Presents a strategic framework for standards-based reform: (1) dissemination (develop awareness); (2) interpretation (increase understanding and support); (3) implementation (change policies, programs, and practices); (4) evaluation (monitor and adjust); and (5) revision (improve efficiency and influence of standards). Outlines roles for various…

Describes how a middle school teacher has implemented the Standards for Technological Literacy. Illustrates the evaluation of each lesson by national and state standards and benchmarks and district, program, and course outcomes. (JOW)

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)

A school or district's technology education program consists of a series of courses that address standards. Recent trends (e.g., No Child Left Behind), administrative pressures to increase student achievement, or the school's desire to align with standards, challenge the technology education teacher to implement new courses into the technology…

Describes the development of the Assessment Standards for technological literacy, the second phase of the Standards for Technological Literacy: Content for the Study of Technology. (JOW)

Four technology education teachers, representing elementary schools, middle schools, and high schools, respond to questions regarding their implementation of the Standards for Technological Literacy. They discuss how standards were infused into curriculum, the types of assessments used, and the professional development required. (JOW)

Successful implementation of technology education requires a knowledge of the change process. Statewide curriculum change involves the teachers and administrators as well as students, parents, and other community groups. Rogers' model of the change process in organizations provides a framework for approaching this complex task. (JOW)

This article discusses the procedure, historical development, and applications of holography, and discusses the feasibility and value of implementing a unit or course of study of laser holography into an existing photography laboratory and curriculum. An equipment and supplies list, giving supplies and cost, is included. (CT)

A survey of 851 New Zealand teachers (64% response) implementing the technology curriculum found they were satisfied with the usefulness of the curriculum statement to guide planning and assessment. Nearly three-quarters received professional development to prepare them for teaching technology. (JOW)

Describes the Gold Seal/Tech Prep program in Danville, Illinois, which includes a technology education concentration. The curriculum demonstrates why, because so many technology education courses were required for other core concentrations, it had to be an integral part of the new program. (JOW)

Discusses the culture of technology, how it differs from the past, why change is needed, what are the problems associated with the change, and how technology education programs should be implemented. (JOW)

A study of 44 teachers who had experience in implementing problem-solving activities in technology education classes concluded that problem-solving activities are becoming an integral part of technology education. The outcomes of such activities depend on the processes and thinking techniques taught and applied. (JOW)

Describes how Minnesota implemented the Standards for Technological Literacy: Content for the Study of Technology. Includes the timeline, rationale, potential activities and estimated costs associated with all phases, and steps for implementing the plan: investigate, replicate, integrate, and mandate. (JOW)

Discusses the changes in the International Technology Education Association and outlines its strategic plan. Emphasizes four goals: (1) position technology as a basis for academic study; (2) provide leadership; (3) support teachers; and (4) enhance participation of minorities and women. (JOW)

The authors state that the change process, and especially the need for continual change in technology education (industrial arts), must be taught during the teacher training period. Inservice programs and workshops are cited as excellent methods of curriculum innovation dissemination. Engineers and technicians serving as consultants are also…