Abstract: It is common currency that science education in America isn't working well enough. We are failing to excite the curiosity of young minds in the great questions of the physical universe. LabNet—a prototype teacher-support project developed by TERC, and funded by the National Science Foundation, is dedicated to addressing this issue. The first three year phase of LabNet began in January 1989 and ended in mid-1992. During that time, some 562 high school teachers of physics in 37 states were involved. Three interconnected threads are woven through the fabric of LabNet. The first, and most vivid, is the use of projects to enhance students' science learning. LabNet's second thread is building a community of practice among LabNet teachers. The third thread woven into LabNet is promoting the use of new technologies in science teaching and learning. The most notable use of new technology in the LabNet project is telecommunications—computer-to-computer communication via telephone lines. A dedicated network has been created and made available to all participants. As the first national network designed for high school teachers of physical science, the LabNetwork is a dynamic medium for building and sustaining a community of practice for physics teachers separated by many thousands of miles. In recommendations directed at teachers, scientists, and particularly the National Science Foundation, steps are outlined that can be taken to strengthen the community and the teaching of science in both the secondary and elementary grades.

Abstract: Introduction - more questions than answers, J. Beynon and H. Mackay computers and exploratory learning in the classroom, R. Annals Siuili's maths lesson - autonomy to control, A. Moore a case study of micro computers in art education, R. Blomeyer appropriate tools? technology and the primary classroom, L. Watson word processors and collaborative writing, G. Peacock what can't speak can't lie - computers and records of achievement, C. Pole the training materials network, N. Peacay mapping the offers - data bases of special educational needs, O. Liber computing - an ideal occupation for women?, P. Newton and E. Beck gender equity and computing in secondary schools - issues and strategies for teachers, L. Culley micros in action - three teacher case studies, M. Shooter, et al.

Abstract: This text provides comprehensive and critical discussion of the use of information technology in science and technology education. It integrates theoretical frameworks for considering IT in education with examples of classroom practice and discussions of policy and key issues.

Abstract: The field of industrial arts/technology education (IA/TE) has gone through considerable introspection and revision over the past twenty years. This process has taken place at both the public school and post-secondary level. College and university programs which prepare industrial arts/technology education teachers have instituted changes in curriculum, program requirements, and facilities. Universities which prepare IA/TE teachers have also witnessed a change in emphasis and program support to non-teaching options such as industrial technology. Considering these changes, what has been the overall effectiveness and relative strength of programs which have prepared IA/TE teachers? Since 1970, when the first university renamed and restructured their program from industrial arts to technology education (Lauda & McCrory, 1986), to 1990 was the period of time on which this study focused. The purpose of this study was to determine enrollment trends in technology teacher preparation programs. Specifically, the study examined data related to:

Abstract: Although much discussion in the media suggests that instructional technologies are being widely used in education, little empirical evidence exists to support this notion. Many factors inhibit the acceptance of any instructional innovation into the academic community, particularly in higher education. This study examined the factors influencing use of technology by faculty members at an American university. The findings of this investigation suggest that the most important factor influencing the university faculty's use of technology is their need to be certain that the technology will contribute to improved student learning. Availability of equipment is another highly important factor that influences utilization. Funds to purchase materials, advantages over traditional delivery methods, contribution to improved student interest, time to learn the technology and university support are other factors that affect use of instructional technology by this population.

Abstract: The outcomes of two studies reported here indicate that the teacher inservice workshops, combined with activity-based science lessons, affected students' attitudes and perceptions about electricity. Australian and U.S. studies produced different patterns explored and explained in the paper.

Abstract: In 1939, Ruth Streitz, a professor of education from The Ohio State University, wrote rather candidly of a proliferation of “canned units” in education. Units of work had been somehow interpreted to be glorified lesson packets of subject matter that could be bought and sold in somewhat of an unrestrained market. Given their relevance to contemporary problems with “modules” in technology education, her concerns are instructive:

Abstract: After a decade of accelerated change in the technology education discipline, curriculum and philosophical changes are evident throughout many of the programs in America. Few individuals in the profession are not aware of the new emphasis being placed on presenting mathematics and science concepts in a technological framework. However, there seems to be persistent confusion outside the discipline, particularly in the disciplines of mathematics and science, as to what characteristics exemplify technology education. If technology education is to assume its stated role of providing interdisciplinary settings for the application of mathematics and science concepts, efforts must be made to understand and inform those disciplines with which we choose to associate (e.g., mathematics, science). In March 1990, President Bush and the nation's 50 Governors established a set of six national education goals for the United States to reach by the year 2000 (Miller, 1990). These national goals addressed perceived major problems in the country's educational systems. One of the six goals called for a concerted effort toward increasing the mathematics and science proficiency of America's student body (Stern, 1991). Barry Stern, Deputy Assistant Secretary of Vocational and Adult Education of the U.S. Department of Education, reported that: “If the United States is to achieve these goals, especially the goal on mathematics and science, technology education is likely to play an important role” (p. 3). Stern continued, “If we are serious about improving mathematics and science achievement, and indeed, the overall educational performance of our students, we must explore different ways of teaching and organizing curricula. Technology education is one of those ways....” (p. 3). The technology education discipline has undergone revolutionary changes in the past decade (e. g. Snyder and Hales, 1982, Savage and Sterry, 1990). Professionals within the field have called for a discipline more closely aligned with mathematics and science (Maley, 1985, 1989; Welty, 1990; Lauda, 1989). In the Project 2061 Technology Panel Report, F. James Rutherford (1989), Project Director, stated that: “America has no more urgent priority than the

Abstract: In Australia, economic, social and educational pressures have led to increasing importance being placed on technology education, just as has happened in other countries (Medway, 1989). The importance of technology in the school curriculum of every secondary student has been strongly advocated (Vohra, 1987) and in the USA the goals of an effective curriculum have been delineated (Fricke, 1987). Even so, how technology will be incorporated within the curriculum and who shall teach technology is not resolved (Gardner, Penna & Brass, 1990). There is a move away from aligning technology with the ‘trade’ or ‘technical’ subjects and an effort to place it more central to the curriculum. However, how this will be done is still a source of great debate. In England too, there has been considerable tension about which of the subjects in the school curriculum should take technology within their realm (Woolnough, 1988). In their review of technology education in schools, Allsop and Woolnough (1990) explain that technology has developed along four different lines, each with its own traditions and character. One approach is that dominated by craft teachers, a second is an approach focusing on hi-tech advances such as computers and electronics, a third approach presents technology as an engineering course at the secondary level, while a fourth views technology as a subset of science. Fensham (1990) has described how science education has gained an increasingly technological perspective in the 1980s and 1990s, and the word ‘technology’ is mainly used by science educators to refer to applied science (Rennie, 1987), a perception not shared by most industrial and craft teachers. Certainly science teachers can play an important role by teaching technology as applied science, by modifying courses in formal ways, say Engineering and Science instead of Physics, or by extending the science curriculum to involve the design and completion of an investigational or constructional project (Black & Harrison, 1985). However, a more comprehensive view of technology educa-

Abstract: With the renewed interest in technology transfer in academia, industry, and government, there is a need to focus the field. This article identifies the key elements of the domain of technology transfer, surveys the key terms used in the literature and offers some research directions. Technology transfer is viewed as a multidisciplinary phenomenon, and as a field of knowledge, hence this call for a sustained effort to build a TT theory and to generate research streams across disciplinary boundaries.

Abstract: The Image Processing for Teaching (IPT) project provides a powerful medium to excite students about science and mathematics, especially children from minority groups and others whose needs have not been met by traditional "coded" ways of teaching these subjects. Using professional-quality software on microcomputers, students explore a variety of scientific data sets, including biomedical imaging, Earth remote sensing and meteorology data, and planetary exploration images. They also learn about the many mathematical concepts that underlie image processing, such as coordinate systems, slope and intercept, pixels, binary arithmetic, along with many others. We have developed curriculum materials in all areas of mathematics and science for the upper elementary and secondary levels, allowing this tool to be used across a variety of grade levels and student interests. Preliminary indications show image processing to be an effective and fun way to study the application of science and mathematics to "real world" applications, as represented by digital imagery. The use of image processing is also an effective method with which to engage students in inquiry and discovery learning.

Abstract: Technology is advancing at an exponential rate. A review of literature on hospitality education programs reveals current major technology issues, such as computer literacy and computer hardware and software programs. Yet, as evi denced by current computer research issues, the computer technology referred to is apparently obsolete. Very few of the education technology issues are centered on noncomputer technology, such as robotics, building facilities, environment control, foodservice technology, or even managing technological systems. Several sce narios involving hospitality technology in the 21 st century are presented, and all are based on currently known technology.

Abstract: Curriculum research and development in both science and technology education has as one of its major focuses the Science, Technology and Society Movement (STS). Although there are many interpretations of the purpose of STS, one of the major threads is the desire to see education become more socially responsible. This aim requires that the conclusions of both science and technology may be viewed as essentially problematic and dependent on human interests. This paper considers the challenge confronting educators when considering the impact of risks generated by science and technology on the lives of citizens.

Abstract: "Introduction to Technology" helps students understand and work with technology. The seven units of "Introduction to Technology" cover: Nature of Technology - why we study technology and its important concepts; Engineering Design - how technology works including design, problem solving, drafting and modeling; Communication, Biotechnology, Manufacturing, Construction and Transportation. Students will learn about technology and do technology.

Abstract: Enhancing the problem solving capabilities of students and employees has become a national educational issue. The Commission on Pre-College Education in Mathematics, Science and Technology (1983) declared that “problem-solving skills, and scientific and technological literacy — [are] the thinking tools that allow us to understand the technological world around us” (p. v). More recent reports that have focused on entry-level workplace skills by Carnevale, Gainer, and Meltzer (1990) and United States Department of Labor (1991) [SCANS Report] also underscore the importance of developing students' problem solving abilities. As a result of this decade of emphasis on problem solving, efforts to enhance the capabilities of students to solve problems have reached most disciplines and most educational levels (Birch, 1986; Bransford, Goin, Hasselbring, Kinzer, Sherwood, & Williams, 1986; Kulm, 1990; Lombard, Konicek, & Schultz, 1985; Thomas & Englund, 1990). In technology education, teaching through problem solving methodology has become a central focus of instructional activity (Waetjen, 1989). It follows, therefore, that teachers need to be adept at using problem solving strategies in their classrooms and laboratories. Several recent studies highlight this need. Barnes (1987) concluded that problem solving should be a key descriptor for defining technology and a curricular organizer for the study of technology. Householder and Boser (1991) reported that an emphasis on problem solving instructional strategies was a key ingredient in assessing the effective implementation of pre-service technology teacher education programs. In addition, research by Horath (1990) and by Householder and Boser pointed to the need for graduates of technology teacher education programs to use problem solving strategies in their classrooms and laboratories and to teach problem solving skills. In spite of the need to implement effective problem solving instruction

Abstract: When students perform design activities a teacher is faced with a dilemma about how scientific knowledge should be provided and used. When should the students be provided with the necessary science to enable them to carry out the design task? This dilemma, not restricted to scientific knowledge, comes about because the knowledge required in design activities is potentially extensive and unpredictable in nature. The dilemma has implications at three levels: the whole school level, the course level, and the level of an individual project. The article examines these three levels, focusing upon that of the individual project, where the evidence of a number of areas of research is outlined and the implications considered. The article concludes that an effort is needed by science teachers to teach the use of scientific knowledge, and by design educators to recognize the context and domain sensitive nature of cognitive processes such as design.

Abstract: Applications of computers and associated technologies in education often call for students to use and develop formal reasoning skills. Preservice teachers are often expected to possess the formal reasoning skills needed to use technology in this manner and later, as teachers, to instruct their students in such applications of technology. This study examines the formal reasoning abilities of 147 preservice elementary education students enrolled in a computer education course at a large mid-western university via the Arlin Test of Formal Reasoning (ATFR). A descriptive picture of students’ abilities for the categories of concrete, high concrete, transitional, low formal, and formal reasoning is presented. Possible correlations between subjects’ ages and self-reported grade point averages and their scores on the ATFR are investigated. Implications for the schools and for computer and technology courses for preservice teachers are discussed.