Describes the following steps that provide a framework for orienting nontraditional students to a technology-enhanced curriculum: orient students in-person; provide active encouragement for student interaction; add technical instructions incrementally; be willing to offer limited technical advice; caution students not to panic when technical…

Identifies the new literacies of the technological age: technological literacy; visual literacy; information literacy; and intertextuality. Explores a variety of tools available to teachers, such as: digital imaging technologies; World Wide Web based technologies; and global collaborative projects. Provides an example of a teacher who chose a…

This paper examines the effort to standardize science education in light of ethnographic research done within an Amish Mennonite community and its alternative school. Describes Amish Mennonite communities and their schools, discusses their views of science and technology, and examines their reactions to the national science education rationales.…

Examines how teachers' and students' unacknowledged disciplinary and professional investments shape power dynamics in the classroom. Describes how participants in a study of undergraduate web authoring courses struggled to make their definitions of technological literacy the privileged definitions of the classroom. Questions the potential…

Science/Technology/Society (STS) education can become an integral part of the existing social studies curriculum. Explains ways to introduce STS into the curriculum and offers suggestions for administrative support. (MLF)

Discusses the choices of online or hardcopy documentation for computer tasks. Recommends that technical writers consider the advantages and disadvantages of each format by analyzing the user's knowledge, the cognitive processes demanded by the task, and the technological benefits of each format. (SG)

The issue of equitable access regarding technology use has three components: (1) access; (2) countering "techno-phobia"; and (3) creating the "techno-able." (SI)

Describes the development of an "attitude to industry" scale assessing the attitudes of students undertaking "A" level science studies with varying amounts of industrial material in their syllabuses. Provides the interview schedule, factor loadings, reliability coefficients for three sub-scales, and statements of final scale.…

The author describes a forthcoming book on Australian science and technology. The book provides case studies emphasizing four themes: (1) the influence of science and technology on society, (2) the ways in which science and technology responded to specific environments, (3) scientists and inventors, and (4) science research organizations. (CH)

An approach to developing the technological skills of school personnel by promoting individual growth is explored. Considerations in planning technology staff development activities include focusing on instruction rather than hardware and software, involving everyone in the planning process, offering a variety of educational experiences, and…

Makes use of distinctions between experiment and demonstrations to resolve a paradox for the sociology of scientific knowledge. Describes two public tests which illustrate these themes. Discusses types of core-set distortion and suggests a partial solution. (YP)

The author identifies and discusses major issues that are involved in the change from industrial arts to technology education. Topics covered include (1) initiating the change, (2) learning about technology education, (3) retraining teachers, (4) joining professional organizations, (5) selecting curriculum materials, and (6) meeting facility…

Technological literacy is a multidimensional term embracing the need to use technology, the need to understand issues raised by technology, and the appreciation for technology's significance. Technology education is a laboratory-based discipline in which students gain conceptual knowledge while participating in hands-on activities. Principals have…

Technology's ability to cross the border between liberal learning and practical knowledge is a compelling argument for its place in the curriculum. A review of its evolution from manual training through industrial arts to technology education provides the basis for a curriculum framework structured around the tension between technological literacy…

Utilizes economic predictions of the Department of Labor, as well as noteworthy political and technical trends, to describe which combinations of engineering and science degree programs might turn out to be particularly useful in meeting technological demands during the decade of the 1990s. (JJK)