Presents narratives, charts, and diagrams showing the unique aspects of the four subsystems of human technical endeavor. These subsystems are communication, construction, manufacturing, and transportation. (For part 1 of this series, see CE 511 770.) (CT)

The authors present a suggested content outline for the structuring of a program in materials and processes technology. They also discuss program rationale, content structure, and program goals. (CT)

The postindustrial society will be based on the employment of advanced technology, which should become an increasingly important area of study for the school curriculum. (Author)

Describes the process of metric conversion in residential drafting courses. Areas of concern are metric paper sizes; metric scale; plot, foundation, floor and electric plans; wall sections; elevations; and heat loss/ heat gain calculations. (SK)

Presents data on the special needs student gathered during a national survey on industrial arts education. Areas include accommodation, enrollment, funding, and laboratories. (CT)

Discusses a three-legged stool for effecting creative change in industrial arts education. The strategies needed are results-oriented force, possibility thinking, and group-centered process. (JOW)

A leader in education enumerates today's challenges for industrial arts educators and suggests some responses that the profession can make. (Editor/TA)

Although the education reform movement has had limited effect on technology teacher education, teacher education reform has the potential to change technology teacher education in the future. Changes likely to occur will have an impact on programs, faculty, and students. (JOW)

The author speculates that technology education could cease to exist as an elective subject at the secondary level. He outlines a multifaceted, proactive strategy to assure that the subject continues as a viable offering in the secondary school curriculum. (CH)

Analysis of data from the Industrial Teacher Education Directory (1970-90) revealed (1) 14% decrease in industrial arts/technology education (IA/TE) university programs and 70% decrease in graduates; (2) increase in numbers of IA/TE majors graduating from expanded areas such as industrial technology; and (3) significant decline in IA/TE graduates…

In this article, a basic controversy for art education in Spain is analysed, and its antecedents in thought and social and artistic practices are reviewed. The controversy refers to the question whether school art education should be oriented towards the fine arts or towards the manual arts. Consequently, which should be the cultural model of…

This report of the National Conference on Elementary School Industrial Arts (ESIA) (1969-70) deals with the nature of industrial arts in the elementary school, different approaches and requirements for its implementation, and ways of meeting and solving problems. Section 1 defines ESIA. In section 2 a discussion of philosophical bases shows how…

A study determined the opinions of industrial arts teachers relative to the curriculum content reflected in the state plan, A Guide for Industrial Arts Education in Oklahoma. Data were gathered by a mail opinionnaire sent to all full-time industrial arts teachers from the elementary through university level. They were analyzed by (1) chi-square…

The purpose of this study was to evaluate the total industrial arts teacher education curriculum at Peru State College which consists of industrial arts education, professional education, and general education. Questionnaires were sent to the 103 graduates of the industrial arts teacher education curriculum and to the supervisors of the graduates…

The research in this report documents the second part of a multi-year study that is investigating the status of design in the undergraduate experiences of future technology education teachers. These studies were designed to measure the nature of the academic/experiential infrastructure for preparing future technology educators to interpret and use…