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The Urgent Need for Broad-Based Technology Education

January 1990

Authors:

Advocated is a participatory, problem-solving-oriented science education with a strong emphasis on the impacts of technology. Some of the insights and ideas that emerged through a Project 2061 Technology Panel Report are discussed. (KR)

Technology Education's Role in the New National Science Standards

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Ernest N. Savage

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A Profile of Technology Education in Taiwan

January 2002

Lung-Sheng Lee

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 ... [Show full abstract] 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)

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Article

Environmental Education in the Developing World

January 1990

James V. Connor

This paper attempts to explore how developing nations can best respond to the request of the United Nations General Assembly to examine their ongoing programs and policies for environmental impact, and to report regularly to the General Assembly on the progress being made towards the objectives of "environmentally sound and sustainable development." This can be done in developing countries by ... [Show full abstract] considering environmental education within their own key problem areas and the four associated areas that have a tremendous impact on the environment. These associated areas are poverty, population, health, and literacy. To do this, Part I of this paper considers the problems concerning the environment and the associated areas. Parts II and III consider enviromental education through formal and non-formal education systems. Finally, part IV considers the role of the developing countries in environmental education. Topics discussed include: (1) curriculum development; (2) classroom materials development; (3) teacher training; and (4) the role of mass media. (KR)

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What I Want Most in a Technology Education Graduate

January 1999

Barry N. Burke

Attributes needed by model technology-education teachers include the following: a teacher (1) is a guide; (2) can work with diverse students; (3) is knowledgeable about problem solving and cooperative learning; (4) is experienced; (5) is computer literate; (6) can collaborate; and (7) enjoys working with students. (JOW)

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Economic Education: Links to the Social Studies

January 1981

Symmes, S. Stowell, Ed

The articles in this bulletin contain background readings and suggestions to help K-12 teachers teach economics in their social studies classes. The bulletin is comprised of an introduction and eight chapters. The introduction "A Framework for Cooperative Action" contains rationales for both social studies education and econonmics education. Chapter one examines various definitions of the term ... [Show full abstract] economic literacy. Chapter two contains elementary and secondary lessons which involve students in decision-making activities through the context of economic issues. In chapter three, the authors describe total and incremental approaches to improve economic education and suggest strategies to readers who are contemplating curriculum changes. Using the community as a learning resource in economic education is the topic of chapter four. Chapter five develops rationales for evaluating student learning in economics. Teacher education in economic education is the topic of chapter six. Chapter seven deals with ideology and economic education. Perspectives for dealing with persistent economic education problems are discussed in chapter eight. The bulletin concludes with an appendix containing a "Must Reading in Economic Education for Social Studies Teachers." (Author/RM)

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An Analysis of the Secondary School Science Curriculum and Directions for Action in the 1980's. 1982...

January 1981

John Staver

The 1982 Yearbook of the Association for the Education of Teachers in Science (AETS) is the second in a series of three AETS yearbooks in which Ralph Tyler's 1949 curriculum rationale is used to analyze science curriculum. This publication is focused on the secondary school science curriculum (the 1981 yearbook was concerned with teaching science to middle school students). The 1982 Yearbook is ... [Show full abstract] divided into three major sections. Section I contains an examination of Tyler's model as it relates to the current status of science education, which is also discussed in this section. Section II contains six chapters whose authors have used Tyler's model to examine specific aspects of the science curriculum: scientific literacy, problem solving, student motivation, social and political factors affecting the science curriculum, and changing instructional practice, as well as implications for continuing education for science educators. (PB)

The Urgent Need for Broad-Based Technology Education

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A Profile of Technology Education in Taiwan

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