Describes New Hampshire's curriculum development project that aimed to use a holistic perspective and integrate content related to the following concepts into existing courses: sustainable lifestyles, ecological responsibility, technological literacy, appropriate technology, international reciprocity, balanced development, global education, and…

The integration of problem solving into the technology education laboratory means there will be changes in the ways in which teachers structure activities for learners and the manner in which teachers behave. (JOW)

Examines how amplification (rhetorical techniques by which discourse is extended to enhance its appeal and information value) tends to increase and improve the coverage, rationale, warnings, behavioral alternatives, examples, previews, and general emphasis of technical manuals. Shows how classical and modern rhetorical theories can be applied to…

Realizing the need to update the curriculum and facilities, the School of Occupational and Adult Education and the College of Education at Oklahoma State University began a major revision of the industrial arts program. The curriculum development phase for technology education is addressed in this article. (JOW)

Surveyed 1,200 Canadian teachers' views about technology in contemporary society. Responses indicated that teachers overwhelmingly describe and critique technology from an artifact perspective, that the majority hold an incomplete view of the nature of technology, and that most feel technology is beyond the control of the individual. (KS)

Describes six varieties of technological experts who are knowledgeable about computers and other electronic equipment used in education; considers their usefulness to educators who are not as knowledgeable; and suggests ways in which educators can work with a variety of technological experts. (LRW)

Outlines the various kinds of innovations in computers and telecommunications technology available to educators. Considers the everyday needs of teachers. Argues that teachers should learn to use fully any systems already available to them. (HB)

Most U.S. students are failing to learn much that is useful in science, mathematics, and technology. Curricula must emphasize depth of knowledge, not breadth of information. Two American Association for the Advancement of Science reports stress basic, universal scientific literacy, curriculum benchmarks, foundations for further study, and…

Considers three broad, interconnected types of literacy: alphabetic (text-based), representational, and tool. Teachers can help support literacy for learning regardless of the medium--print, visual, video, audio, or electronic. School leaders can define and develop a literacy-for-learning mission by taking five strategic steps. Contains 13…

An introduction to the Internet relevant to the field of social work is provided. Uses for online communication are described. An overview of applications and a sample of findings regarding the effectiveness of Internet use by students and professional communities are presented. A list of Internet resources is provided. (Author/EMK)

Discusses the need for students to be able to evaluate the information on Web sites. Topics include finding the source of a Web page; biases; timeliness; Web citations; links; grammatical and spelling errors; and digital literacy. A list of Web sites that discuss evaluation is included. (LRW)

Student/computer ratios are rising, funding has increased, and academic outcomes are mostly positive. However, the high-tech educational community may not be large, comprehensive, or well-staffed and well-equipped enough to meet technology literacy needs. The digital divide, inappropriate instructional use, and inadequate teacher preparation are…

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)

Presents Abraham Maslow's hierarchy of needs (physiological, safety, belonging, esteem, self-actualization) as a model for developing technology training and support for teachers, identifies basic technology-related needs that must be met before higher levels of technology integration can be achieved, and offers seven implications to help…

A survey of state supervisors of technology education showed that technology education is increasing in importance in public schools as a program for all students. The Standards for Technological Literacy are providing support for state and local efforts. (JOW)