Discusses the goals of creativity training and provides a number of introductory exercises to develop student potential. (SK)

Lauda debates the issues raised by Swanson in a previous article (EJ 257 477), which he believes present a misconception of technology education and its methods of inquiry. Lauda argues that the study of technology is a valid discipline base in today's technological culture. (SK)

Examines the four views of technology: technology as hardware, techniques, organization, and as a social force. The author argues that technology educators should address the tasks of precisely defining technology and developing and/or applying strong inquiry methods to their work. (CT)

Defines systems as a set of things that are related to each other and to the whole and that collectively behave differently as opposed to when separated. Investigates the relationship between systems and technology. (Author/JOW)

Describes the educational system in Japan as it has evolved since World War II. (JOW)

It is proposed that the question of humanizing the future is mainly a question of humanizing work and that it can be attained by (1) exploring the nature and meaning of work to man and by (2) studying, redesigning, and redirecting technology. (Author/EA)

Etymologically, industrial arts and technology seem to differ. The movement to change industrial arts education to technology education raises serious historical and philosophical questions about the orientation and basis of the curriculum. (SK)

The author responds to reactions to his paper, "Technology Education: A Critical View," and makes two major points. First, he reaffirms his belief in the concept of technology and the role that the understanding of industry plays in understanding technology. Second, he states that industry--not technology--is the source of content. (JOW)

A model entitled The Technological Base, which includes a set of assumptions, a set of defined terms, and a set of statements of the relationships among the elements, is presented as an example of the type of theoretical product needed to provide conceptual frameworks necessary for purposeful teaching and meaningful research. (EA)

Discuses the confusion concerning definitions of "science" and "technology," not only among the public but within the fields. Describes how this affects provision of technological literacy. Provides direction and a possible solution for those developing such programs. (CH)

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)

This article examines simple and multiple regression analysis as forecasting tools, and details the process by which multiple regression analysis may be used to increase the accuracy of the technology forecast. (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)

Reports some of the educational innovations and management techniques currently being utilized in the University of Northern Iowa's Department of Industrial Technology. These include new content classification elements, a common core program based on these elements, open-space laboratories, team teaching, differentiated staffing, and a variety of…

A brief survey of 277 Minnesota secondary technology education teachers elicited their perceptions of teacher effectiveness characteristics. Results showed that teacher effectiveness varies little across subject areas. Commonly cited characteristics are clarity, variability, enthusiasm, task orientation, patience, organization, and preparation.…