Proposes a three-dimensional model of content for the study of technology. The dimensions are elements (humans, information, energy, tools, processes, materials); contexts (transportation, production, communication); and levels (cybernation, mechanization, handcraft). (CT)

The authors present a suggested content outline for the structuring of a program in materials and processes technology. They also discuss program rationale, content structure, and program goals. (CT)

Reviews some of the common elements and unique characteristics of program options in industrial education and industrial technology. Also discusses the issues and problems which will be of concern when both the industry and education options are located in the same administrative unit. (CT)

Discusses elements in selecting program content in the design of industrial arts curricula: the cluster approach, using a trade-and-job-analysis approach to curriculum design, or the concept approach, which takes a broader emphasis from the social institution of industry and the knowledge base of technology. (MF)

A philosophical concept of production technology is proposed which complements the basic underlying philosophy of technology education. It is based on the combined definition of production and technology, which necessitated the restructuring and expansion of the traditional structure into five divisions: harvesting, processing, manufacturing,…