The word "technology" has evolved through several different meanings during the recent history of education. In 1985, the American Industrial Arts Association changed its name to the International Technology Education Association. This change reflected dissatisfaction with traditional "shop" courses, designed to prepare students for skilled trades and technical vocations. Instead, it was felt, all students needed to gain some familiarity with technology, to prepare them for life in a rapidly advancing, technologically sophisticated society. Although the objective is worthy, the transition from Industrial Arts to Technology Education is still a work in progress. Much of the Technology Education community still has its roots in Industrial Arts, and Technology has yet to become firmly established as a school subject in the United States. This paper proposes that technology education should focus on everyday artifacts and design problems, and thereby remove some of the barriers preventing its introduction into the schools. Curriculum materials and teacher support will be essential to this effort. However, traditional modes of curriculum development and professional development will not be effective, because they fail even to engage teachers, let alone exploit their expertise. A new paradigm is needed, which sees both tasks as collaborative design challenges that must involve teachers as full participants. After a discussion of these issues, this paper concludes with an extended account of the City Technology project, based at the City College of New York, which put many of these ideas into practice.