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ERIC Number: EJ1067736
Record Type: Journal
Publication Date: 2015
Reference Count: 42
A Content Analysis of AIAA/ITEA/ITEEA Conference Special Interest Sessions: 1978-2014
Reed, Philip A.; LaPorte, James E.
Journal of Technology Education, v26 n3 p38-72 Sum 2015
Associations routinely hold annual conferences to aid with professional development and actively promote the ideals of their membership and the profession they represent. The American Industrial Arts Association (AIAA) was created in 1939 and has held an annual conference the past 76 years to further these goals (Starkweather, 1995). Throughout this period, the profession has gone through significant changes that include a paradigm shift from a focus on the products and processes of industry to a broader focus on technological literacy. The AIAA reflected this shift by changing the association name to the International Technology Education Association (ITEA) in 1985. More recently, the association adapted to the increasing focus on engineering education and changed its name again in 2010 to the International Technology and Engineering Educators Association (ITEEA). The ITEEA conference has run consistently throughout this period and remains a cornerstone professional event. This article presents a content analysis of the ITEEA conference special interest sessions (N = 5,639) that took place between 1978-2014. The analysis is intended to highlight, among other topics, conference history, trends and issues, leadership, scholarly research, curriculum, and instructional methods.
Descriptors: Conferences (Gatherings), Professional Associations, Industrial Arts, Content Analysis, Educational Change, Technological Literacy, Technology Education, Educational History, Educational Trends, Scholarship, Teaching Methods, Research, Trend Analysis, Biotechnology, Curriculum, Gender Issues, Design, Distance Education, Leadership, STEM Education
Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A