Academic journal article Technology and Engineering Teacher

Who Are We?

Academic journal article Technology and Engineering Teacher

Who Are We?

Article excerpt

You don't have to have been part of the field we now refer to as Technology and Engineering Education for very long to know that it has always experienced what might be termed an "identity crisis." Not only does Technology and Engineering Education struggle with how it is perceived by those outside the field, the problem is endemic. Even those who are part of the field have differing opinions regarding what they have taught, what they teach now, and what they will teach in the future.

In this special issue of Technology and Engineering Teacher, we highlight three different interpretations of "who we are." The viewpoints range from proposing a greater appreciation for industrial arts to completely rebranding the field as engineering education, They are by no means the only perspectives, but each provides a great deal of food for thought.

In "A Proposition to Engineering a Bridge: Reconnecting with the Industry-Based Educators," the author suggests that "the realities of our society and the nationwide emphasis on college and career readiness have demonstrated that there are components of the former industrial arts curriculum that still hold significance to local communities." More importantly, the notion is put forth that it is time for a stronger connection between industrial education and technology and engineering education.

"Technological Literacy: The Proper Focus to Educate ALL Students" strongly supports the concept of paying homage to our design-based roots but also providing "rigorous instruction that applies STEM skills and situates it as a valuable stakeholder among the core content areas. …

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