Content uploaded by Lung-Sheng Lee
Author content
All content in this area was uploaded by Lung-Sheng Lee on Jan 15, 2019
Content may be subject to copyright.
DOCUMENT RESUME
ED 472 608 CE 084 335
AUTHOR Lee, Lung-Sheng
TITLE A Profile of Technology Education in Taiwan.
PUB DATE 2002-12-00
NOTE 19p.; Paper prepared for a visiting group from Japan to
Taiwan, December 11-14, 2002.
PUB TYPE Information Analyses (070)
EDRS PRICE EDRS Price MF01/PC01 Plus Postage.
DESCRIPTORS Curriculum Development; Developing Nations; *Educational
Change; *Educational Development; Elementary Secondary
Education; Foreign Countries; *National Curriculum;
*Professional Development; *Teacher Education; Technological
Literacy; *Technology Education
IDENTIFIERS *Taiwan
ABSTRACT
Technology education (TE) in Taiwan is implemented in
elementary, junior high, senior high, and comprehensive high schools. Since
2001, the new curriculum syllabus for grades 1-9 reflects the call for
educational reform in such areas as articulation, integration, and
flexibility of reform. The national curriculum for grades 10-12 is being
revised; technology is being considered as an independent subject at the
upper secondary level. TE programs are not institutionalized in teachers'
colleges for elementary teachers. Secondary school living technology teachers
are certified after four years of on-campus training and a one-year field
internship in a secondary school. In the future, the internship will be
shortened to a half year and more course credits will be required. Technology
teacher educators are working on these efforts to promote present and
emerging TE: research projects, unit plans with technology learning
activities, TE periodicals, a students' technology performance contest,
teacher's professional development workshops, and a technology professional
association. Major problems in TE and technology teacher education that need
to be resolved are that technology is not well understood; TE at the
elementary level is still not universal; TE is not considered as important as
other courses; 'differences exist between the curriculum standard and the
realistic learning environment; and technology teacher education programs are
diluting their professional roles. (YLB)
Reproductions supplied by EDRS are the best that can be made
from the ori inal document.
Technology Education in Taiwan 1
Running head: TECHNOLOGY EDUCATION IN TAIWAN
A Profile of Technology Education in Taiwan
Lung-Sheng Lee
National Taiwan Normal University
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
1:1 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy. 1
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Paper prepared for the Japanese Visiting Group to Taiwan, Comprising
Dr. Hidetoshi Miyakawa, Professor, Aichi University of Education (Group Coordinator),
Dr. Yoshiaki Taniguchi, Professor, Nara University of Education,
Dr. Mitsuo Tsukamoto, Associate Professor, Kumamoto University, and
Mr. Hirotsugu Taguchi, Associate Professor, Kumamoto University;
December 11-14, 2002
3 V COPY MAMIE
iecnnoiogy taucanon in iaiwan z
Abstract
The purpose of this paper is to describe the technology education (i.e.,
technological literacy education) profile in Taiwan as well as to identify the
development dynamics of technology education. The structure of the
education system, the curriculum of technology education, instruction in
technology education, and technology education teachers are described in the
profile. The development dynamics include main efforts and major problems.
3
iecnnoiogy taucation in iman
A Profile of Technology Education in Taiwan
Taiwan is located in the Western Pacific between Japan and the
Philippines off the southeast coast of China and is separated from the
mainland by the Taiwan Strait. With a total area of about 36,000 square
kilometers, the island is 394 kilometers long and 144 kilometers wide (see
Figure 1a). Because of its geographical location, Taiwan has been influenced
by both indigenous and foreign cultures. The foreign culture comprises "ocean
culture", mainly Dutch, Spanish, Japanese and American, as well as
"continental culture", mainly from Mainland China (Jwo, 2000). Due to the mix
of cultures, Taiwanese society has been remarkably open and dynamic, and
values both trade and Confucianism.
Taiwan is the world's 16th largest economy, the 14th largest exporter and
16th largest importer, and the third largest holder of foreign exchange reserves.
Taiwan's diligent labor force created an economic miracle in the 1980s. Over
the past two decades, Taiwan has gradually made its industries hi-tech
oriented. Today, it has the world's fourth largest information hardware industry
and the fourth largest semiconductor industry. Innovative and high-quality
"Made in Taiwan" products are sold around the world. With its attainment to the
World Trade Organization (WTO) in January 2002, Taiwan is to make more
significant contributions to the global trading system and economic prosperity
(G10, 2001).
Taiwan's population surpassed 22.45 million in June 2002 and about 60%
of Taiwan's population is concentrated in four metropolitan areas
Taipei, Kaohsiung, Taichung, and Tainan. A lack of natural resources and a
relatively small domestic market have made Taiwan dependent on
international trade where both technology and education are strongly
emphasized. The purpose of this paper is to describe the technology education
(i.e., technological literacy education) profile as well as to identify the
development dynamics of technology education in Taiwan.
lecnnology taucauon m iaiWan 4
*Beijing rr2 .sv-1 -7,---N., ,
!L.' ,,,
r'fir-'" ''
-
-,.,.j_,. It
`,-,, r'..-------
'-'' i., KOREA
'- ,
,,0, VT: ,1 OW FA, c.,,, F" CI
,s. /673 e%
E3
JAPAN
F-ei -Th,
rr_i__-._, ,,
7:,-. Shanghai
i= f-
,,,,),./
(/ /
=-I( r,11 FINA $FA
.)
al ')
YTt" Pb
1
CHINESE imatiu '119.i.'
ifMAINLAND °Talpol
,--i.
itpd
71
....-?... Taiwan f REPUBLIC
Kinsmn i'.- 1iOF
Parshu t CHINA
Vains'iung
c' FAC,VC C;CFAIN,
on Hong gong
1
ba1
SLIDSLID t t (.7 )tt\f/, 5L:4 ,,,, ° ,,,
PHI ILIPPlf,T
Legend
CHS: comprehensive high school
CT: college of technology
JCT: junior college of technology
SHS: senior high school
UT university of technology
VHS: vocational high school
Yrs: Years
11 Institutes offering technology]
gAge education programs
18
15
12
University/
Colleges
(4 Yrs)
UT/
CT
( 4
Yrs)
UT/CT2Yrs)
JCT
(2
Yrsi JCT
(5
Yrs)
SHS
(3
XEs)
CHS
(-3
Yrs)
VHS
(3
Yrs)
Jun'or-high
___
,(3`? rs---)
Elementar-Y,
(671-sj
a. Geographic Location of Taiwan b. Educational System of Taiwan
Figure 1. The geographic location and educational system of Taiwan, Republic
of China (ROC).
Technology Education Profile
The Structure of the Education System
The educational system in Taiwan is shown in Figure 1 b. Nine years of
compulsory education has been the rule since the 1968-1969 school year, and
there is a wide range of other educational options for all ages. In the fiscal year
2000, government expenditures were about 5.5% of the GNP. In the school
year 2000 (August 1, 2000-July 31, 2001), the enrollment rate of elementary
school was 99.71%; with 99.79% of those that graduate continuing on to junior
high; and 95.31% of all junior high graduates continuing their studies in
upper/senior-secondary schools (G10, 2001).
After nine years of compulsory education, junior high school graduates
5BESTCOPYAVAILABLE
lecnnology COUGailOn in I alWan
may choose to continue their upper-secondary studies in the following three
tracks: (1) academic education trackthree-year senior high schools (SHS's),
(2) technological and vocational education (TVE) trackincluding three-year
vocational high school (VHS) and five-year junior college of technology (JCT),
(3) comprehensive education trackthree-year comprehensive high school
(CHS). Of the 336,893 junior high graduates in school year 1999, 39.07%
entered SHS's and CHS's, while 48.98% were in the TVE track (35.20% went
to VHS's, 9.53% went directly into five-year JCT's, and 4.25% attended the
Practical Technical Arts Program in VHS's), 7.26% studied at various
supplementary schools. Only 4.69% of the students who completed nine years
of compulsory education did not continue with their studies (GIO, 2001). All
upper-secondary graduates have several options for entering
university/college.
The Curriculum of Technology Education
Curricula for elementary and secondary schools are prescribed in national
curriculum standards/syllabi promulgated by the Ministry of Education (MOE).
As shown as in Figure 2, it is anticipated that curriculum standards, course of
study and instructional plan are aligned with each other.
MOE
School
Teacher
Student
Figure 2. The alignment of the three levels of curriculum documents.
Curriculum Standard: normally describes
goals, core competencies, core courses, and
guidelines of implementation and assessment
as well as school's further development.
Course of Study: normally describes goals, all
competencies to be attained, course scope and
sequence, and resources needed.
Instructional Plan: normally plans each
course's objectives, content, activities,
assessment, teaching materials and methods,
facilities and equipment.
Technology education, is normally implemented in elementary schools,
junior high schools, senior high schools and comprehensive high schools and
eligible for grades 1-11(see Figure 1). Table 1 indicates the present technology
education in national curricula, which are still suitable for grades 3, 5, 6, 8, 9,
10, 11 and 12. It should be noted that the technology education content
prescribed in CHS's is similar to that in SHS's but only one semester credit is
required.
6
iecnnoiogy taucation in iaiwan b
Table 1. Technology Education in National Curricula.
Subject Title
(Beginning
Year/Month )
Teaching
Period*
Target
Student
Program
Goal
Elementary School
(ES, Grades 1-6)
Craftwork
(1996/8-)
Grades 1-2:
2 periods/week
Grades 3-6:
3 periods/week
Junior High School Senior High School
(JHS, Grades 7-9) (SHS, Grades 10-12)
Living Technology Living Technology
(1997/8-) (1999/8-)
Grades 7-9:
1 semester/
academic year;
2 periods/week
All students All students
To enhance the
pupil's
presentation,
To understand
technology and its
impact, to apply
appreciation, and technological
practical application products and
abilities. At the level means, to
of grades 1-4, it
emphasizes
intelligent image
and functional
presentation, and
further emphasizes
functional
presentation at the
level of grades 5-6.
understand careers
related to
technology as well
as identify pupil's
interests and
capabilities, and to
enhance
adaptability in the
technological
Thus, in the area of society.
craftwork, the most
important point of
technology
education is the
practical
application.
Grades 10-11:
1 semester/
academic year;
2 periods/week
All students
To understand
technology and
evaluate its impact
on individual/social
environment and
human civilization,
to pursue
well-developed
technological
capabilities and
problem-solving
competence, to
establish proper
technological
attitude and enliven
the interest in
technology and
study.
7
iecnnoiogy taucation in !man (
Table 1. (continued)
Subject
Matter
Elementary School
(ES, Grades 1-6)
Choosing toys/
clothes/ornaments,
applying
technological
materials, using
tools, etc., are
common and the
demands for
synthesis of
perception and
creative
problem-solving are
also prevalent.
Junior High School Senior High School
(JHS, Grades 7-9) (SHS, Grades 10-12)
Technology and Technology and
Life, Information Life, Information
and and
Communication, Communication,
Construction and Construction and
Manufacturing, and Manufacturing, and
Energy and Energy and
Transportation. Transportation.
Instruction- Unit teaching; Unit teaching;
al Focus Activity-oriented Activity-oriented
experimental discovery problem-solving
Selected
Courses
Related to
Techno-
logy
Remark
Unit teaching;
Activity-oriented
problem-solving
Occupational Living Technology:
Disciplines: 1-3 2 periods/week for
periods/week for grade grade 11, and 2-4
7, and 1-5 periods/week for grade
periods/week for grade 12; subjects include
8; subjects include graphics, energy and
agriculture, industry, power, and industrial
commerce, home material.
economics, marine
science, etc.
Computer dasses are Computer classes are
required for all 8th and selective course for
9th graders, 1 11th and 12th graders, 2
period/week. periods/week.
Note * : 40, 45, and 50 minutes per period respectively for elementary,
junior-high and senior-high school.
8
Technology Education in Taiwan 8
In the school year 2001, the new national tentative curriculum syllabus for
grades 1-9, which reflects the call for educational reform in areas such as the
articulation, integration and flexibility of curricula, was taken effect from grade
1. At present, this new national curriculum is suitable for grades 1, 2, 4 and 7.
In this new curriculum, Living Technology and Natural Science (including
biology, physics, chemistry, and earth science) are integrated into the KLA
named "Natural Science & Living Technology" (NS<). However, the three
KLA'sNS<, Social Studies and Arts & Humanitiesare integrated into the
broader area named "Living" for 1st and 2nd grade students.
The expected competency indicators for each KLA are specified in the
national curriculum syllabus for grades 1-9. In NS<, there are at least 33
indicators pertaining to Living Technology. Thematic or unit instruction is
strongly suggested in the syllabus. Thus, the following three types of unit will
coexist in the KLA of NS<: (1) single-subject unit such as the unit "land
transportation" mainly derived from the traditional subject: Living Technology,
(2) cross-subject units such as the unit "environmental protection" obviously
derived from more than one traditional subject, Living Technology, Biology,
Chemistry, etc., and (3) para-subject units such as the unit called learning skills
primarily derived from one/more than one traditional subject(s) and
non-traditional areas.
As a result of the emerging national curriculum for grades 1-9 and its
NS< KLA, the visibility of technology education will increase and hopefully,
the partnership of science and technology (S&T) shown as Figure 3 will be
promoted. However, many measures such as teacher training and re-training,
sample programs, teaching materials, and instructional strategies need to be
developed.
Figure 3. The ideal partnership of science (S) and technology (T).
After the national curriculum for grades 1-9 was promulgated, the MOE
began to revise the present national curriculum for senior-high-school (grades
10-12). Technology is being considered as an independent subject at the
upper-secondary level.
9
lUt;111101Uyy COUGat1011 in lalWarl
Instruction in Technology Education
The junior-high students' Annual Living Technology Performance Contest,
conducted by the Taipei City Government, might indicate what is most
emphasized in the technology education in Taiwan. In January 2001, there
were 222 ninth graders participating in the one-day contest. In the contest,
multiple-choice items were utilized to test individual participant's technological
knowledge, while every team, grouped by three participants from the same
school, was required to solve a technological problemin 2001, the problem
was to design and make an intelligent flower container which warns the user of
a lack of water. Figure 4a and 4b show a team conducting a design by means
of a portfolio, and subsequently building their designs. Figure 4c shows some
of their solutions. This shows that technological learning in Taiwan is hands-on
and mind-on, problem-solving (PS) based, activity-oriented, etc. Some
Students' projects are shown in Figure 5.
L-4 -"".Q.' X1
/`24 's-re,,/,',
%7 :
-KT
_
511 4----
--...-..;.-.--01 t4-__:..._
fr, wok- ,___
-
_
, -,
.r9---q----j_ ,,
111C!1.1
a. Design b. Making c. Product
Figure 4. Junior-high students' Living Technology contest in Taipei.
(t(
a. An example of ES's
LT projectEgg Carrier
(Courtesy: Shiang-Rung Chien)
b. An example of JHS's LT
projectControllable
Glider
c. An example of SHS's LT
project--Housing
Figure 5. Some students' projects completed in Living Technology classes.
Since technology is omnipresent, in addition to the technological literacy
education introduced above, social education also embraces technology
education for all. For example, the museums related to science and technology
(S&T) have promoted technological learning through action labs, web-based
10 BEST COPYAVAILABLE
lecnnology LOUGatIOn n lalWarl 1U
learning (WBL), etc. Figures 6 indicates: (a) a fair teaching children to make
traditional toys, (b) a WBL homepage called Living Technology Paradise
provided by the National S&T Museum, and (c) a post of nation-wide design
contest for flight vehicles. That is, government authorities or foundations
involved in S&T or education also sponsor some contests and workshops
which promote technological learning.
M=ORMIltMAIF
.1
0 '
.,,,,..,, tal:M; 0:-,-.-.22:=D, ...01
a. A hands-on activity on
a fair
b. A WBL web page
called Living Technology
Paradise
c. A nation-wide flight
vehicles contest post
Figure 6. Examples of social education activities embracing technological
literacy education.
Technology Education Teachers
The technological literacy needed by pupils, technology education in
schools, and technology teacher education are all in a value chain. They are
interdependent. Teachers in elementary schools are almost all graduates of
nine public teachers' colleges, while most teachers in junior and senior high
schools are graduates of the following three normal universitiesNational
Taiwan Normal University, National Changhua University of Education, and
National Kaoshiung Normal University. However, any university in Taiwan can
offer a teacher education program if the university applies for it and passes an
evaluation of the qualifications. At present, there are many qualified
universities with programs for elementary and secondary teacher preparation.
As shown in Figure 7, those who graduate from university/college and
complete the teacher education program are qualified to become interns. They
can receive their teacher license after completing a one year internship. Only
licensed teachers can be formally employed by schools. Both initial and final
certifications are based on the applicant's transcript review.
11
iecnnoiogy taucation in iaiwan ii
Completing
Pre-service
Preparation
Program
Passing
Initial
Certi-
fication
Completing
One-year
Internship -÷
Passing
Final
Certi-
fication
Figure 7. The procedure to be certified as a school teacher in Taiwan.
Liberal, specialty, and pedagogical courses are required for prospective
teachers. There are 26 pedagogical semester credits in the teacher education
program for secondary schools and 40 for elementary schools. The
pedagogical courses in the programs are composed of 3-4 educational areas
including fundamentals, methodology and practical teaching.
Teachers in elementary schools are mainly graduates from a variety of
departments of teachers' colleges, who then must take several required credits
from departments to which they do not belong, for multi-subject teaching. For
instance, instructional methods of craftwork, keyboard-instrument music, and
children's literature are required for being a well-rounded teacher.
Technology is not taught as an independent course in elementary schools
at present, similarly, technology education programs are not institutionalized in
teachers' colleges. Nevertheless, in these colleges, there are some faculty
members majoring in Industrial Education or Technology Education, so the
prospective teachers still have the opportunity to study technological learning.
There are a few technological courses in teachers' programs of other
universities.
For elementary school teachers, the most common type of in-service
training should be the "study time" which regularly takes place on Wednesday
afternoons. Advanced studies for technology education usually conducted by
arranged lecture or seminar, with professors, or experienced teachers are
encouraged. Formal degrees of master/doctorate are also provided by normal
universities to these teachers as well as teachers in secondary schools.
In the past, the majority of secondary-school Living Technology teachers
were graduates of the departments of Industrial Technology (formerly Industrial
Arts) of National Taiwan Normal University and National Kaohsiung Normal
University. Every year, these two departments accept more than 100 students
who pass the joint entrance examination for colleges and universities. The
students can earn a B.Ed. degree and become a certified teacher in Industrial
Arts/Living Technology after four-years of on-campus training and a one-year
field internship in a secondary school. Most of them work as junior-high or
senior-high school teachers in Living Technology after graduation. They
/2
IM;11F1010gy COUGaI1011 mlalWarl
comprise the majority of the current teachers in Living Technology. Prospective
teachers in the Living Technology/Industrial Arts teacher program previously
took specialty courses such as metal working, wood working, electricity,
electronics, plastics, information and computers, graphics, design, and
modeling, while current prospective teachers take systematic courses in the
following four domains: construction, manufacturing, communication and
transportation. Generally speaking, teachers who graduated from the two
normal universities receive thorough training in teaching and thus have more
technological knowledge and better learning abilities. Figure 8 shows a
teacher training module and some teachers' projects at the Department of
Industrial Technology Education, National Taiwan Normal University.
Both National Taiwan Normal University and National Kaohsiung Normal
University supply graduate-level degree and non-degree programs to
in-service teachers to satisfy their need for advanced studies. In 1991, both
normal universities started their master's program in Industrial Technology
Education. Many in-service teachers and university graduates compete for the
opportunity to enroll in these programs every year. Other authorized
universities and teacher professional development centers have been
organizing various courses or workshops for in-service teachers. To promote
academic research and professional development, National Taiwan Normal
University established a doctoral program in Industrial Technology Education
in 1998, and National Kaohsiung Normal University established its own in
2002.
'..;'7;
i#i,
---,
----,-.....
[7
-co-
a. A screen printing
module for technology
teacher training
b. A preservice teacher's
projectMaglev c. Some inservice
teachers' projects
Hydraulic Robot and
mousetrap car
Figure 8. A teacher training module and some teachers' projects.
In order to follow a revised teacher preparation legislation, the procedure
to be certified as a school teacher, shown as in Figure 7, is to be changed in
13
wulinuiugy cuucation In iaiwan is
the near future. The one year of internship will be shortened to a half year and
a certification examination will be required upon completion. Additionally, in
order to cope with the newly-implemented national curriculum, the prospective
secondary-school Living Technology teacher will be required to complete three
semester credits of Introduction to Natural Science and 30 semester credits of
specialty courses, such as Introduction to Manufacturing Technology (including
experiential practicum) (see Figure 9).
>30 credits
of Chemistry
courses
>30 credits
of Physics
courses
>30 credits
of Biology
courses
>30 credits
of Earth
Science
courses
Chemistry,
( >4).
Physics
>4),
Biology
(>4)
!Introduction to Living Technology
Earth
Science (>4)
>30 credits
of Living
Technology
courses
Introduction to
Natural Science (3)
NS Teacher LT Teacher
Note: required for NS teacher; a-at least 45 credits; b-at least 42 credits
(but at least 30 for LT teacher) of specialized courses; c-three credits of
core course.
Figure 9. New specialty requirements for NS< teachers.
Development Dynamics of Technology Education
Main Efforts
In Taiwan, there are no subject-specific supervisors (or curriculum
specialists) and curriculum development institutes in educational authorities.
Thus, teacher educators are often entrusted to work on national curriculum
development and assist educational authorities as well as schools with
educational practices. For example, after the seven KLA's for grades 1-9 were
determined, this author was appointed by the MOE to lead a team to develop
the national NS<-Living Technology (LT) curriculum.
Technology teacher educators in Taiwan have been working on the
following efforts to promote present and emerging technology education:
1. Research projects of technology education
A series of research projects have been funded by the National Science
Council (NSC). In recent years, those project themes have included the
14 BEST COPYAVAILABLE
leU11110109y CUUUZILICH1 III IdIWdFl 14
cross-country comparative study on teaching strategies, learning assessment,
the identification and assessment of technological literacy, the development of
examination methods for technology teachers, etc.
2. Unit plans with technology learning activities (TLA's)
In order to help teachers interpret the national curriculum, many packages
of technology unit plans with TLA's have been developed and may be
accessed from the web or on print media. Those TLA's emphasize the idea,
"For the Teacher and By the Teacher".
3. Technology education periodicals
Sponsored by educational authorities, Living Technology Monthly
(formerly called "Industrial Arts Monthly") has been published for over 30 years.
School technology teachers receive it free of charge.
4. Students technology performance contest
Conducted by local educational authorities such as the Taipei Bureau of
Education, the junior-high-school students' Technology Performance Contest
has been held annually. In addition, various workshops regarding technology
education for students are also held.
5. Teacher's professional development workshop
Technology teacher professional development workshops have been held
at various levels in multiple locations. In the workshops, technology teachers
are strongly encouraged to share their successful experiences.
6. Technology professional association
The Industrial Technology Education Association (ITEA), Taiwan, R.O.C.
plays a vital role in organizing technology educators to work together in this
field. For example, this association is a driving force behind the International
Conference on Technology Education in the Asia-Pacific Region (ICTE), which
is a professional group normally. holding a biennial conference to promote
communication and academic exchange.
Major Problems
Precursors to technology education in Taiwan were craftwork and
industrial arts. Although the evolution of the discipline progressed from
handicrafts to technology, today's Living Technology is still commonly seen as
a subordinate subject. A new national curriculum also brings new problems
which means there are some major problems (or challenges) in the technology
education and technology teacher education that need to be resolved:
1. Technology is not well understood.
The popular culture confuses science with technology and unfortunately
does not assign value to technological literacy (Hacker, 2000). For example, in
15
iCUnnuwyy CUUUellICHI III IillWarl 13
the Chinese language, technology education is called "13-1-4-Alt A ." However,
"144A" (pronounced as kejih in Mandarin Chinese) is often interpreted as
science and technology or computer science .
2. Technology education at the elementary school level is still not
universal
Mainly caused by teachers' training background, technology education at
the elementary school level is still not universal. Hopefully, the Living
Technology in the coming new national curriculum for grades 1-9 will gradually
make a difference.
3. Further-study examinations caused a lack of teaching vitality at the
secondary level
In general, the junior high school or senior high school takes a preparative
role in our educational system. The major goal in these lower- or
upper-secondary schools is providing a further study opportunity at the
upper-secondary or college/university level. However, Living Technology and
other artistic as well as physical education courses are not included in the
subjects on the entrance examination. These courses always play less
important roles in school. In our traditional culture, people mocked these
courses as auxiliary courses. This deep-rooted problem adversely influences
our educational development. A lack of teaching vitality of those auxiliary
courses is a problem in secondary school.
4. Differences exist between the curriculum standard and the realistic
learning environment
In comparison with other general courses, Living Technology needs a
more complicated and expensive teaching facility. It also requires a more
intricate learning support system in the realistic teaching environment.
However, due to the traditional cultural impact, many negative factors such as
policy, budget and outdated thinking, prevent a harmonious development
between the curriculum standard and the realistic teaching environment.
5. Technology teacher education programs are diluting their professional
roles
More and more universities have been allowed to prepare school
teachers. In this open environment, traditional normal universities and
teachers colleges have to transfer their responsibility from a single to a
multifaceted mission. The departments of industrial technology education also
expand the number of their programs. For instance, they also provide
specialized technology and human resource development (HRD) programs to
fit the industry and corporation requirements. That is, traditional technology
16
I aUf 111OlUgy CUUeatRin In IalWan 1(3
teacher preparation institutions have gradually diversified their programs. This
might result in the dilution of their technology teacher training and related
research and development.
17
iecnnoiogy taucanon in iaiwan 11
References
Government Information Office (G10). (2001, October). A brief introduction to
the Republic of China. Retrieved July 24, from
http://www.dio.qov.tw/taiwan-website/5-qp/brief/main.htm.
Hacker,IV1,,(2000). The politics of technology education reform. Retrieved July
25, 2001, from http:// www.tu-bs.de/institute/ATD/icte2000/pdf/hacker.pdf.
Jwo, H. M. (2000, June 14). Ocean culture. Retrieved July 23, 2001, from
http://www.fq.tp.edu.tw/-nancy/A1.htm.
18
Technology Education in Taiwan 18
Author Note
Dr. Lung-Sheng Lee (likl ) received his Ph.D. degree from The Ohio
State University, U.S.A. He is a professor of the Department of Industrial
Technology Education (ITE), and the dean of the College of Technology at
National Taiwan Normal University (NTNU). His teaching areas and research
interests are technology education (TE), vocational-technical education
(Vo-Tech Ed), human resource development (HRD), as well as curriculum and
instruction (C&I). Correspondence concerning this paper should be addressed
to Lung-Sheng Lee, College of Technology, National Taiwan Normal University,
162 Hoping E. Rd., Sec. 1, Taipei 106, Taiwan. Electronic mail may be sent via
the Internet to t83006©cc.ntnu.edu.tw.
i9
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE
(Specific Document)
I. DOCUMENT IDENTIFICATION:
cP(/ 33.1-
ris
Title:AAuthor(s):
Tecknoloii Eclucoctl'on in Wan,
L. sherlo Lee_
Corpora ;Oncetlafl,wark tiorneloktn
06,4:verst
II. REPRODUCTION RELEASE:
Publication Date:
GarY1 bere,o0A
In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced In the
monthly abstract journal of the ERIC system, Resotuces in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,
and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if
reproduction release is granted, one of the following notices is affixed to the document
If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom
of the page.
The sample maker sham below wet be
afthed to all Level 1 damments
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Chad' here for Level I release. pemathno reproduction
and disserreustion in microfiche or other ERIC archival
media (e.g., electronic) and per copy.
Sign
here,-#
please
The sample sticker shown below we be
anted to el Level 2A domments
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL IN
MICROFICHE, AND IN ELECTRONIC MEDIA
FOR ERIC COLLECTION SUBSCRIBERS ONLY,
HAS BEEN GRANTED BY
2A
\e
Sa
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Level 2A
Check here for Level 2A release, perrnitfina reproduction
mf dissemination In mimeo:he and in electronic media
for ERIC archival cabochon subsolbers only
The sample sticker shown below will be
affixed to all Level 28 documents
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL IN
MICROFICHE ONLY HAS BEEN GRANTED BY
2B
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC) .
Level 2B
Check here for Level 2B release. pomading
reproduction and dissemination in microfiche only
Documents we be processed as indicated provided reproduction quality permits.
If permission to reproduce is printed, but no box is checked, documents** be processed at Level 1.
I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document
as indicated above. Reproducticin from the ERIC microfiche or electronic media by persons other than ERIC employees and its system
contactors requires permission the copyright holder. Exception is made for non -profit reproduction by libraries and other service agencies
to safi ation fucators in IS 'screte inquiries.
--. -,...\
ty 04'
III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):
If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, please
provide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publicly
available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly more
stringent for documents that cannot be made available through EDRS.)
Publisher/Distributor:
Address:
Price:
IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:
If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name and
address:
Name:
Address:
V. WHERE TO SEND THIS FORM:
Send this form to the following ERIC Clearinghouse:
Acquisitions Coordinator
ERIC/ACVE
1900 Kenny Road
Columbus, OH 43210-1090
However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and thedocument being
contributed) to:
ERIC Processing and Reference Facility
4483-A Forbes Boulevard
Lanham, Maryland 20706
Telephone: 301-552-4200
Toll Free: 800-799-3742
FAX: 301-552-4700
e-mail: info@ericfac.piccard.csc.com
WWW: http://ericfacility.org
EFF-088 (Rev. 9/97)
PREVIOIJR VFIISVINC rIF TWIC m-Nok/1 AOC nocni cra