Journal of Technology Education

Journal of Technology Education

Current Editor: Chris Merrill, cpmerri@ilstu.edu
Previous Editors: Mark Sanders 1989-1997; James LaPorte: 1997-2010

As an open access journal, the JTE does not charge fees for authors to publish or readers to access.


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Volume 1, Number 2
Spring 1990

From the Editor

              Have you noticed that technology education has become a hot topic the
              world over? If not, have your senses checked... at least two of them
              must be malfunctioning. Everyone seems to agree we ought to be teaching
              young people about technology. The questions being asked, though,
              are&gml. Who should shoulder this responsibility? And how should they
              go about it?

              Technology (formerly industrial arts) teachers approach the task with a
              century of :q.hands-on:eq. experience under their collective belt. They
              boast a rich tradition of motivating young people with hands-on
              activities. Working from their :q.project method:eq. heritage,
              industrial arts-turned-technology teachers are working on curriculum
              :q.upgrades:eq. that are :q.technology:eq. rather than :q.industry:eq.
              based. In the process, :hp1.project building:ehp1. activities are being
              replaced by :hp1.problem solving:ehp1. activities, which are believed to
              be better suited to teaching the technological systems inherent in the
              new curriculum.

              While I still have a lot to learn about the Science, Technology, and
              Society movement, it is obvious they approach technology education from
              a substantially different perspective. Traditionally, science is the
              study of principles and theorems. Yet, as Roy suggests in his guest
              article, this approach to :hp1.abstract:ehp1. science may be appropriate
              for only a relatively small subset of the secondary school population.
              Infusing :hp1.applied science:ehp1. and technology in the science
              curriculum is seen as a way to :q.reach:eq. a larger audience.

              Technology education in Great Britain has evolved out of the craft and
              design tradition. Accordingly, the British seem to stress the
              developmental design process in their study of technology to a greater
              extent than do either the STS or the industrial arts/technology
              educators in America.

              My sense is that each camp has both much to offer and much to learn from
              the others. Curriculum development in industrial arts/technology
              education, for example, has borrowed problem solving ideas from the
              British. At the same time, an increasing number of scientific
              principles are being stressed in these curricula. STS, on the other
              hand, seems to be advocating more hands-on activities as a means of
              making science more applied and less abstract.

              You'll see some of that interchange going on in this issue of the JTE.
              Roy's guest article provides both a rationale of sorts and a general
              structure for STS education. Denton's editorial gives those of us on
              this side of the Atlantic a peek at his thoughts on the importance of
              teamwork in the technology education classroom. Braukmann and Pedras
              offer a straightforward prescription for the problem solving method.
              Korwin and Jones, Litowitz, and Scarborough share their research
              findings, while Wilkinson gives us a piece of his (Canadian) mind. Or,
              there are reviews by McCade and Snyder, if you would rather just settle
              down with a good book...


              --MS
               
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              Journal of Technology Education   Volume 1, Number 2       Spring 1990