Since 2002, the Partnership for 21st Century Skills has been the leading advocacy organization in the United States focused on infusing 21st century skills into education. Its "Framework for 21st Century Learning," the result of a consensus among hundreds of stakeholders, describes the skills, knowledge, and expertise students need to…

The author describes a naturalistic study of technology education curriculum redesign efforts in a suburban midwestern school district. She examines (1) debated ideas and concepts, (2) stages of discussion, and (3) influence of teacher educators. (CH)

This article expresses misgivings about the non-technological "deep ecology" paradigm, questions the claim that a science-based worldview inevitably fosters manipulative and exploitative attitudes toward the natural world, and suggests that non-technological cultures do not necessarily provide exemplary models for relating to the natural world.…

The author believes that the increased need for technological literacy and the crisis of economic competition require a new relationship between education and business in this country. He states that colleges and universities should not continue their historical resistance to cooperation with business. (NRJ)

Describes the "Resources in Technology" materials that were reproduced in earlier issues of Man/Society/Technology. They were selected from materials developed by the Technology Education Program of West Virginia University. Describes how they were created and how they can be used by teachers, teacher educators, and supervisors. (JOW)

Discusses the Standards for Technological Literacy: Content for the Study of Technology and their importance to the professional development of teachers. Includes an activity to be used to illustrate the role of design technology, explain the standards, and solve a problem likely to be encountered by teachers. (JOW)

The Technology for All Americans Project standards are being distributed for critique on the World Wide Web, to experts in the field, and to teachers, teacher educators, and supervisors. The standards are designed to encourage consistency in teaching and learning, provide a foundation of knowledge and skills for technological literacy, and foster…

Describes the development of an introductory technology course at the State University of West Georgia for teacher education majors, and provides an overview of the creation of an exemption exam for students already competent in technology. Discusses the lack of participation in the exam because students do not have adequate technology skills.…

Discusses how technology educators can deal with advances in human genetics, specifically, cloning. Includes a definition and history of cloning, discusses its benefits, and looks at social concerns and arguments for and against human cloning. Includes classroom activities and websites. (Contains 10 references.) (JOW)

Investigates technology competency requirements in the library profession. Examines and evaluates advertised qualifications of job positions and attempts to see if midcareer librarians are effective in the present and future job market, using the position advertisements in "American Libraries" over a 20-year period. (Author/LRW)

Describes Mission 21, a program to promote technological literacy in the elementary school through a problem-solving approach. It helps teachers introduce the concept of technology education through activities that develop an awareness of the technological world and its assets and its liabilities. (JOW)

Technology education needs a pluralistic approach that begins with a perspective of what a technology is and follows a sequence of levels of engagement with it: functionality, intuitive excellence, conceptual understanding, and self-transcendence. (SK)

Technological illiteracy is affecting productivity in the workplace; some people fear that technological problems will be their fault and unsolvable. Software and manuals that people can easily understand are needed, and training must be carefully designed. (JOW)

Discusses factors to consider in assessing the knowledge, skills, and affective components of technological literacy. Raises issues about the validity of different assessment methods. (SK)

Discusses the importance of technological literacy for the 21st century. Points out that, of the top 100 headlines of the 20th century, over 40 percent were related to technology, yet many people have an outdated notion of what technology really is. Discusses the need for standards of technological literacy. (JOW)