Justifying Technology Studies

Justifying Technology Studies

Stephan Petrina (University of British Columbia, Canada)
Copyright: © 2007 |Pages: 37
DOI: 10.4018/978-1-59904-337-1.ch007
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Abstract

Why should we teach technology in the schools? What is the reason for accommodating technology in the school curriculum? Why should we have to justify existence? Are the public schools an appropriate institution for developing economic human resources? Should students be taught to think critically about technology? Is the technology laboratory or workshop the place in the school where the students can “put it all together”? Will technology studies lose its identity in an alignment with math and science? Should technology studies serve to remedy long-standing inequities in technology? Should technology studies be aligned with ecology and sustainability? Is the future engineering education? These are some of the primary questions that impinge on the direction of technology studies in the schools. Throughout the 20th century, technology studies expended an inordinate amount of energy justifying itself. At times, it seemed as though this subject was trying to be all things to all people. In this chapter, we make the case that there is one, and only one, persuasive justification for the inclusion of technology studies in the schools. That justification is the content of technology. No one will buy all the things to all interest groups’ justification anymore.

Complete Chapter List

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Dedication
Table of Contents
Acknowledgments
Chapter 1
Stephan Petrina
A great irony in this age of information technologies is that communication skills for many people have atrophied. Students take low levels of... Sample PDF
Analyzing and Designing Technology-Based Instruction
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Chapter 2
Stephan Petrina
What is intelligence? What do we know about knowledge? Are design and technological knowledge unique? Do different types of knowledge demand... Sample PDF
Organizing Knowledge for Instruction
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Chapter 3
Stephan Petrina
We began this book by acknowledging that the mere word “technology” provokes strong emotions or feelings from the heart. Advertisers play on these... Sample PDF
Feelings, Values, Ethics and Skills
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Chapter 4
Stephan Petrina
How do we factor the variability of students into our instructional methods? All students are different, and yet there are many commonalties from... Sample PDF
Instructional Methods and Learning Styles
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Chapter 5
Stephan Petrina
One of the most used and abused approaches to technology studies in the schools is creative design and technological problem-solving. Current... Sample PDF
Creativity and Ingenuity, Design, and Problem Solving
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Chapter 6
Stephan Petrina
Why do we use technologies in technology studies? Couldn’t we teach technology in a classroom without the complex lab and workshop infrastructures... Sample PDF
Learning Theory, technology and Practice
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Chapter 7
Stephan Petrina
Why should we teach technology in the schools? What is the reason for accommodating technology in the school curriculum? Why should we have to... Sample PDF
Justifying Technology Studies
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Chapter 8
Stephan Petrina
If status of a school subject is at issue, then content, benchmarks, and standards cannot be underestimated. Of course, the question is what content... Sample PDF
Technology Content, Process, and Standards
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Chapter 9
Stephan Petrina
Who should design the curriculum that technology educators teach? Should curriculum be developed by governments and ministries of education? Should... Sample PDF
Curriculum and Instruction Design
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Chapter 10
Assessment and Evaluation  (pages 280-321)
Stephan Petrina
Some teachers view assessment as a necessary evil. Some view assessment as their only real tool of discipline and power. Still other teachers view... Sample PDF
Assessment and Evaluation
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Chapter 11
Stephan Petrina
Classroom and facilities management require more than a series of techniques. Management and safety require a philosophy. Veteran teachers who “make... Sample PDF
Classroom Management, Facilities Design and Safety
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About the Author