 study investigating industrial arts teacher preparation policies, the purpose of industrial arts, the curriculum taught to prospective teachers, the physical layout of the schools, and equipment and staffing policies. (Author/AG)

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…

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.…

The glossary is one of twenty in various subject areas of vocational education designed to assist the student in vocabulary mastery for particular vocational education courses. They are part of the Vocational Reading Power Project, Title III, E.S.E.A. This glossary is for a course in modern printing processes. It is divided into two parts: one…

The glossary is one of twenty in various subject areas of vocational education designed to assist the student in vocabulary mastery for particular vocational education courses. They are part of the Vocational Reading Power Project, Title III, E.S.E.A. This glossary is for a course in welding. It is divided into two parts: one provides the student…

This sixth in a series of eight modules for a course titled Mechanical Inspection describes the duties of the nuclear quality assurance/quality control technician that are associated with protective coatings, and the national standards that govern the selection, application, and inspection of protective coatings for the reactor containment…

Describes a plan for providing leadership to the field of technology education. Techniques include formation of an entrepreneurial task force with concrete goals to facilitate change. (CH)

Describes the technology education program developed at Rice Lake, Wisconsin, High School. The program was changed from industrial arts to technology education to keep pace with the technological advancements in society. (JOW)

Discusses the use of color in technical drawing instruction as a useful and interesting area of drafting. (GR)

Teachers, supervisors, and teacher educators who participated in the 1968 NDEA Title XI Institute developed experiments and instructional units to be used by industrial arts and technical education teachers. The program involved a study and development of industrial materials, field testing, and the preparation of transparencies and slides. The…

This second volume contains the remainder of the experiments and instructional material developed at the NDEA Institute. Included are seven units on polymers, three units on electronics, three units on graphic arts, 10 units on fuels and lubricants, and one unit on textiles. A list of reviewed films and source availability is appended. Volume I is…