What People Mean When They Say They Teach Technology Education.Report as inadecuate

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Research was undertaken to determine whether technology education had moved from theory into practice in the United States. To make meaningful national comparisons, a comparative model was developed to determine the philosophy, implementation organization, and implementation processes of technology education. The model was used as a table of specifications to develop a questionnaire. After a pilot project in nine midwestern states, questionnaires were mailed to state curriculum supervisors of industrial arts/technology education at state departments of education and to a technology teacher educator in each of the remaining 41 states. Data were combined for national comparisons, then grouped by geographical regions using the six Federal Vocational Curriculum Consortium regions, and compared to determine regional differences. A Likert-type scale value was assigned to each response to develop a weighting scale to show whether the response indicated implementation of traditional industrial arts or technology education. Data analysis indicated that technology education had made a clear impact on curriculum implementation. In the Eastern regions, teacher educators considered the impact to be greater than did state supervisors. In the rest of the country, general agreement existed that a change toward technology education had occurred. (Four data tables are appended.) (YLB)

Descriptors: Administrator Attitudes, Comparative Analysis, Curriculum Development, Educational Change, Educational Research, Industrial Arts, National Surveys, Program Implementation, Secondary Education, State Departments of Education, Teacher Attitudes, Teacher Educators, Technological Literacy, Technology Education

Author: Putnam, A. R.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7300&id=ED354335

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