ERIC Number: ED353399
Record Type: Non-Journal
Publication Date: 1992-Nov-13
Reference Count: N/A
Technology Education: A Critical Literacy Requirement for All Students (Rationale and Program).
Pucel, David J.
Technology education should be part of the general education of all students for the following reasons: (1) technological literacy is important in preparing people for life and work; (2) technological literacy must be based on sensory as well as language-based learning; and (3) technology is unique in the school curriculum. The content of technology education is common sense technological knowledge and the teaching and application of the technological method as content separate from other subject matter areas. The technological method is as follows: (1) identify an unmet human need requiring a technical solution; (2) clarify the specific technical problem; (3) identify relevant existing technical methods and knowledge; (4) invent a probable solution, through the invention process; (5) determine the social acceptability and economic feasibility of the solution; (6) modify the solution if needed to maximize efficiency and acceptability; and (7) implement the solution. The following are categories of technological literacy content: (1) technological method; (2) common tool usage; (3) common equipment; (4) basic technological processes; (5) materials; (6) terminology; (7) environmental concerns; (8) social values; (9) scientific principles; and (10) economic factors. There is shared responsibility inside and outside the schools for developing, focusing, and delivering technology education in the classroom. (Contains 21 references.) (CML)
Descriptors: Appropriate Technology, Curriculum Development, General Education, Intermediate Grades, Junior High Schools, Middle Schools, Program Development, Science and Society, Scientific and Technical Information, Technological Advancement, Technological Literacy, Technology Education, Technology Transfer
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A