An elementary education technology unit that involved converting decimal numbers into binary ones used an experiential method based on mass production. The children thus learned about place value, symbolic logic, practical math, and mass production, and at the same time such skills as following directions and listening attentively were reinforced.…

Discusses the philosophy of technology education at Griffith University in Queensland, Australia. Outlines the curriculum of its four-year technology teacher education program. (JOW)

Describes how Minnesota implemented the Standards for Technological Literacy: Content for the Study of Technology. Includes the timeline, rationale, potential activities and estimated costs associated with all phases, and steps for implementing the plan: investigate, replicate, integrate, and mandate. (JOW)

Describes projects using conventional technologies--incorporation of relatively inexpensive visual control with mobile robots using a simple remote control vehicle platform, a camera, a mirror, and a computer. Explains how technology teachers can apply them in the classroom. (JOW)

A survey of state supervisors of technology education showed that technology education is increasing in importance in public schools as a program for all students. The Standards for Technological Literacy are providing support for state and local efforts. (JOW)

Employers like the problem-solving approach of technology education because it develops team building, discipline, content and process, knowledge of the capitalist system, and multidisciplinary skills. (JOW)

Imaging and other scientific instruments in space can reveal mysteries of the universe that reach far beyond any distance that would ever be practical for human space travel. As far back as the 1600s, Galileo used the crudest possible telescope technology to see the largest moons of Jupiter. The secret to making telescopes better is to make their…

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 National Science Foundation established the Centers for Learning and Teaching (CLT) program to address national needs in the science, technology, engineering, and mathematics (STEM) workforce. NSF recognized two problems, the large number of educators expected to retire over the next decade, and the growing number of educators inadequately…

Each year the TECA (Technology Education Collegiate Association) Eastern Regional conference is held in Virginia Beach, Virginia. TECA is made up of four regions of the United States. The eastern TECA region has the largest membership. From up and down the eastern U.S., students and faculty from colleges' and universities' technology education…

The International Technology Education Association (ITEA) commissioned the Gallup Organization in the spring of 2001 to research American citizens' knowledge and attitudes about technological literacy. Technology is important in everyone's lives, whether they are aware of it or not and regardless of the need or desire to understand their…

Describes development of a 3-year technology education program being implemented in Oklahoma. The major categories of study are (1) communication, (2) construction, (3) manufacturing, and (4) transportation. (CH)

This article defines high technology, identifies some of the reasons it should be studied, and suggests some ways that it can be studied in industrial arts/technology laboratories. These suggestions include identifying topics for study, gathering information, organizing information, performing laboratory activities, and presenting the study. (CT)

If techniques can be used that help disabled students while also having application for other students, the result can be overall program improvement. This approach to finding solutions for some of the more prevalent technology teacher concerns is explored in this article. (CT)

The author states that the urgent need to respond to change is, to a great extent, technology driven but that the response of education must be holistic, with all the disciplines interacting and contributing. He also addresses the nature of a technological society and the role of technical education teachers. (CT)