Looks at the primary components of a technology-education program and offers details of the ways in which a middle school revamped its program. (JOW)

Discusses the need for teachers to take charge of their own professional growth. Suggests that technology teachers develop a vision, find a mentor, and plan for the future. (JOW)

Elementary school technology education exists in all of the traditional school subjects and often remains isolated and foreign when teachers fail to perceive its importance. Technology changes the way children process information and it should be integrated into the curriculum. (JOW)

Discusses the shortage of qualified technology education teachers in high schools and middle schools. Offers recruitment and image-building strategies. (JOW)

Describes computer animation workshops offered for elementary school students. (JOW)

Describes the technology education program implemented at all educational levels in the Loudoun County, Virginia, school system. Includes the mission statement, instructional objectives, and curriculum structure. (JOW)

Describes the transformation of Ottobine Elementary School in Rockingham County, Virginia, from a "little country school" into a model of rural elementary technology education for the 21st century. (JOW)

Discusses program standards, one part of the Standards for Technological Literacy: Content for the Study of Technology. Addresses their uses in developing K-12 curriculum. (JOW)

The standards for technological literacy developed by the International Technology Education Association focus on what students in grades K-12 need to know and be able to do. The content standards have five categories: nature of technology, technology and society, design, abilities for a technological world, and the designed world. (JOW)

The International Technology Education Association's Technology for All Americans Project (ITEA-TfAAP) conducted a survey in the spring and summer academic semesters of 2004 to determine the current state of technology education. This survey was a follow-up to a 2001-2002 study by Pamela Newberry, former staff member at TfAAP, in 2000-2001…

A recent discussion on ITEA's (International Technology Education Association's) IdeaGarden centered on the need for a "national curriculum." The idea of a national curriculum is one of great debate. Advancing Excellence in Technological Literacy (AETL) identifies criteria for student assessment, professional development, and programs that…

Since the inception of Standards for Technological Literacy (STL) in 2000 by the International Technology Education Association (ITEA), a number of changes have occurred in technology education programs at the state level. With the release of the latest standards publication, Advancing Excellence in Technological Literacy (AETL) (ITEA, 2003),…

Robots make a wonderful context for teaching students about many concepts important to technological literacy. They can provide an authentic context and produce high levels of motivation. According to Standards for Technological Literacy: Content for the Study of Technology (STL) (ITEA, 2000, 2002), there are six core concepts that should be…

Geospatial technology refers to a system that is used to acquire, store, analyze, and output data in two or three dimensions. This data is referenced to the earth by some type of coordinate system, such as a map projection. Geospatial systems include thematic mapping, the Global Positioning System (GPS), remote sensing (RS), telemetry, and…

In March 2004, the International Technology Education Association (ITEA) will introduce a series of addenda to the technological literacy standards documents that will provide concrete tools for making technology programs standards based. Standards for Technological Literacy (STL) provides the content for technological studies. Advancing…