The Development of Technology Education in the United States

Bob Booth
1989, Vol. 21, No. 2,

Abstract


~ review of the history of hand skill development, manual training, manual arts, industrial arts and now the challenge of technology indicates that change occurs and is most logical and appropriate in times of ferment. Education today is inferment and changes are being made. It is most critical that the technology education profession draws on its rich history and wealth of curriculum materials to establish aprogram that can explore, explain and use modern technology.'1 ~.. we recommend that all students study technology: ... how science and technology have been joined, and the ethical and social issues technology has raised ... Wearefrankly disappointed that none of the schools we visited required a study of technology. More disturbing still is the current inclination to equate technology with computers ... The greater urgency is not computer literacy but technology literacy the need for students to see how society is being reshaped by our inventions, just as tools of earlier eras changed the course of history. The challenge is not learning how to use the latest piece of hardware but asking when and why it should be used.'2

After the contents and the outcomes of a technology education program have been studied, a structure of what the program will look like must be designed. This should include course titles, units and competencies. 3

These statements typify the determined and enthusiastic efforts behind an informed Technology Education movement in the United States.


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