After attending a conference session about marketing, the author and his colleagues were inspired to start their own marketing program for the technology education program at Unionville High School in Kennett Square, Pennsylvania. When they started, they had no idea how much that simple marketing program would pay off. Over the past seven years,…

This debate among four educators over the modular approach to technology education produces agreement that it reduces classroom management time, but not all think that is positive. There is agreement that it is an effective method, but disagreement over what purpose it is effective for. (SK)

Responses from 51 of 107 Utah technology education teachers found the following: 19% had inservice training on the Standards for Technological Literacy; 76% believe standards will strengthen technology education; 78% were modifying curricula to reflect them (but not creating standards-based curricula); and 81% felt prepared to teach the five…

A survey on the Standards for Technological Literacy: Content for the Study of Technology received 410 responses from technology education teachers, department chairs, and state supervisors. Most were highly supportive of K-12 content standards and their intended outcomes. They expressed concern about the remaining work of implementation and…

Keeping the joy in learning should be a priority of every school and every teacher. Technology educators have a long history of providing students with opportunities to experience the joy of learning and the joy of involvement with technology. This article examines the role that the emotion of joy can play in the general learning experience and…

To address the need of identifying a comprehensive base for the critical issues and problems, research was conducted to ascertain the perspectives of classroom teachers, university professors, and supervisors of technology education. The goal of the research was to determine the critical issues and problems based on the following two questions:…

The author suggests the possibility that teachers, students, parents, and school systems do not like the changes in the industrial arts curriculum and prefer the traditional curriculum to "technology" education. (CT)

Discusses ways that language and technology education (TE) overlap: names and identity of TE, teacher use and tolerance of language, using language to improve the clarity of instruction, and using language as material to teach about technology. (SK)