The author discusses the use of facsimile transmission as a teaching tool. He describes the basic equipment needed to receive these transmissions and some ongoing student projects using facsimile transmission. A list of sources for demodulators and interface units is included. (CH)

The author defines the term concept as it applies to technology education and reviews the research on the teaching of concepts. Guidelines for the teaching of technical concepts are presented. (CH)

The author attempts to show a relationship between technology education and trade and industrial education. He interprets the objectives of the combined discipline and presents ideas on program organization. (CH)

Examines some of the forces that create change in occupations, shows the types of newly developing and much-needed careers fostered by technological advancement, and demonstrates how to pursue education and training in preparation for entering one's chosen career. Careers include engineer, scientist, technician, craftsperson, and researcher. (CT)

Describes a learning activity on passive solar heating. Includes concepts, objectives, equipment and supplies, worksheets, and procedures. (JOW)

A survey of 42 state supervisors regarding technology teacher education found that supply was not matching demand, forcing consideration of alternative teacher licensure methods. Models included suitable background, graduate degree, strand licensure, military career transition, add-on, and life experience/examination. (JOW)

A summer school for elementary students used activities in design technology ("children's engineering"), a problem-based approach that encourages students to use a variety of equipment in creating, testing, and solving real-life problems. Design briefs used an array of skills from other content areas of the curriculum. (SK)

Many students are not able to communicate technical material in writing clearly and effectively. Because writing allows for cognitive activities such as choice and revision, debate and decision making, and examination and evaluation, technology education teachers should support writing across the curriculum. (JOW)

Four technology education teachers, representing elementary schools, middle schools, and high schools, respond to questions regarding their implementation of the Standards for Technological Literacy. They discuss how standards were infused into curriculum, the types of assessments used, and the professional development required. (JOW)

Discusses the place of standards in U.S. education, the development of the Standards for Technological Literacy, and the recent publication of "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards." (Contains 21 references.) (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…

Many problem-solving activities include mathematical principles but students do not use them during the design and experimentation phases before creating a prototype or product. Restricting the amount and/or type of materials available to students will require them to calculate and requisition the materials needed. (JOW)

Each technology learning activity in this article includes content description, objectives, required materials, challenge, and evaluation questions. Subjects are designing product packages and communication through advertising. (SK)

Describes Unified Science Technology, an approach to technology education in which the application of science concepts (such as chemistry or physics) to technology is explored. (SK)