Journal of Technology Education

Journal of Technology Education

Current Editor: Chris Merrill,
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 2, Number 2
Spring 1991

              Assessing the Effectiveness of the Change to Technology Teacher Education
                          Daniel L. Householder & Richard A. Boser
                             Many institutions which formerly pre-
                        pared teachers of industrial arts are cur-
                        rently implementing technology teacher
                        education programs.  As these institutions
                        change to implement technology teacher educa-
                        tion, it is important to obtain an accurate
                        assessment of the effectiveness of the inno-
                        vation.  Change in the teacher education cur-
                        riculum may be assessed in a number of
                        possible ways, each with several potential
                        advantages.  However, there is no generally
                        accepted model for assessing the overall ef-
                        fectiveness of such a major change in tech-
                        nology teacher education.
                             To address this problem, a study was
                        undertaken to develop and verify a set of
                        measures that could be used to assess the ef-
                        fectiveness of the move to technology teacher
                        education.  Specifically, the study sought
                        answers to two research questions:  "What
                        measurements should be used to determine the
                        effectiveness of the change?" and "How should
                        these mea-
                        surements be validated?"
                             The literature relevant to the assess-
                        ment of change and program implementation may
                        be categorized into three areas: (a) educa-
                        tional program evaluation; (b) program evalu-
                        ation in higher education, specifically in
                        teacher education; and (c) change and program
                        implementation in teacher education programs.
                        Studies in each of these areas were reviewed
                        to establish the research base for the devel-
                        opment of the formative evaluation system for
                        technology teacher education programs.
                             In a literature search for an applicable
                        model for the evaluation of teacher education
                        programs, Ayers, Gephart, and Clark (1989)
                        reported "approximately 40 references to
                        evaluation models" (p.  14).  Stufflebeam and
                        Webster (1980) identified and assessed 13 al-
                        ternative evaluation approaches in terms of
                        their adherence to the definition: "an educa-
                        tional evaluation study is one that is de-
                        signed and conducted to assist some audience
                        to judge and improve the worth of some educa-
                        tional object" (p. 6).  Their analysis re-
                        sulted in three categories of evaluation
                        studies: (a) politically oriented, or pseudo
                        evaluations; (b) question oriented, or quasi-
                        evaluations; and (c) values oriented, or true
                        evaluations.  Stufflebeam and Webster ad-
                        dressed the strengths and weaknesses inherent
                        in each evaluation approach in order to pro-
                        vide evaluators with a variety of frameworks
                        for conducting evaluation studies.
                             However, as Popham (1975) noted, compar-
                        ing evaluation approaches in order to select
                        the best model is usually a fruitless en-
                        deavor.  Popham stated:
                           Instead of engaging in a game of "sames
                           and differents," the educational evalu-
                           ator should become sufficiently
                           conversant with the available models of
                           evaluation to decide which, if any to
                           employ.  Often, a more eclectic ap-
                           proach will be adopted whereby one se-
                           lectively draws from the several
                           available models those procedures or
                           constructs that appear most helpful.
                           (p.  21)
                             Cronbach (1982) echoed this need for
                        eclecticism by noting that "the [evaluation]
                        design must be chosen afresh in each new
                        undertaking, and the choices to be made are
                        almost innumerable" (p.  1).  Indeed, an
                        eclectic approach seemed most appropriate for
                        the formative evaluation of the change to
                        technology teacher education.
                             The review of the evaluation literature
                        identified two approaches that could be com-
                        bined to develop appropriate instrumentation
                        and procedures.  These were the Context, In-
                        put, Process, and Product (CIPP) Model origi-
                        nated by Stufflebeam et al. (1971), and the
                        Discrepancy Model proposed by Provus (1971).
                        These models have many commonalities.  Both
                        1.  Were conceptualized and developed in the
                            late 1960s in response to the need to
                            evaluate projects funded through the Ele-
                            mentary and Secondary Education Act
                            (ESEA) of 1965.
                        2.  Represented efforts to broaden the view
                            of educational evaluation to include more
                            than an assessment of the terminal objec-
                        3.  Emphasized the systems view of the educa-
                            tion by stressing the relationship be-
                            tween context, inputs, processes, and
                        4.  Emphasized the importance of collecting
                            information on key developmental factors
                            to aid decision-makers in assessing pro-
                            gram progress at a given point
                            (Brinkerhoff, Brethower, Hluchyj, and
                            Nowakowski, 1983).
                        5.  Were concerned with the developmental as-
                            pects of program design and implementa-
                            tion, and recommended close collaboration
                            with program developers.
                        6.  Have been used in a variety of evaluation
                            environments (Roth, 1978; Provus, 1971;
                            and Stufflebeam, et al., 1971), though
                            they are not specifically designed for
                            the evaluation of teacher education pro-
                             THE CIPP MODEL.  Bjorkquist and
                        Householder (1990) noted that "programs in
                        which goals are accomplished are usually con-
                        sidered to be effective" (p. 69).  In an
                        overview and assessment of evaluation
                        studies, Stufflebeam and Webster (1980)
                        stated that the objectives-based view of pro-
                        gram evaluation "has been the most prevalent
                        type used in the name of educational evalu-
                        ation" (p. 8).  Indeed, prior to the ESEA,
                        educational evaluation had focused upon "the
                        determination of the degree to which an in-
                        structional program's goals were achieved"
                        (Popham, 1975, p. 22).  However, a group lead
                        by Stufflebeam proposed an evaluation process
                        that focused upon program improvement by
                        evaluating virtually all aspects of the edu-
                        cational program.  Stufflebeam (1983) stated:
                           Fundamentally, the use of the CIPP
                           Model is intended to promote growth and
                           to help the responsible leadership and
                           staff of an institution systematically
                           to obtain and use feedback so as to ex-
                           cel in meeting important needs, or at
                           least, to do the best they can with the
                           available resources. (p. 118).
                        In short, the CIPP Model placed a premium on
                        information that can be used proactively to
                        improve a program.
                             DISCREPANCY MODEL.  This model was de-
                        veloped to be put in place as the new pro-
                        grams were designed and implemented in the
                        Pittsburgh public schools.  A systems ap-
                        proach was used to determine whether program
                        performance met accepted program standards.
                        Provus (1971) conceptualized a three-step
                        process of program evaluation: (a) defining
                        program standards, (b) determining whether a
                        discrepancy exists between some aspect of
                        program performance and the standards govern-
                        ing that aspect of the program, and (c) using
                        discrepancy information either to change per-
                        formance or to change program standards (p.
                        183).  According to Provus, this operational
                        definition of program evaluation leads to
                        four possible alternatives: (a) the program
                        can be terminated, (b) the program can pro-
                        ceed unaltered, (c) the performance of the
                        program can be altered, or (d) the standards
                        governing the program can be altered (Popham,
                             The Discrepancy Model has five stages:
                        (a) design; (b) installation; (c) process;
                        (d) product; and (e) program comparison.
                        Provus (1971) noted that, "at each of these
                        stages a comparison is made between reality
                        and some standard or standards" (p. 46).  The
                        first four stages are developmental in nature
                        and designed to evaluate a single program.
                        The fifth stage, which Provus designated as
                        optional, provides information for making
                        comparisons with alternative programs.
                             MERGING THE EVALUATION MODELS.  With the
                        commonalities of the two models previously
                        stated and the thoroughness of the CIPP Model
                        reviewed, one might well ask why the two mod-
                        els should be merged.  The answer lies in the
                        complementing strengths of the two models.
                        CIPP, with its use of both quantitative and
                        qualitative procedures and its emphasis on
                        proactive evaluation, provides an overarching
                        evaluation model. Because of its
                        thoroughness, it is also extremely expensive
                        and time consuming.  As Stufflebeam and
                        Webster (1980) noted, values-oriented
                        studies, such as CIPP, aimed at assessing the
                        overall merit or worth of a program are
                        overly ambitious "for it is virtually impos-
                        sible to assess the true worth of any object"
                        (p. 18).  However, the CIPP model provides an
                        excellent framework for approaching the mul-
                        titude of possible variables in program eval-
                             What does the discrepancy evaluation
                        model add to this customized assessment ap-
                        proach?  Stufflebeam and Webster (1980)
                        stated that question-oriented studies that
                        focus on program objectives or standards "are
                        frequently superior to true evaluation
                        studies in the efficiency of methodology and
                        technical adequacy of information employed"
                        (p. 18).  In particular, the discrepancy
                        model championed by Provus adds three useful
                        constructs to the evaluation process:
                        1.  The broadening of the evaluation proce-
                            dure to include the possibility of alter-
                            ing the standards to conform with
                            reality.  In light of the current empha-
                            sis on standards external to the program,
                            such as National Council for Accredi-
                            tation of Teacher Education (NCATE) cri-
                            teria, this approach seemed particularly
                        2.  The emphasis upon high-fidelity implemen-
                            tation addressed major concerns in the
                            change process.
                        3.  The emphasis upon problem solving sol-
                            utions to program performance alteration
                            appeared to be consistent with the es-
                            poused philosophy of technology educa-
                             Since technology teacher education pro-
                        grams are still largely in the implementation
                        stage, assessments of their effectiveness
                        could most profitably focus on discrepancies
                        between the performances and standards that
                        are concerned with the inputs and the proc-
                        esses of the technology teacher education
                        programs.  Taken together, it seems reason-
                        able to consider an evaluation approach that
                        focuses on input and process evaluation com-
                        ponents as Stufflebeam uses the terms by com-
                        paring actual performance with defined
                             Few studies have related specific pro-
                        gram evaluation approaches to the assessment
                        of teacher education programs.  Perhaps the
                        dearth of references in the literature to
                        specific evaluation approaches used in
                        teacher education programs is the result of
                        the emphasis placed on the accreditation of
                        those programs.  Accreditation procedures re-
                        quire that teacher education institutions pe-
                        riodically undertake systematic formative and
                        summative evaluations.  Taking this reality
                        into consideration, Ayers, Gephart, and Clark
                        (1989) proposed the Accreditation Plus Model
                        that integrates the accreditation process and
                        existing evaluation approaches.  While focus-
                        ing on the National Council for Accreditation
                        of Teacher Education (1987) standards and
                        criteria for compliance, the model suggests a
                        process that is "active, continual, and form-
                        ative" (p.  16).
                             The Accreditation Plus Model seems to be
                        a logical extension of an already required
                        practice.  While this model was designed to
                        be used for the evaluation of professional
                        educational units, the process seems adapt-
                        able to the more specific evaluation concerns
                        of technology teacher education programs.
                             Gee and Tyler (1976) suggested that
                        "reasonable people will assume moderate risk
                        for great benefits, small risks for moderate
                        benefits, and no risk for no benefit" (p. 2).
                        While this statement makes explicit the per-
                        sonal nature of the change process, organiza-
                        tional characteristics are also important
                        factors in facilitating change.  Hopkins
                        (1984) argued that the nature of the educa-
                        tional organization itself is a major imped-
                        iment to change.  He noted that in spite of
                        considerable external pressure for change in
                        teacher education, there were few observable
                        differences in the routines of professors and
                        students.  Hopkins made the provocative sug-
                        gestion that "teacher training institutions
                        as organizations appear unable effectively to
                        manage self-initiated change" (p. 37).
                        Giacquinta (1980), even less charitable, sug-
                        gested that schools of education find that
                        "change is a necessary, often bitter pill
                        taken for the sake of survival" (Hopkins,
                        1984, p. 43).  These opinions seem to be
                        shared by several state legislatures which
                        have recently mandated changes in teacher ed-
                        ucation requirements and practices.
                             A model of the innovation-decision proc-
                        ess in an organization, developed by Rogers
                        (1983), focuses on the process of adoption,
                        implementation, and the incorporation of the
                        innovation into the organization.  The five
                        steps in the model are divided into two
                        stages: initiation and implementation.
                             INITIATION STAGE.  During this stage,
                        organizational activities center around the
                        information-gathering, conceptualizing, and
                        planning that is required to make the deci-
                        sion to change.  The two steps included at
                        this stage are: (a) agenda setting, where the
                        initial idea search occurs and the motivation
                        to change is generated; and (b) matching,
                        where organizational problems and possible
                        solutions are analyzed for compatibility.
                             The initiation stage is essentially a
                        problem solving exercise.  As the organiza-
                        tion becomes cognizant of a performance
                        shortfall, it initiates a search of the envi-
                        ronment for possible solutions to the prob-
                        lem.  For example, industrial arts programs
                        were generally faced with declining enroll-
                        ments.  At the same time, many studies cited
                        the need for students to possess increased
                        scientific and technological literacy.  In
                        response, the field started to focus on tech-
                        nology education as an emergent solution to
                        both problems.
                             IMPLEMENTATION STAGE.  The second stage,
                        implementation, begins after the decision to
                        make the change has been made by the organ-
                        ization.  This stage includes the decisions,
                        actions, and procedures involved in putting
                        an innovation into regular use.  The imple-
                        mentation stage includes three steps: (a)
                        redefining/restructuring the innovation and
                        the organization to accommodate the change;
                        (b) clarifying the innovation as it is put
                        into regular use; and ultimately (c)
                        routinizing or institutionalizing the change
                        as an integral part of the ongoing activities
                        of the organization.
                             According to Rogers (1983) each step is
                        "characterized by a particular range of
                        events, actions, and decisions" (p. 362).
                        Further, the latter steps cannot occur until
                        the issues in the earlier steps have been re-
                        solved.  Citing the work of Pelz (1981) as a
                        source of support for the model, Rogers noted
                        that innovations imported into an organiza-
                        tion "usually occur in the time-order se-
                        quence" (p. 366).  However, innovations that
                        originated within an organization are not
                        characterized by a similarly clear pattern of
                        adoption.  Since technology teacher education
                        programs are currently changing in an attempt
                        to meet largely external innovations (NCATE
                        accreditation standards and state certif-
                        ication requirements), it appears that the
                        time-order sequence is expected to apply.
                        The linear nature of the innovation-decision
                        model highlights the need to nurture the
                        change to technology teacher education
                        throughout the stages of the entire change
                             In light of the review of literature and
                        the specific goals of this research effort,
                        the decision was made to develop an evalu-
                        ation design incorporating an eclectic mix of
                        program evaluation approaches, the NCATE ac-
                        creditation process, and descriptions of the
                        process of change as that process may be ex-
                        pected to occur in teacher education organ-
                        izations.  Stufflebeam's CIPP Model provided
                        an overall framework from which to assess the
                        effectiveness of change to technology teacher
                        education.  Provus's Discrepancy Model added
                        the possibility of adjusting the measurement
                        standards to conform to program performance
                        reality.  And, because accreditation is an
                        overarching evaluation concern for teacher
                        education, the Accreditation Plus Model sug-
                        gested a way of integrating program evalu-
                        ation and accreditation.  Further, because
                        technology teacher education programs are
                        presently in the early implementation stage,
                        measures that reflect the process of change
                        seemed to be appropriate for inclusion.
                             A modified Delphi design was used in
                        this study.  Nominations of leading practi-
                        tioners and advocates in technology education
                        who might serve as Delphi panelists were so-
                        licited from officers of the Council on Tech-
                        nology Teacher Education and the
                        International Technology Education Associ-
                        ation.  This process resulted in the se-
                        lection of a panel comprised of the 22
                        individuals who were recommended by at least
                        two of the CTTE or ITEA officers.
                             On an open-ended questionnaire, panel-
                        ists were asked to suggest criteria and pro-
                        cedures for evaluating the effectiveness of
                        the change from industrial arts teacher edu-
                        cation to technology teacher education pro-
                        grams.  Fourteen panelists returned the first
                        round questionnaire.  The reponses were tabu-
                        lated, duplications were eliminated, and sim-
                        ilar suggestions were combined.  This process
                        resulted in a list of 58 criteria and 33 pro-
                        cedures for evaluating the effectiveness of
                        the change to technology teacher education.
                        The criteria were sorted into four catego-
                        ries: (a) the technology teacher education
                        program, (b) faculty members, (c) student
                        skills, and (d) capabilities of graduates.
                             The second round questionnaire asked the
                        22 panelists to rate the importance of the 58
                        criteria and 33 procedures on a scale which
                        ranged from 0 to 10.  The instructions de-
                        fined a rating of 0 as a recommendation that
                        the criterion or procedure be dropped.  A
                        rating of 10 meant that the criterion or pro-
                        cedure was considered to be absolutely vital
                        to the assessment of the effectiveness of the
                        change to technology teacher education.  Pan-
                        elists were asked to offer editorial sug-
                        gestions on the statements of criteria and
                        procedures and also to suggest additional
                        criteria and procedures (and to rate any ad-
                        ditional statements).
                             Eighteen of the 22 second round ques-
                        tionnaires were returned promptly.  The re-
                        sponses were tabulated and the mean rating of
                        importance for each item was calculated.  The
                        statements of criteria and procedures were
                        then listed in order of their mean rating of
                        importance.  The ranked listings for each
                        criterion with a mean value greater than 9.0
                        on the 10 point scale are included in Table
                        TABLE 1
                        BY CATEGORY
                         Mean    Criteria and Procedures
                          9.55  Laboratory instruction provides op-
                                portunities for students to
                                reinforce abstract concepts with
                                concrete experiences.
                          9.50  Instructional strategies emphasize
                                conceptual understanding and problem solving.
                          9.23  Professional studies component emphasizes
                                 the study of technology, including social-
                                 cultural affects.
                          9.22  Laboratories facilitate the learning
                                 of broad based technological concepts.
                          9.22  Instruction incorporates current
                                 technological activities.
                          9.17  Philosophy, mission statement, goals
                                 and curriculum emphasize technological
                                 skills rather than technical skills.
                          9.17  Social-cultural impacts of technology
                                 are emphasized.
                          9.12  Field experiences are technology cen-
                          9.05  Problem solving and decision making
                                 abilities are emphasized.
                          9.00  Curricula are based on recent re-
                                 search findings.
                        FACULTY MEMBERS ...
                          9.50  Display a positive attitude toward
                                 the technology teacher education
                          9.22  Participate in planned professional
                                 development activities to
                                 update their knowledge and skills.
                          9.05  Communicate their understanding of
                                 the meaning and implications of
                                 technology education both within and
                                 outside the classroom.
                        STUDENTS ARE EXPECTED TO ...
                          9.78  Be people oriented.
                          9.44  Be future oriented.
                          9.39  Demonstrate the ability to teach
                                 problem solving techniques.
                          9.33  Effectively plan and implement tech-
                                 nology education in grades 5-12.
                          9.28  Develop and implement curriculum ma-
                                 terial that reflect a broad
                                 technological system area.
                          9.28  Demonstrate an awareness of society's
                                 reliance on technological systems.
                          9.22  Plan and implement teaching-learning
                          9.17  Use a vocabulary that reflects the
                                 concepts of technology education.
                          9.11  Apply current instructional theory.
                          9.06  Formulate appropriate objectives.
                          9.05  Be open to change and willing to ini-
                                 tiate change.
                          9.05  Consider global perspectives in tech-
                                 nology education.
                          9.00  Demonstrate a basic understanding of
                                 tools, machines and process and their
                                 applications in manufacturing,
                                 construction, communication, and
                        PROGRAM ...
                          9.78  Employ a philosophy which reflects a
                                 technological base.
                          9.61  Teach concepts and use teaching tech-
                                 niques that are technology based.
                        PROCEDURE STATEMENTS ...
                          9.50  Examine the curriculum to determine
                                 if the philosophy, definition, mission
                                 statement, goals and objectives, course
                                 content, and learning experience
                                 reflect technology education.
                          9.22  Analyze the courses required in the
                                 program, the content contained in each
                                 of the courses, teaching strategies and
                                 methods, assignments, tests, and
                                 student field experience to determine if
                                 they reflect technology education.
                        CHECKLIST (TTEC)
                             An initial review of the listing of cri-
                        teria and procedures identified by the panel-
                        ists in this research suggested many
                        parallels to the NCATE approved curriculum
                        guidelines as specified in the BASIC PROGRAM
                        IN TECHNOLOGY EDUCATION (1987).  The intent
                        of this investigation was not to duplicate
                        the NCATE assessment process, but to identify
                        essential elements in the implementation of
                        technology teacher education that would serve
                        as key indicators of the effectiveness of the
                        change from industrial arts teacher educa-
                        tion.  In order to concentrate the assessment
                        effort, therefore, criteria were selected for
                        inclusion in the measurement instrument if
                        they were:
                        1.  Highly ranked within their criteria cate-
                            gory but not addressed by NCATE curric-
                            ulum guidelines;
                        2.  Correlated to NCATE curriculum guidelines
                            for technology teacher education and dis-
                            tinctly different from usual practices in
                            industrial arts teacher education; or
                        3.  Considered to be essential to support the
                            process of organizational change.
                             Other suggested items were not included
                        in the TTEC because they were measurements of
                        program outcome, such as performance of pro-
                        gram graduates.  These items were excluded
                        from the measurement instrument since tech-
                        nology teacher education is in the implemen-
                        tation phase, a stage when Hall and Hord
                        (1987) noted that "interpreting any outcome
                        data is extremely risky" (p. 343).
                             Further, the procedures proposed for
                        this formative evaluation design were pur-
                        posely limited by the following criteria:
                        1.  The time required for on-site data col-
                            lection by the external evaluator(s)
                            should not exceed two observer-days.
                        2.  With the exception of interviews and
                            classroom and laboratory observation ses-
                            sions, the data gathering should not re-
                            quire additional faculty time.
                        3.  Existing data should be used whenever
                        4.  Data gathering should not seriously dis-
                            rupt on-going instructional activities.
                        In this way, the evaluation may be conducted
                        in a reasonable time with a minimum of dis-
                        ruption to departmental activities.
                        VERIFICATION OF THE TTEC
                             In order to verify the measures selected
                        for inclusion in the checklist, a draft of
                        the TTEC was sent to the panel for editorial
                        suggestions and additional comments.  Sixteen
                        of the twenty-two panelists responded.  Most
                        respondents suggested editorial revisions or
                        made other comments.  Careful consideration
                        was given to these suggestions as revisions
                        were made in the TTEC.  The TTEC, revised to
                        incorporate suggestions from panelists, is
                        reproduced below.
                        1.  Examine the catalog, a sample of curric-
                            ulum documents, and a sample of course
                            syllabi to verify the degree to which:
                            a.  The philosophy, mission statement,
                                and goals and objectives of the pro-
                                gram reflect the definition(s) of
                                technology education suggested by
                                ITEA, CTTE, and relevant groups in
                                the state/province.
                            b.  Study is required in technological
                                systems such as communication, pro-
                                duction (construction and manufactur-
                                ing), transportation, and
                            c.  Courses in mathematics, science, and
                                computing science are required.
                            d.  Required full-time student teaching
                                and early field experiences are con-
                                ducted in an exemplary technology ed-
                                ucation setting.
                            e.  Required reading lists provide com-
                                prehensive coverage of technology and
                                technology education.
                            f.  Learning activities and experiences
                                are representative of technology edu-
                        2.  Interview the department head with regard
                            to the change to technology teacher edu-
                            cation to discern the degree to which:
                            a.  Funding is adequate to support the
                                current technology teacher education
                                program and plans are in place for
                                periodic replacement and upgrading of
                                facilities and equipment.
                            b.  Faculty and staff allocations are ad-
                                equate to serve student enrollments
                                in technology teacher education.
                            c.  The written departmental plan for
                                faculty professional development and
                                technological updating is adequate to
                                prepare faculty members for contempo-
                                rary technology teacher education.
                            d.  Enrollments in the major are ade-
                                quate, stable, or increasing.
                            e.  The written departmental implementa-
                                tion plan for technology teacher edu-
                                cation addresses the process of
                                organizational change.
                            f.  Faculty are committed to the philoso-
                                phy and objectives of technology edu-
                        3.  Interview faculty members and review re-
                            cent annual reports, biodata information,
                            faculty publications, copies of presenta-
                            tions, and manuscripts being considered
                            for publication to verify whether:
                            a.  Faculty are writing scholarly papers,
                                developing instructional materials,
                                and giving presentations about tech-
                                nology education.
                            b.  Current faculty research and service
                                activities are directed toward topics
                                and issues in technology education.
                            c.  Faculty are actively involved in pro-
                                fessional organizations in technology
                        4.  Observe professional and technical
                            classes to discern the degree to which:
                            a.  Instructional methods emphasize tech-
                                nological problem solving and
                            b.  Instructional materials reflect con-
                                temporary technology.
                            c.  Major elements of technology educa-
                                tion (e.g., systems, environmental
                                and social impacts, and the applica-
                                tions of technological devices) are
                                emphasized in the course activities.
                        5.  Inspect laboratory facilities to ascer-
                            tain the degree to which:
                            a.  Laboratories are adequate for effec-
                                tive instruction.
                            b.  Equipment and space provide students
                                adequate opportunities for experi-
                                ences in state-of-the-art applica-
                                tions of technology (e.g., CAD/CAM,
                                CIM, robotics, desk-top publishing,
                                lasers, table-top technology,
                        6.  Interview students, and examine student
                            logs and required student work to discern
                            a.  The elements of technology education
                                are understood and integrated into
                                their total philosophy of education.
                            b.  They are active in a TECA chapter.
                            c.  The problem solving process and
                                decision-making rationale are incor-
                                porated into grading.
                            d.  Environmental consequences and
                                social-cultural effects of technology
                                are reflected in student activities.
                        7.  Interview chairs of related departments
                            and administrators (dean, provost, or
                            president) to ascertain the degree of
                            philosophical support that is provided
                            for technology education.
                        8.  Listen to conversations and discussions
                            and observe student activity to discern
                            the degree to which:
                            a.  The terminology used by faculty and
                                students reflects technology and
                                technology education.
                            b.  Faculty and students appear to be en-
                                thusiastic about technology educa-
                        9.  Interview principals who have experience
                            with student teachers and graduates of
                            the technology education program to dis-
                            cern whether the program prepares profes-
                            sionals to:
                            a.  Plan and implement technology educa-
                            b.  Use problem solving strategies.
                            c.  Apply current instructional theory.
                                    USING THE INSTRUMENT
                             Jordan (1989) began a discussion of
                        evaluation and change by reminding practi-
                        tioners that:
                           One of the axioms of measurement is
                           that assessment is not an end in it-
                           self.  We evaluate because we wish to
                           know the current state of affairs, but
                           we wish to do that in order to make im-
                           provements.  Exactly how we wish to im-
                           prove depends on what we discover.  In
                           theory, the process is circular and un-
                           ending.  That is, we should assess and
                           make improvements and then assess the
                           improvements. (p. 147)
                        With this interaction between evaluation and
                        change in mind, there are several possible
                        ways of using the instrument developed
                        through this research.  Perhaps the simplest
                        use would be for an internal or external
                        evaluator to use the instrument as a check-
                        list of what has been accomplished and what
                        is in progress (or still to be initiated).
                        Two more complex uses may include determining
                        if the innovation is in place and using force
                        field analysis to determine sources of re-
                             Hord, Rutherford, Huling-Austin, and
                        Hall (1987) proposed that before assessing
                        program outcomes it is first necessary to de-
                        termine that the innovation is in fact in
                        place.  They indicated two ways of making
                        that determination: (a) first, the level of
                        fidelity of the actual implementation of the
                        innovation can be compared with the intended
                        innovation, and (b) second, the actual levels
                        of use can be determined.  Hord et al. pro-
                        posed that each innovation has essential and
                        related components.  The essential components
                        cannot be changed without undermining the na-
                        ture of the innovation itself.  The related
                        concepts allow for local flexibility and,
                        while varied, are still faithful to the inno-
                        vation design.  Hord et al. suggested that
                        assessment of fidelity can be made by devel-
                        oping a checklist that outlines ideal, ac-
                        ceptable, and unacceptable variations of the
                        innovation.  In technology teacher education
                        programs, many of the criteria identified
                        through this research may serve as the "es-
                        sential" components.
                             The second measure proposed by Hord et
                        al. (1987) to determine whether or not the
                        innovation is actually in place is an assess-
                        ment of the six levels of use.  These levels
                        range from Level of Use 0 (nonuse) to Level
                        of Use VI (renewal) where the "user reevalu-
                        ates the quality of use of the innovation,
                        seeks major modifications of or alternatives
                        to, present innovation to achieve increased
                        impact on clients, examines new developments
                        in the field, and explores new goals for self
                        and the organization" (p. 55).  By using the
                        TTEC to identify the essential components of
                        the change to technology teacher education,
                        an assessment of levels of use from the per-
                        spective of the faculty may be an important
                        step in measuring the effectiveness of the
                        change and planning further intervention
                        FORCE FIELD ANALYSIS
                             Lewin (1951), the originator of field
                        psychology, proposed that change is the re-
                        sult of competition between driving and re-
                        sisting forces.  Lewin's conceptualization
                        has been adapted to describe the dynamics of
                        a number of management situations in organiza-
                        tional change.  Daft (1988) stated that:
                           To implement a change, management
                           should analyze the change forces.  By
                           selectively removing forces that re-
                           strain change the driving forces will
                           be strong enough to enable implementa-
                           tion. . . .  As restraining forces are
                           reduced or removed, behavior will shift
                           to incorporate the desired changes. (p.
                             Miller (1987) suggested that force field
                        analysis could be used to nurture a climate
                        receptive to innovation and creativity.
                        Miller stated:
                           The primary function of the force field
                           in idea generation is to present three
                           different stimuli for thinking of new
                           options or solutions.  Because the
                           field represents a kind of tug-of-war,
                           there are three ways to move the center
                           line in the direction of the more de-
                           sirable future:
                           1.  Strengthen an already present posi-
                               tive force.
                           2.  Weaken an already present negative
                           3.  Add a new positive force. (p. 73)
                             If these two ideas are taken together, a
                        picture emerges of how force field analysis
                        and the instrument designed through this re-
                        search could be applied to the transition
                        from industrial arts teacher education to
                        technology teacher education.  First, each
                        criterion could be assessed to determine its
                        relative strength as a driving force for
                        change.  Additionally, forces unique to the
                        particular implementation may be identified
                        and dealt with.  Second, the information gen-
                        erated through the assessment could be used
                        to strengthen the implementation procedures.
                        In this way, the instrument may serve as a
                        game plan for implementation and continued
                        assessment of the change.
                             The Technology Teacher Education Check-
                        list, which was the primary outcome of this
                        research, should be useful to the faculty of
                        a technology teacher education program or to
                        an external evaluator in conducting formative
                        or summative assessments of the change to
                        technology education.  While its use requires
                        minimal duplication of the NCATE approval
                        procedures, the items in TTEC focus upon key
                        indicators of effective change to technology
                        teacher education.  The TTEC might be espe-
                        cially useful in a review of a technology
                        teacher education program, a year or two in
                        advance of the preparation of a curriculum
                        folio to be submitted for consideration for
                        NCATE approval.
                        Daniel L. Householder is Professor and
                        Richard A. Boser is a Graduate Assistant in
                        the Department of Industrial, Vocational and
                        Technical Education, Texas A&M University,
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              Journal of Technology Education   Volume 2, Number 2       Spring 1991