Describes the nature of technology. Summarizes the claims of the anti-technologists, such as Marcuse and Ellul, and the moderate pro-technologists, such as Ferkiss, Mesthene, Brooks and Bowers, National Academy of Engineering, Norman, and Weizenbaum. Provides 79 references. (YP)

Changes in society and work have led to reconsideration of the role schools should play in preparing students to become technologically literate. Technological literacy is part of cultural literacy. Technologically literate people have common sense knowledge of technology, understanding how technology evolves to satisfy human needs. The role of…

The problem with developing technology in the South Pacific is similar to that of most developing countries. The size of these island nations and the market alternatives compound the problem in the South Pacific. Although there have been some piecemeal efforts in the South Pacific to develop technology, none has made more than a limited impact. In…

Technology education should be part of the general education of all students for the following reasons: (1) technological literacy is important in preparing people for life and work; (2) technological literacy must be based on sensory as well as language-based learning; and (3) technology is unique in the school curriculum. The content of…

An exploratory study of the factors underlying vocational teachers' attitudes toward using microcomputers to supplement inservice education found that two factors (the teachers' belief in the educational value of microcomputers and their confidence in using the computers) accounted for about 44 percent of the variance in their attitudes. Data were…

These eleven papers focus on the need for technology education (TE) to address technological problem solving from a more holistic and appropriate level--less high tech, more thoughtful, and using available resources. "Philosophical Rationale for Appropriate Technology (AT)" (Robert C. Wicklein, Charles J. Kachmar) discusses concerns and…