Technology as Content: Can Teacher Education Cope?

Overview & Synopsis

The argument for technology education and its relationship and relevance to teacher education courses is presented, and centers around three assumptions: (1) The term technology education can be defined, (2) technology has permeated our society, and (3) industrial arts education might not be able to withstand the complexities of a technological society. Viewpoints concerning the definition of technology education (assumption 1) are reviewed; the relevant consistencies among these definitions are enumerated, and a new definition is offered. Basic concern is then centered on the growth and expansion of technology in twentieth century United States and the implications that this has for industrial arts curriculum (assumption 2). It is noted that as a result of this growth, a need has developed for review of the directions that industrial arts has and will be taking (assumption 3). It is concluded that the responsibility for educational programs to reflect cultural trends and therefore technology exists, and that much of the apprehension would be dismissed if technology were considered a process rather than a thing. Also included in the paper is a rationale and outline of a technology education curriculum. (TM)