It is the responsibility of the schools to develop in their students an understanding of the impact of technology on their lives. (CK)

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)

States that in the next century the design for learning will be equally or more important than what is learned. Describes learning processes that are designed around the centrality of the individual as well as the human needs to function effectively, including unit studies, group processes, research, and community involvement. (NRJ)

Discuses (1) the nature and role of technology, (2) technology education and general education, (3) technological literacy and general education, and (4) technology and teacher education. Integrates these issues and supports technology as a necessary component of general education. (CH)

The author demonstrates that the interface between technology education and mathematics and science may be achieved through five different approaches: an innovation study approach, a systems study approach, a process study approach, a construction study approach, and a research and experimentation approach. (CT)

Occupational orientation, one of several titles used for a movement that is affecting all levels of public education, is an area where industrial arts can play a significant role. There is a strong relationship between the two, and the implications for occupational education are important and valid for industrial arts in an era so profoundly…

Points out how the study of technology infuses broad areas of the curriculum, particularly mathematics and science. Advocates industrial arts as a center for holistic learning in the secondary school curriculum. (SK)

Describes a program funded by the Maryland State Department of Education that promotes interaction among technology, mathematics, and science programs. The program features a two-week workshop during which three teachers from each school prepare interdisciplinary lesson units, one-day workshops for all technology faculty, and a statewide…

To be meaningful in the modern world, the senior high school industrial arts program should explore the application of technology in the solution of major social, environmental, and operational problems that face mankind. The content should be relevant for all students and involve them in the problems of the present and future. University of…

This packet contains four papers that are designed to help broaden teachers' perspectives on the range of potential content and programs for technology education, as well as science, technology, and society (STS). The material provides basic instruction and information that would be useful in conducting interdisciplinary studies involving…

This monograph discusses the current practices associated with the conduct of a research and experimentation program in technology education. It describes the background and bases of the program, the role of the teacher of research and experimentation, and advantages of the program. Next, the environment of the program is addressed, including the…

The time has come to reexamine the role of industrial arts in the high schools. Our society is no longer in the industrial era but rather in the post-industrial era which is characterized by pressing social problems. Solutions must be found for the problems of pollution, power generation, housing, transportation, communication, conservation, more…