TECH 485 History, Philosophy and Organization of Industrial Education. Week 9: March 1, 2009
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1 TECH 485 History, Philosophy and Organization of Industrial Education Week 9: March 1, 2009
2 Defining Technology Education
3 Replacing Industrial Arts with Technology Education? 1970s...emerging thought... study of industry best within the framework of technology Late 70s... proposed... technology should be the organizing focus of instruction 1980s...thought...shift from industrial arts to technology as new rationale and subject matter
4 Continuing Links between Technology Education and Industrial Arts Links remain in historical & conceptual roots Talk of rethinking curricular underpinnings Only moderate change occurred... instructional change lagged behind some conceptual thinking/intent Leaders within the field struggled with how to be represent technology through instruction
5 Challenges Defining Technology Education Initial impetus for change from field Technology Education was introduced (and is being introduced) during period of significant educational change Struggle to define instructional dimensions of programs that distinguish technology education from industrial arts The concept of technology Models of technology and instruction Leaders within the field struggle with how to represent technology through instruction
6 Continuing Links between Technology Education & Industrial Arts Links remain in historical & conceptual roots Talk of rethinking curricular underpinnings Only moderate change occurred... instructional change lags behind some conceptual thinking/intent Leaders within the field struggle with how to represent technology through instruction
7 Defining Technology Education The Organizational Response
8 Major Influences on Transition from Industrial Arts to Technology Education American Industrial Arts Association (AIAA) Technology Education Symposium Series Jackson s Mill Symposium
9 The AIAA and the Transformation Since vigorously promoted Industrial Arts...served a forum of national issues Early 1980s...discussion begun in the 60s and 70s concerning the instructional representation of technology came to a head Key Issue...frame technology within restricted concept of industry OR move forward into yet undefined space of a new subject, technology name changed to International Technology Education Association
10 The International Technology Education Association (ITEA) Technology Education: Perspectives and Implementation Eclectic mix of information (i.e., general aims of education; challenges presented by technology, purposed of technology education, program examples) Useful features included sections containing program characteristics Two major problems of field were evident Little intellectual coherence to the info presented Except conviction technology education was good & important Difficult to determine what made technology education programmatically different from industrial arts What s next?
11 NEWS RELEASE For Immediate Release ITEA Officially Becomes ITEEA RESTON, Virginia, March 1, 2010 The International Technology Education Association (ITEA) has officially become the International Technology and Engineering Educators Association (ITEEA)
12 Technology: A National Imperative (ITEA, 1988) Defined TE as the school discipline for the study of the application of knowledge, creativity, and resources to solve problems and extend human potential Promoted importance of technology education (TE) by linking it to concurrent national concerns (i.e., school achievement, social and ecological challenges, environmental threats, labor market changes, productivity, international economic competition) Presented technology as a critical social and economic force shaping society even as technology itself was taking shape...built a case for TE...promise that technology education could contribute to help create technological literate citizens (in the broadest sense)
13 Technology: A National Imperative (ITEA, 1988) History, evolution, nature, and development of technological means, including knowledge of people, places and cultures where the means were invented and developed Knowledge and understanding of the processes of invention and innovation, including experiences in the process Knowledge and understanding of the behavior of adaptive systems and subsystems (i.e., communication, production, transportation) and the associated tools, machines, techniques and energy conversion processes Knowledge and understanding of the behavior of various technical elements and adaptive systems, and the assessment of the impact of these systems, in relation to humans, their societies and the environment
14 Technology Education Symposium Series Beginning Spring Formal mobilization of teacher education leadership to focus on instructional implications of technology (>10 years) Transition from industrial arts to technology education was inevitable Focus...defining the dimensions of what was to be a new subject, technology...not on the transformation of industrial arts Where are we now?
15 Jackson s Mill Symposium Jackson Mill s Curriculum Theory...most widely discussed model for technology education Primarily a curriculum model Lacked system of defining rules, propositions assumptions Articulated categories of program organizers (construction, manufacturing, transportation, communications)
16 Defining Technology Education Exploring the Dimensions of Technology
17 Defining Technology Education Building Representative Models of Technology
18 Next week... Model Program Presentations
19 Have a good evening...
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