Roots of Technology Education: Standards Projects

By Dugger, William E., Jr. | Journal of Technology Studies, Winter-Fall 2002 | Go to article overview

Roots of Technology Education: Standards Projects


Dugger, William E., Jr., Journal of Technology Studies


Standards created at the national level began to influence educational policy and practice in the 1980s. Today, 49 out of the 50 states have developed and implemented some form of standards in dozens of subject areas, many of which are adaptations or direct adoptions of nationally developed standards. The roots of standards in technology education go back to the 1970s, with industrial arts education.

Most nationally developed standards are "content standards," which means they focus on basic concepts and "big ideas," deliberately leaving curricular decisions to state and local agencies. Content standards offer a vision for what is needed to enable all students to become literate in a given subject.

Technology education is rooted in standards. This article discusses the evolution of standards in our profession over the past 25 years with specific reference to:

* Standards for Industrial Arts Programs (1978-1981).

* Standards for Technology Education Programs (1985).

* International Technology Education Association's (ITEA) Technology for All Americans Project (1994-2003).

* The future.

Standards for Industrial Arts Programs (1978-1981)

In the late 1970s, the former U.S. Office of Education (USOE) and several professional associations became interested in developing and promoting quality standards for selected subject areas. In 1978, the USOE requested proposals for developing industrial arts program standards. Consequently, the Standards for Industrial Arts Programs Project at Virginia Polytechnic Institute and State University in Blacksburg, Virginia (Virginia Tech) was funded. Per the USOE, the three primary objectives of the project were:

* To develop a database on industrial arts programs (as defined in Title 1, Part C, Section 195 (15) of the Education Amendments of 1976) and on industrial arts student organization activities as an integral part of the industrial arts instructional program.

* To develop a set of standards and related handbooks for ensuring quality industrial arts programs.

* To familiarize, publicize, and demonstrate the standards developed for industrial arts programs.

The database was developed from October 1978 through November 1979. The results of this effort were included in the Report of Survey Data, which was published in 1980.

The Standards for Industrial Arts Education Programs (SLAP) developed by over 400 industrial arts teachers, state and local supervisors, teacher educators, and consultants, served as a model for schools, districts, and states that voluntarily wished to develop, adopt, or refine standards for the improvement of their industrial arts program. The standards are comparative statements that were developed around 10 major topics:

Philosophy

Support systems

* Instructional program

* Instructional strategies

* Student populations served

* Public relations

* Instructional staff

* Safety and health

* Administration and supervision

* Evaluation

Under these headings, 235 specific quality measures were listed. These were used to determine if an industrial arts program met, exceeded, or did not meet a standard. Once a determination was made, persons assessing a program prepared a summary profile and wrote summary comments concerning the strengths and deficiencies of the industrial arts program.

Three additional publications were produced by the Standards for Industrial Arts Programs Project as companions to the SIAP:

* AIASA Guide for Industrial Arts programs.

* Sex Equity Guide for Industrial Arts Programs.

* Special Needs Guide for Industrial Arts Programs.

The guides offered suggestions for program improvements related to student organizations, sex equity, and students with special needs. The SlAP and its companion documents contained the best thinking of the profession on what industrial arts programs should be and how they could be improved at the time of their publication.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Roots of Technology Education: Standards Projects
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.