Career and Technical Vocational Program Area Characterization Paper Example Purpose Statement:
The purpose of this report is to synthesize key descriptive elements of a service area or division into a single coherent program description that as a minimum includes separate treatment of the profession's thought in EACH of the following areas: trades and
industry, agriculture, family and consumer science, technical, business, and marketing. Such programs may or may not be federally subsidized. Keep in mind, career and technical (vocational) education courses are not considered general education courses for some, but is this true?. Nevertheless, a good career and technical (vocational) program provides for a continuation of general education experiences.
INTRODUCTION
The complexities of a technological world demand a populace that is technologically literate. The field of Technology Education, formerly known as Industrial Arts, assumes a major role in this process. "Technology Education," is a term used to designate
educational programs that emphasize the systematic application of knowledge and other resources, through technological processes, to product outcomes in response to human needs and wants (International Technology Education Association, ITEA, 1993). Technology Education, draws its content from the entire range of technological
endeavor, not just industry. In both approaches, content is also selected by identifying the competencies individuals need to effectively use the products of a technological world (Dyrenfurth, 1991). Furthermore, Technology Education, umbrella's industrial technology and other technologies such as agriculture, business, medical, and military. However, it should be recognized that different education facilities implement different conceptual concepts of what should be taught at their institution.
These programs have developed out of the industrial arts community (1925-present) that emphasized the fabrication of individually crafted projects, and then in the 1960's began to include group or class manufacturing and construction systems. In the 1980's, these programs were broadened to include a wider range of technological knowledge (International Technology Education Association, ITEA, 1993).
Traditionally, industrial arts is structured into unit shops such as metal, woods, and drafting in which students fabricate individual projects. The addition of manufacturing and construction courses in the 1960's led to much broader content areas. In the 1980's, traditional industrial arts began to be supplemented by technology education, which emphasizes an understanding of an active participation in technological systems such as materials and processing, energy and power, and communications. In these early
programs, systematic problem-solving, activity-centered techniques constitute the primary method of learning (International Technology Education Association, ITEA, 1993).
Technology Education is the new name for the area. It was chosen because it captures and represents the principal thrust of state, national, and international change across the profession. Individuals who have an interest in technological matters, and who wish to help others learn about technology and its interrelationship with society choose careers as technology education teachers (Dyrenfurth and Custer, 1993).
KEY OBJECTIVES
Unique Objectives: The overall mission of Technology Education as a school is to develop the human potential of all students for responsible work, citizenship, and leisure roles in a technical society (MOIT/TE Guide, p. 199).
These include:
Creative solutions to present and future societal problems using technical means.
Appreciation for the evolution of technology.
Problems and opportunities; recognizing that problems and opportunities exist that relate to, and often can be addressed by technology.
Evaluation; evaluating technological process and products in order to enhance the quality of life and the environment.
Develops an understanding of, and capability with industrial technology, its processes, materials, equipment, and products.
Develops technological problem-solving skills and attitudes.
Contributes to meaningful occupational choice by developing an understanding of industrial and technological career opportunities and their requirements. SHARED OBJECTIVES
These objectives are considered as overlapping practices with education and science, business, industry, government, training, the arts, and the community (MO IT/TE, p. 190).
These include:
Provide cutting edge technology, training, and information, and promote life-long learning at every level through the profession.
Promote meaningful and practical applications of the content of other subject matter areas, such as mathematics and science.
Provide personal-use skills.
Provide sound concepts of consumerism so that students may consume wisely in a society of shortage.
Respond to societal changes and to change technology and labor demands link education with industry.
Recognize and understand the impact of changes in a technological society upon occupations and the possible need for continuing education.
Posses skills and training which will help one get a job. To develop skills in obtaining and using information. CONTENT TAUGHT/COMPETENCIES DEVELOPED
For the purpose of this topic we will only discuss the following three clusters, Materials and Power, Energy and Power, and Communications as the content for "Technology Education."
Major Topics
Materials And Processes - this cluster of study involves the tools, materials, machines, and processes involved in manufacturing, construction and/or servicing goods. Typically, it focuses on metallic, organic (woods, plastics, and biological), and ceramic
(Dyrenfurth,1991).
Energy And Power - this cluster of study involves the tools, machines, materials, and processes involved in converting energy, transferring power, and instrumentation and controlling such processes. Typically, it focuses on electricity/electronics, computers, engines and motors, instrumentation, and control systems (Dyrenfurth, 1991). Communications - this cluster of study involves the tools, machines, materials, and processes involved in transferring ideas and information one place to another. As a result, it involves all combinations of human-machine communication. Typically, it focuses on electronic, communication, graphic arts, engineering graphics, and photography (Dyrenfurth, 1991).
DELIVERY SYSTEMS
Where Is The Program Offered?
A. High Schools (Public high schools and Private high schools) B. Middle Schools or Junior High Schools
C. Primary Schools
D. Post-Secondary Schools (Area Vocational Centers and Public vocational-technical institutions)
E. Community or Junior Colleges (Public 2-year institutions and Private non-profit less than 4-year institutions)
F. Universities (Public 4-year institutions and Private non-profit 4-year institutions) ENROLLMENT BY LEVEL
National Consensus - Enrollment Description Of Institution
Post Secondary (Level 13-15) 11% - Approx. 10,000 Public or Public
Universities/High School (Level 9-12) 69% - Approx. 70,000 Public or Private Middle School/Junior High School (Level 7-8) 67% - Approx. 115,000 Public or Private
Primary (Level K-6) % Unknown - Approx. 5,000 Public or Private
Source: U.S. Department of Education, National Center for Education Statistics, (1995). NATIONAL ISSUES
Does Technology Education address the social, economic, environmental, and earthical concerns involved in contemporary life in all educational institutions where it is taught? Educators are mixed in their views about whether or not Technology Education is vocational education or general education.
Should vendors control curriculum development for the Technology Education service area or Division?
Should modularized curriculum be taught in Technology Education programs? If so, what levels would benefit most from this?
Is the name change Technology Education better served than Industrial Arts? KEY RESOURCES
Associations
International Technology Education Association 1914 Association Drive, Suite 201 Reston, VA 20191-1539
phone (703)860-2100 fax (703)860-0353 http://www.iteawww.org
American Vocational Association (Technology Education Division) 1410 King Street
Alexandria, VA 22314 Phone (800)826-9972 [email protected]
National Association of Industrial and Technical Teacher Educators School of Education
Oregon State University [email protected] Publications
Department of Elementary and Secondary Education., (1991), Missouri Industrial Technology Education Guide, Missouri: University of Missouri-Columbia.
Evans, R.N., and Herr, E. L., (1978). Foundations of Vocational Education, Ohio: Charles E. Merrill.
Gerbracht, Carl., and Babcock, Robert., (1969). Elementary School Industrial Arts, New York: Bruce Publishing Company.
Olson, Delmar W., (1963). Industrial Arts and Technology, New Jersey: Princeton-Hall, Inc.
Savage, Ernest and L. Sterry., (1990). A Conceptual Framework for Technology Education, Virginia: International Technology Education Association.
Snyder, James F. and James A. Hales., (1986), Jackson's Mill Industrial Arts Theory, Indiana: Ball State University.
South Carolina Department of Education., (1991), South Carolina Guide for Industrial Technology Education, South Carolina: Clemson University. Journals
Journal of Technological Studies The Technology Teacher
Journal of Industrial Teacher Education Tech Directions
Journal of Technology Education
Technology, Innovation and Entrepreneurship for Students (Ties) Vocational Education Journal
Journal of Industrial Technology Education Journal of Vocational Education Research
National Association of Industrial and Technical Teacher Educators Council on Technology Teacher Education
Key People
1. Rodney L. Custer, Illinois State University 2. Michael Daughtery, Illinois State University 3. Franzie Loepp, Illinois State University
5. Scott Johnson, Univeristy of Illinois - Urbana 6. Michael Wright, University of Missouri - Columbia 7. Michael Dyrenfurth, Iowa State University
LIST OF ATTACHMENTS
Attachment #1: Code of Ethics: This we Believe/Technology Education, University of Missouri-Columbia.
Attachment #2: Technology: Primary Focus of Technology Education, Missouri Industrial Technology Education Guide.
Attachment #3: Program: Technology and Industry Education Program, University of Missouri-Columbia.
Attachment #4: Directory of ITEA Institutional Members: Where To Get a Degree in Technology Education, The Technology Teacher.
Attachment #5: Higher Education Degrees: Degrees Awarded Statistics, U.S. Department of Education, National Center for Education Statistics. SOURCES
Council on Technology Teacher Education, (1991).
Department of Elementary and Secondary Education., (1991), Missouri Industrial Technology Education Guide, Missouri: University of Missouri - Columbia.
International Technology Education Association, ITEA, (1998).
U.S. Department of Education, National Center for Education Statistics, (1995).
