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Technology Education Is NOT Computers:
A Position Paper published in Techniques Magazine, by Michael Wright, Ben Yates, and Joe Scarcella

Image Source: Scarcella, J. A. 2004 and California CSET Panel Members 2004-2005

Wright, M., Yates, B., and Scarcella, J. A. (May, 2003). Technology education: much more than just computers! Techniques: Connecting Education and Careers. Association for Career and Technical Education. 78 (5), 44, 48.

http://coe.csusb.edu/scarcella/notjustcomputers.pdf

Editors note: This article is a clarification and response to an article in the March issue of Techniques in which an Educational Technology program was labeled as Technology Education.

Technology education is the K-12 school program concerned with developing technological literacy in all students regardless of gender, career aspirations, or post-secondary education plans.

Technological literacy is defined as “(ITEA, 2000)."

In pursuing technological literacy, technology is defined as “(ITEA, 2000)." In short, technology is the processes by which people modify and control the natural world to satisfy their needs and wants. This is taken to include systems, processes, products, and people.

Technology education is a comprehensive K-18 discipline.

At the high school level it may have three broad goals, which might include:

1. General technological literacy. A well-educated citizenry in the 21st century should be capable of making responsible and informed decisions regarding the control and appropriate use of technology on the job, in society, and their personal lives.

2. Pre-engineering/engineering-technology or other professional education. Students interested in pursuing careers such as engineering or architecture would benefit from a foundation and thorough understanding of technology; how humans modify and control the natural world, and the consequences of their actions.

3. Pre-technical education. Technology education is closely tied to career and technical education. All technical programs apply technology in increasingly sophisticated ways. Thus, students pursuing technical fields would naturally benefit from a broad based understanding of technology as essential preparation prior to specialized applications in the occupational setting.

As depicted, provided is a two dimensional view of An Interrelational Technology Model. Imagine the wheel spinning like a sphere on its own axis, with each dimension spinning arbitrarily on their axis, overlapping, and extending into the other dimensions, Illustrating that all dimensions are dependent, independent, and interdependent upon one another. Notice the technological Core, systems and processes that drive the content of study? The Technological Core is not the pursuit for skill development for a specific occupation. Rather, it is about teaching the process of systems knowledge about various technologies. Relationships between technology and society and employment are easily found.

Technological Core involves • Systems• Processes• People

At the elementary and middle school levels, technology education should be part of the technological core of education of all students (general education), providing a context or application for knowledge from other disciplines, and connecting school with life through career clusters. This program naturally links other school subjects with a context and thus adds relevance and meaning for students.

Technology education provides opportunities for students to explore many different social and workforce pathways through academic studies, contributing to general education, career and technical education, and professional technology-based careers.

Technology education could also be taught by the general elementary teacher. It provides excellent opportunities for integrated thematic instruction in authentic contexts. It is also the primary vehicle for initial career awareness programs.

Technology education contributes to Tech Prep and contextual learning. Contextual learning involves a process of instructing material in a format that is more tactile in nature and typically more relevant to the learner. Technology Education can be categorized both by academic content area and contextually.
It supports Tech Prep through stimulating interest in technical processes and careers at an early age--encouraging further study in technical fields. One basic thrust of contextual learning is providing students a more “authentic” education; i.e. teaching in context. Much like the Applied Academic subjects, technology education provides a “context” from the real world for integrating other school subjects. The study of robotics, manufacturing, or construction, for example, is essentially the application of science to improve efficiency, using mathematics as a language to describe and communicate, and rich with opportunities for social studies through economics and social impacts.

Educational Technology, on the other hand, is not concerned with studying technology as a discipline, but rather is concerned with the use of various technologies to enhance the teaching/learning process. Whether it was the introduction of “slates” for students to cipher on, pencils to replace quill pens, videotape to replace audio tape and slides, or searching the internet instead of the encyclopedia all are essentially the same: using newer technologies in an effort to improve the learning process.

Technology Education, the study of Technology as a discipline, is concerned with learning about technology in its broadest forms. It studies the “human designed world” (the processes that produced the educational technology products listed above), contrasted with science, which studies the natural world. It also studies the impacts and consequences of technology and technological processes as they interact with individuals, society, and the environment.

Technology Education is an essential set of knowledge, skills, and values for a well-educated, productive society. Indeed, our national competitive advantage depends, in part, on the technological literacy of our citizens. The ability to think creatively, apply systems-oriented thinking and analysis, and use appropriate tools in the process is a fundamental skill required of everyone today.

Clearly, the computer is the most powerful tool ever designed by humankind. Therefore, it IS the dominant tool employed in technology education. But it is just that: a tool. Many other tools are also utilized. So in conclusion, computers may play a vital role in technology education programs, but “tech ed” is NOT a computer class. The tool may be the same, but subject is quite different!


Dr. Michael D. Wright, DTE is Professor and Chair, Career and Technology Education Department, Central Missouri State University, and Past-President of ITEA. Benny K. Yates is a Assistant Professor, Career and Technology Education at Central Missouri State University, and was Region III Director on the ITEA Board of Directors. Dr. Joseph Scarcella is an Associate Professor at California State University-San Bernardino, is Region IV Director for ITEA and is also serving as President of the Technology Education Division of ACTE.