Abstract: As representations of the aims, mission, and aspirations of industrial arts/technology educators, the written goals of the field have always prescribed a liberal educational role for industrial arts/technology education. Goal statements exceed the single goal of skill development and include such goals as helping students to become wise consumers and problem solvers and to understand industry and technology. Industrial arts/technology education goals have evolved over time. This evolution has reflected a drift towards more liberal education ideals with goals which specify the study of the relationships among industry, technology, and society, the interdisciplinary nature of the field, and general problem solving. The practice of industrial arts/technology education, however, has not always demonstrated a clear relationship to those goal statements. Industrial arts/technology education laboratories and student activities often resemble vocational education laboratories and student activities. Moreover, much of the prescriptive theory of curriculum planning for industrial arts/technology education is technical in nature, relying upon curriculum planning techniques which are based upon behaviorism. A discontinuity exists in the descriptive theory (goal statements) and prescriptive theory (curriculum-planning practices) of industrial arts/technology education. This discontinuity is caused, in part, by the strategies used for planning curriculum and the limited prescriptive theory which exists in the field. Identifying alternative curriculum-planning processes could have a sizeable influence on the future of technology education. If teachers were able to know and to use curriculum planning processes which are compatible with the goals they choose to implement, then the congruence between the goals and practices of technology education should improve. This is especially critical for a subject matter which is in a state of transition. Learning about a variety of curriculum designs and processes would result in a more informed technology education teacher, capable of making more accurate curriculum decisions. Accurate decisions about content and the presentation of that content should result in observable differences in the conduct of technology education. The goals of industrial arts in the beginning of this century were more restricted and less varied than recent goal statements referring to technology education. Furthermore, as the goals of technology education have changed, the priorities of technology education have changed also. These changes reflect a mission of technology education which differs from the mission of industrial arts education at the beginning of the century. Written curriculum documents, compared over a period of years, reflect an addition of goals and a repositioning of goal statements which represents a theoretical shift. Tracking that shift is difficult because of the involvement of numerous people and agencies, such as specific authors, state departments of education, and school committees. Nonetheless, by looking at specific examples of the general trend, educators can see both the addition of new goals and a change in the priority of goals for technology education. Documents which synthesize goals from selected time periods of approximately 20 year increments can illustrate this shift. Early industrial arts goals included statements about career exploration and vocation, consumerism, and skill development and heavily emphasized the purpose of the subject matter as prevocational study. Recent technology education goals reflect an increased emphasis on the study of industry and technology, critical consumerism, and the development of intellectual processes and interpersonal behavioral skills. Essentially, industrial arts and technology education goals can be grouped into the following seven cate-

Abstract: The authors report the results of a small-scale study of the attitudes of 174 British companies to managing their technology. Their data sources were replies to a questionnaire and interviews with 18 senior managers of the respondent companies. They relate their findings to current academic thinking about technolgy strategy, of which a bibliography and critical review is presented in the paper. The results showed that the firms in the survey did not give much specific attention to technology when formulating their strategies. Some do not have a clear notion of what is meant by ‘their technology’, and others have difficulty in deciding its character. In any case a ‘firm's technology’ is usually seen as a cluster of technologies, which is enmeshed in a network of external technologies such as those practised by suppliers and customers, rather than as a single entity. After in-house R&D the most often used forms of technology acquisition are licensing-in and contract R&D. The import of technology presents difficulties, such as codifying it in usable form and making sure that there are in-house staff capable of using it. The authors conclude overall that few firms in the sample can assess their technological strengths and weaknesses or clearly conceptualize their situation. They remark that academic approaches to technology strategy are oversimplified and do not sufficiently address the main problems in this area, which are to help managers to understand the nature of their technology position and the technological network of which their firm forms a part.

Abstract: Industrial arts/technology education (IA/TE) is in a crisis - a crisis caused largely by the increasing changes that are occurring within society and technology. In the past five years, national, state, and local commissions, organizations, and educators have developed countless documents, curricula, and workshops on the subject of technology education (International Technology Education Association, 1985; Ferns, 1983, 1984, 1985, 1986, 1987, 1988; Hoopfer, Jost & Nelson, 1987; Hales & Snyder, 1981; Hull & Smink, 1988; Kadamus & Daggett, 1986; Maley, 1988; Michigan Department of Education, Vocational-Technical Education Service (MDE/V-TES), 1988, 1989; Savage, 1989; Virginia Vocational Curriculum Resource Center, 1988). Through various means, thousands of administrators, educators, and ancillary staff mem- bers have been exposed to technology education. IA/TE educators in Michigan strongly agree that tech- nology should be a part of their programming, and, in some cases, identify technology education as what they currently teach (Smith, 1989). Still, the unit shop remains the primary delivery method in the field (Ellis, 1989; Smith, 1989). This serves to accentuate the scope of the crisis, and the professional reaction (or lack thereof) to it. It appears that many efforts in the movement toward technology education have failed because changes have been made in name only, rather than in instructors' understanding of the underlying philosophical differences between industrial arts and technology education. Because of the recurrence of name-change-only programs, and the fact that industrial arts teachers often do not perceive differences between industrial arts and technology education, it may be beneficial to the profession to view industrial arts as a paradigm.

Abstract: The claims made for educational technology have not always been realized. Many programmes in education based on media and technology have produced useful documentation and supportive research; others have failed. The current, comprehensive definition of educational technology is a helpful key to understanding how a problem-solving orientation is necessary to approach teaching/learning designs. The process of educational technology begins with an analysis of the problem, rather than with the medium as a solution. Examples of appropriate applications come from open universities and primary schools where distance, time, insufficient personnel, and inadequate facilities have led to a search for alternative means for teaching and learning. Less successful programmes tended to have confused goals and an emphasis on one medium. They also lacked: support services, staff training, quality software and a system focus. The threads which run through the more successful programmes are described. The lessons learned from fifty years of media and technology development in education and training are discussed with an eye toward the future. It is clear that educational technology as a problem-solving process will lead the field into the twenty-first century.

Abstract: There is an intense desire to create excellence in technology education, or, if preferred, industrial arts. This is not something that has been brought on by recent efforts to renew the field although the zeal of the quest has been heightened in recent years. In the process of trying to encourage advancements in programs, one of the thrusts has been to identify exemplary practices and hold them up as examples. In some cases these practices have been by real teachers and schools, while in others they have been projected and described by visionaries. In large part, the models are of the content to be taught and are set in opposition to existing subject matter organization. Less attention is given to methods of instruction. The new favorites are those subjects that are representative of so called “high technology.” These subjects are appealing to many who are fixated by the mechanization of modern life and they give the outward appearance of being advanced subject matter within the schools. Status symbols of success in the field are the artifacts of advanced technology in the laboratories where teaching occurs. Wide-belt sanders have been replaced by computers with more megabytes as rewards for doing what is right as a teacher. It is a rare person who has escaped this influence. Teachers, teacher educators, textbook publishers, equipment vendors, researchers, school administrators, school boards, and others associated with or supporting technology education have been lured by the appeal of newer, faster, higher capacity (but smaller) hardware. In many instances, there is software to go with it. It is argued that this is representative of the day. “Look at industry!” or “Look at technology!” is the petition of those who would teach technology education a subject field conceived as general education and dedicated to liberating the minds of its learners. There is confusion about the interpretation of the purposes that we purport to fulfill and how to achieve them. With the focus on the content of technology education, insufficient attention is given to the methodology of instruction. While learning objectives such as problem solving, innovation, and higher order thinking skills are considered to be important, too few learning experiences are designed to accomplish them. When the primary activities of learning are intended to place students in contact with the newest technological mechanisms available rather than to engage their minds in the identification and solution of problems, opportunities are missed. The seductiveness of the machines lures students and teachers away from the things that could serve them best. There will be newer and smarter machines tomorrow, making the knowledge acquired about today's model very perishable. By contrast, the learned ability to develop ideas and create solutions will always serve the learner. It is apparent that the newest technology available does not lead to the best instruction in technology education and it does not result in the achievement of the primary purpose of the field. In many instances, flashy equipment has been used to camouflage inferior teaching. Students learn to manipulate robots in exercises that are tightly described by the teacher within timelines controlled by the school schedule, or to find answers to problems that no one really cares about. At the same time, some teachers of woodworking, metalworking, crafts, or drafting are teaching students how to solve problems that they have identified, how to develop methods for study, and how to evaluate alternative outcomes in systematic fashion. These teachers are developing technologically literate people. Judgements about good and poor teaching in technology education are being made on the basis of the wrong criteria. Teaching woodworking is not all bad and teaching computers is not all good. There are opportunities in both subjects to prepare students for the future as well as to deny them learning experiences that will engage their powers to do such things as identify and solve problems. Observations at a local school district over the past five years illustrate how traditional course work can provide problem-solving experiences and contemporary course work can negate critical thinking and problem solving.

Abstract: A computer-based interactive video was developed in 1985 for the Texas Learning Technology Group (TLTG) Project, a partnership formed by the Texas Association of School Boards, the National Science Center Foundation, and 12 Texas school districts in response to the national and state crisis in science, math, and technology education. A pilot test of a semester-long high school chemistry curriculum delivered by TLTG was conducted during the 1987-1988 school year, in part to investigate teacher attitudes and teacher implementation behavior. Twenty-six teachers participated in the interactive videodisc (IVD) study, which also made use of records of 2,297 students and achievement data collected from a sample of the students (N = 338). The major findings revealed that IVD students generally achieved higher scores than non-IVD students; IVD students indicated a greater degree of intention to enroll in an elective science course than control students; most teachers liked using the curriculum and found it easier to teach than the traditional curricula; all teachers used supplemental materials in conjunction with the curriculum; and all teachers felt that their students had learned more using the TLTG curriculum than they had learned in previous years. Both videotaped classroom observations of the TLTG curriculum and staff visits to all of the school districts using the curriculum were made during the pilot year. A new evaluation plan has been formulated for the field test year of the TLTG evaluation (1988-1989), and data are being collected on the actual on-site implementation of the TLTG field test curriculum. (4 references)

Abstract: New technology frequently has an influence on the nature of flexibility and working practices present in the workplace, and is sometimes introduced at least in part to encourage some desirable change in labor flexibility. This research article suggests that a number of factors other than the technology itself can play an important role in determining the results of new technology implementation on these key areas. Any attempt to asses the impact of new technology must first take into account of the circumstances of the workforce, company and industry into which it is being introduced. This is important not only for the researcher seeking to understand how technology has affected the company under study, but also for the management concerned. Any management considering the implementation of new technology must from the outset have a very clear vision of what they hope to achieve by its introduction.

Abstract: This paper describes sources of science and technology education in a metropolitan area. The sources are classified into three groups: government or semigovernment, private organisations and tertiary institutions. Issues relating to these sources include the adquacy of the provision of information for interested adults, the ‘user pays’ principle in relation to some of these sources and the notion of ‘public understanding of science’.

Abstract: Science and Technology Evolution, Basic Concepts and Definitions. Introduction. Basic Concepts and Definitions. Science and Technology Planning Process - Models, Techniques and Methodology. Models and Techniques for Planning Science and Technology. Planning Science and Technology. Science and Technology Strategy. Conceptual Framework for Science and Technology Strategy. Analysis of Science and Technology Strategy. Science and Technology Policy. S&T Policy for Industrialized Market Economies. S&T Policy for Centrally Planned Economies. S&T Policy for Developing Countries. World Science and Technology Policy. Science and Technology Impact and Structure. Impact of Science and Technology Policy. Structure for Science and Technology. Science and Technology Information and Future. Information for Science and Technology. Future for Science and Technology. Synthesis and Conclusion. Synthesis and Concluding Remarks. Overall Conclusion. Bibliography. Indexes.

Abstract: The major purpose of this study was to determine the perceptions of Montana secondary industrial arts and technology education instructors relative to the degree of importance and occurrence placed on different problem solving activities in their classrooms. The objectives for this study were: (1) to identify what activities instructors use to teach problem solving, (2) to determine the perceptions of instructors concerning occurrence of problem solving in the industrial arts or technology education program, and (3) to determine the perceptions of the instructors concerning their personal rating of the degree of importance of problem solving activities in the industrial arts or technology education program. The problem solving statements were developed from a collection of different resources to represent the three types of problem solving structures and the two instructional categories. The problem solving section was validated by a judging panel, and input was provided for the instructional content, student, and instructor sections by the Specialist of Trade and Industrial Education of Montana. Data for this study were collected from 141 Montana industrial arts and technology education instructors through a mailed questionnaire which yielded a 58.3 percent usable return. The results conclude that: (1) problem solving activities that occur the most frequently and are considered by the industrial arts and technology education teachers to be of highest importance are activities that utilize either routine, repetitive, and mathematical procedures, or that utilize heuristic approaches to solve problems that involve the use of tools, processes, and materials; and (2) problem solving activities that occur the least frequently and are considered the least important are activities that exercise either creative problem solving processes or routine, repetitive, and mathematical approaches to solve problems relating to technological systems, their resources, processes, and impacts on society.

Abstract: C ompanies that have learned to harness the power of technology have been able to open up markets, improve the quality of business operations and products, and increase profits. Companies that have ignored the management requirements of information technology or have adopted a “technology for technology's sake” stance have frequently fallen prey to complex and inflexible management structures, physical and operational limitations, eroding service quality, and increased costs. A key question is: Who will be responsible for guiding this strategic application of technology?

Abstract: In this paper I wish to discuss a number of issues concerning work practices, especially communication and cooperation among people, and examine how we can use the computer as a tool and/or medium for supporting such group activities. The intent is not to substitute computer-mediated for face to-face or other forms of communication, but rather to discover if there are additional possibilities that may be afforded us through use of computing technology. My emphasis is not with the technology per se, but with people, their needs and activities. My focus is on how we can augment human capabilities through use of the technology, rather than on how to simulate or replace labour processes with machines. I believe, along with Rosenbrock and many others, that our present-day utilization of information technology in work has tended to restrict, rather than expand human potential. This is not due solely to the nature of the technology itself, although it is not a neutral element, but also to the organization of work around the technology, and the general socio-economic and political rationale within our society which develops these machines and industrial systems. The paper does not present a carefully compiled rationale for an alternative technology, or an argument for the construction of new ''widgets'', but consists of a number of observations, reviews of rcsearch, experiences with current technologies, and speculations about possible future uses of technology in promoting communication between people. The intent is to sharpen our understanding of everyday activities, and open up alternative paths for future design of support technology. Reaction in the form of supportive or negative examples of technology use in group settings is particularly welcome from readers.

Abstract: Summary This paper, the first of two on science and technology in Modern China, sets out to estimate the success of China's technology strategy since 1949. It focuses on a clarification of such key terms as ‘appropriate technology’ and ‘alternative technology’. We argue that any statement about technology policy or its success involves an analysis of institutions as well as physical artifacts or production processes. A review of Chinese economic development in terms of technological phases suggests that recent changes designed to improve the capacity of the Chinese technological system to absorb advanced technology from outside are not, in fact, a denial of the past, but are one measure of the reasonable success of past technological strategies.

Abstract: pertaining to the subject, one is amazed at the remaining lack of understanding that prevails concerning the nature of technology, its origins, and how we as a society use it for good or evil ends. To entertain questions of this nature is to accept the challenges which arise from intellectual inquiry and curiosity; and further to seriously ponder a strategy or mechanism that would promote social understanding of Technology. This probe then becomes the question posed by educators -our major emphasis: &dquo;What knowledge or content should be taught and how can we best teach that content?&dquo; &dquo;

Abstract: Technology education is designed to help students understand an important part of their culture, that part that has been affected by today’s technology. Without this education, students are at a disadvantage as they try to make rational decisions about their everyday lives. Such basic and fundamental study is designed for all persons regardless of educational or career goals. It must be the function of schools to provide every student with skills for survival within