This report on current research at Sweden's University of Linkoping on the dynamics of technical progress, social change, and continuous educational reform focuses on the four major sub-studies that, with a number of more limited surveys, make up the project on Technology and Science in School and Society: Education, Training, Subsequent Training. The starting point of this project was Sweden's introduction of the 1980 Compulsory School Curriculum (Lgr 80), which mandates the teaching of technology at all three levels of compulsory schooling. Each of the four major sub-studies is described: (1) "Technology as an Example of Making and Installing a Curriculum," which deals with the political and education-administrative process during the 1970s; (2) "Science Technology INSET and Pupil Attitudes toward Technology," which examines the effects of science/technology on classroom teachers and the attitudes of 12- to 13-year-old students toward technology; (3) "Educational Activities of the Labor Movement 1945-1970: Attitudes to Technology and Education," which discusses whether, and if so, how this "technology- and science-impregnated" social change is reflected in discussions of the policy and activities of the Workers' Educational Association; and (4) "Ideas Concerning Social Change, Technical Progress and the Role of Education," which examines social policy and its relevance to education and technology. Minor surveys concerned with humanistic perspectives in technical education and technology in school teaching materials are briefly described, and 10 publications related to the project are listed. (The related publications are all in Swedish.) (DJR)