Teaching Industrial Arts/Technology Education

During the industrial era of the 20th Century, industrial arts, commonly referred to today as technology education, focused on the creation of objects and the use of tools and machines. However, technological advancements have transformed our society into one that is more sophisticated and technologically oriented. This transformation required the content of the traditional industrial arts curriculum to undergo significant changes. Technology education is ultimately geared toward enabling students to become technologically literate and to function in a technological society. At the same time, there is still a need for traditional industrial arts programs in order to prepare students for certain occupations.

Keywords Bio-Mimicry; Constructionism; Industrial Arts; Integrate; International Technology Education Association (ITEA); Layering; Standards for Technological Literacy; STEM Model; Technology Education; Technological Literacy; Vocational Education

Public School Education > Teaching Industrial Arts/Technology Education

Overview

Industrial arts are essentially traditional education programs for creating objects out of wood and metal by using a variety of hand tools, power tools and machines. In some advanced programs, the industrial arts curriculum included small engine repair and automobile maintenance. Once referred to as shop class, these courses were designed to expose students to the basics of home repair, manual craftsmanship and machine safety. Another aim of teaching industrial arts was to enable students to develop a broad range of mechanical skills as well as to allow some students to pursue further vocational training, that is, training for a specific occupation in industry, agriculture or trade.

As society became more technologically advanced and sophisticated, teaching industrial arts evolved into technology education. Essentially this is “the study of technology, which provides an opportunity for students to learn about the processes and knowledge related to technology that are needed to solve problems and extend human capabilities” (Zagari & MacDonald, 1994).

The Aims of Technology Education

In general the aim of technology education is geared toward preparing students to function in a technologically sophisticated society, involving problem-based learning that relies on mathematic, scientific, and technological principles. It encompasses identifying and formulating a problem, designing a solution, creating and testing the solution, applying technological knowledge and processes to real world experiences and encouraging students to solve problems. Further, technology education goes beyond traditional industrial arts' focus on wood and metal work and the use of tools and machines to consider a number of other technologies (Rogers, 2004).

For example, construction technology considers the efficient use of resources to build structures or to construct works on a site, while manufacturing technology deals with the extraction of raw materials or the use of recycled materials for industrial and consumer goods. Transportation technology includes many areas, including automotive design as well as research that allows for enhanced highway design and traffic control. An area of inquiry closely linked to transportation technology is energy technology. This considers the materials and engineering issues connected to energy production, transportation, utilization, and conservation.

In light of the evolution of the internet and advances in telecommunications, one rapidly developing area of technology concerns the exchange of information to extend knowledge. Further, there are other areas of technological inquiry including agricultural and medical technology. Finally, technology education involves the study of technology's impact on society and the environment. Teaching technology ultimately requires the use of computers and robots and relies on laboratory activities that demonstrate concepts from mathematics and science (Maley, 1989).

Technology Education Curriculum

While technology education has evolved in response to the demands of an increasingly technology-oriented society, there are some who contend that schools have not gone far enough in implementing technology education. According to Pearson (2004), at the middle school level the content of many schools' curricula remains in transition from traditional industrial arts programs, while at the high school level, there are different views as to how to fully deploy technology education and which subject areas should be emphasized.

One advocate for technology education is the International Technology Education Association (ITEA). Formerly known as the American Industrial Arts Association, the ITEA was established in 1985 to reflect technological advances in society and the need to reform the curriculum of traditional industrial arts.

In 2000 the ITEA established standards for technological literacy for high school graduates (Pearson, 2004). These standards are divided into a number of categories including the nature of technology, technology and society, design, abilities for a technological world, and the designed world. The goal of the standards is to enable students to understand the characteristics and scope of technology as well as its cultural, social, political and economic effects. Moreover, by having practical use of technology in laboratory work and research and development, students should gain an understanding of and be able to use and select some of the technologies mentioned above (Pearson, 2004).

Along with other advocates like the National Academy of Engineering (NAE) and the National Science Foundation (NSF), the ITEA established the Committee on Assessing Technological Literacy. The purpose of the committee is to develop ways to assess the technological literacy of students and teachers as well as adults who are no longer in school. In addition, the ITEA develops educational content for grades K-12 based on the standards for technological literacy. In short, the aim of these programs is to solve problems by starting with a student's everyday environment and then gradually exploring more global concerns. Ultimately, students should be technologically literate by the time they finish high school (Meade 2006).

Future Developments

While technological education has continued to evolve, certain aspects of traditional industrial arts education were replaced and some contend that there remains a need for these courses since technology education programs emphasize college preparation and some students do not plan on attending college. According to Stewart (1996), the reduced time for traditional industrial arts has limited the number of enrollees in technology education courses because some students are frustrated by "stringent academic requirements or limited time for hands-on tool and material manipulation" (Stewart, 1996, p. 62).

It is inevitable that technology will continue to shape society and the information revolution ushered in by the Internet and advances in the telecommunications sector has created a smaller world where information, goods, services and jobs can be delivered from and to almost any place across the globe. In order to keep pace with these changes, schools will need to produce students who are technologically literate and can function in a technologically oriented world. At the same time, workers who can construct buildings and homes, and who are skilled with tools and machines, and also have an understanding of their applications will continue to be in demand. In the end, the content of technology education curriculum will need to be balanced between advanced technology and basic industrial arts skills (Stewart, 1996).

Applications

In the past, traditional industrial arts education usually started at the middle school level and then continued into the high school years. In the 2000s, however, many educators recognized the importance of introducing technology education into the primary school years due to the rapid proliferation of digital technology and communications. Children begin to use such tools as computers, tablets, electronic readers, and cell phones at a very young age

Integrating Technology Education into Primary Schools

In order to integrate technology into everyday learning in elementary schools, the language arts, math, science and social studies should be viewed as opportunities to accomplish this aim. For example, one approach for using the language arts is to provide students with pictures of technological objects like a helicopter or a wheel and then have them search for a natural object that may have served as the inspiration for that technology. This approach to education is also known as bio-mimicry - a relatively new science that studies nature's models and then imitates those designs and processes to solve human problems (Jones, 2006).

According to Jones (2006), studying some of the natural scientific forces can provide opportunities for introducing technology into everyday learning. One natural force that can be studied is magnetism, since it is used in a broad array of electronic technologies. Technological education should ultimately include social studies applications and this can be accomplished by exploring the way in which technology affects nature. Here, students can learn to craft environmental impact statements and to investigate green technologies that are being developed. This is especially relevant since "preserving and protecting nature is one of the most important technological issues that we must deal with" (Jones, 2006, p. 20).

Rogers (2004) suggests another way to integrate technology education into primary school learning is by introducing basic engineering principles into the curriculum. Studying engineering incorporates hands-on and creative work and provides students with an opportunity to apply and reinforce their math, science and design studies. Teaching engineering in the primary school curriculum is grounded in the constructionist approach to education, the essence of which is that "people learn better when they are working with materials that allow them to design and build artifacts that are meaningful to them" (Rogers, 2004, p. 17).

In some ways, bringing engineering into the curriculum builds on the traditional approach to industrial arts education since students are provided with opportunities to learn how to build things by using tools and machines. Moreover, learning engineering principles also requires learning math and science as well as developing writing, communication and design skills. While engineering may seem like a complex topic, studies have shown that elementary school students are capable of learning important concepts of physics like friction, basic computer programming concepts like 'go to' statements and math concepts like reading graphs (Rogers, 2004).

Successfully teaching engineering in grades K-5 ultimately rests on relaying principles that are age appropriate and then progressively building on those principles in successive years. Children in kindergarten, for instance, can be taught basic engineering concepts about structures as well as science and math concepts such as forces. By the first grade, students can build on this knowledge by being taught gearing and motion of structures. At this level, they can also be taught how to apply their knowledge of forces to make predictions and estimates. By the 4th and 5th grade, students can begin to explore engineering concepts like programming and automation and the scientific method of experiments can be introduced (Rogers, 2004).

Integrating Technological Education into Middle Schools

Understanding these concepts is critical for a student's continued study of technology once they enter the middle school years. At this level, there are there a number of systemic challenges for successful technology education because some traditional industrial arts education programs are still in transition. In particular, suitable classroom environments need to be created by retrofitting industrial shops and developing technology labs. Moreover, there has been a shortage of certified technology education teachers. This shortage is addressed, in part, by the Technology Education Leadership Project (TELP), an initiative funded by the NSF. This project assists industrial arts teachers with retraining so that they can meet the state curricular framework and technology standards established by the ITEA (Pearson, 2004).

While integrating technological concepts into other aspects of the curriculum continues in the middle school years, another approach being used is one that combines the traditional problem solving model with teamwork, technical skill and academic ability - an approach also referred to as layering. To accomplish this, students are given a long-term project that calls upon their math and science skills to solve a particular technological problem in a lab environment. Layering is different than integration because the latter involves incorporating different areas of study into a specific short-term technology lesson (Pruitt, 2004).

Technology Education in High School

By the time students reach high school, they should comprehend basic technological principles and technology education during these years should be aimed at producing students who are technologically literate and who can function in a technologically sophisticated society.

STEM

One widely accepted model for achieving this objective is known as STEM, or the integration of Science, Technology, Engineering and Mathematics with technology education playing a lead role. Proponents of this model believe that this constructionist approach to education allows students to actively learn how to design and resolve problems as well as an opportunity to experience the role of innovation in everyday life - innovation, in turn, is the essence of technology education (Clark, 2006/2007).

Clark writes that in order for the STEM model to be successful, teachers in all subject areas need to be open to the idea of integration and to recognize the intrinsic value of technology education. Educators need to not only be committed to working on integration they must also be willing to allow technology education to lead the way while acknowledging that technology education can also reinforce learning in other subject areas, particularly math and science. In addition to teacher support, the STEM model requires support at the administrative level. School systems need to ensure that adequate resources are available and a school environment that is amenable to technology education needs to be fostered (Clark, 2006/2007).

Engineering Design

While the STEM model espoused by Clark has technology education playing a lead role, there is another school of thought that holds that engineering design should be the focal point of technology education. In this regard, Wicklein (2006) contends that technology education has not been successful in developing programs that have specific and attainable goals based on clearly stated values. By having engineering design at the forefront of technology education, a curriculum with a more organized and solid framework for integrating mathematics, science and technology can be established. Moreover, by emphasizing engineering design, students will be provided with a structure that encourages them to meet the technology literacy standards established by the ITEA (Wicklein, 2006).

In addition to these benefits, a technology education curriculum that is grounded in engineering design is more likely to lead to a number of career opportunities for students. Wicklein believes this is of critical importance given the fact that American schools are not producing enough engineers. In fact, many U.S. businesses have either been forced to import large numbers of non-citizens to meet engineering demands or to outsource engineering positions to companies overseas. This presents a number of employment and domestic security concerns, but focusing the technology education curriculum on engineering "can provide general technological literacy education and help to build the nation's engineering labor force" (Wicklein, 2006, p. 29).

Technology education will invariably continue to play a critical role in the education of students in grades K-12. The fact that we live in a technology-oriented world requires students to be technologically literate and to function effectively in a technologically sophisticated environment. While may primary school aged children already use computers and cell phones, among various other forms of technology, there is a need to introduce technology education into the primary school curriculum so that students are well prepared to continue these studies in the middle school years and attain the standards of technological literacy by the time they graduate high school.

Viewpoints

Teaching industrial arts was traditionally concerned with teaching students to build things out of metal and wood by using tools and machines, and the industrial arts curriculum was better suited for the for the industrial era of the 20th Century. While there is some debate as to when the technology era actually began, there is no question that we currently live in a technologically sophisticated world that requires a workforce that is technologically literate and that can compete for jobs in a technologically driven world. While many schools have begun integrating technology education into the primary school curriculum, middle schools are transforming their traditional industrial arts programs, and high schools are attempting to develop technology education programs that will produce students that meet the standards of technological literacy.

Transitioning into the Technology Era

The shift towards technology education is essentially geared toward preparing for college education, but many students do not intend to attend college, and the academic requirements of many technology education programs are keeping these students from enrolling in these courses. While there is an obvious need to continue the move toward technology education, there are many who believe that this "should not come at the expense of industrial education programs, which have long formed a vital part of the comprehensive, general education of students in American schools" (Luna, 1998, p. 27).

There are many who contend that our society is still essentially in a machine age, even if it is technologically driven. Students still need to be familiar with and comfortable using machines—including computers—to solve problems. However, students should be encouraged to use a variety of tools whether that tool is a traditional hammer or a laser-guided saw. But giving students the opportunity to work with wood, miter saws and radial arms saws also affords them an opportunity to see that there can be a number of solutions to a particular problem and that some solutions may even provide better answers (Luna, 1998).

Beyond developing skills, whether they are technically or technologically oriented, there are also secondary objectives to industrial and technology education and these include developing "self esteem, and pride in one's work" (Luna, 1998, p. 28). While some may dismiss the latter as mere craftsmanship and no longer worth fostering, emphasizing quality at an early age is a critical element in preparing students for all types of jobs whether they are mechanical, technical or technological. For Luna, industrial and technological education should allow students to work with traditional and state of the art devices so that they will be better prepared to solve problems in our technologically sophisticated society (Luna, 1998).

Gender Issues

While technology education has evolved from traditional industrial arts education, one concern for both approaches is one of lingering neglect - girls are still not encouraged to consider nontraditional occupations, as they often experience gender stereotyping in career counseling. In some cases, women who enroll in nontraditional occupational classes have experienced sexual harassment (Lewis, 2006). However, progress is being made as the technologically driven job market has resulted in a shift away from heavy machinery to information technology. Because of this, women are more readily accepted, even though there are still challenges in these professions, such as isolation. These problems will be resolved, however, as more women are encouraged to enter technology professions and are given opportunities to assume positions of leadership (Haynie, 2005).

Conclusion

In many ways the transformation from industrial arts education to technology education mirrors the transformations that have taken hold in many aspects of our society. The world has become a smaller, more competitive place where information, goods, services and jobs and even ideas are rapidly exchanged. In order to prepare students to function in this world, they will need to have a solid technological education, but the need for people to be capable of building things will still create a demand for industrial education, and that education will also be more steeped in technology.

Ultimately, technology education means preparing students to be able to compete for jobs in the technological and global market place. At the same time, there will continue to be a need for workers to fill manufacturing and construction jobs. Simply put, society will still have a demand for people who can build things. Therefore, while technology education continues to evolve, it is also important to recognize that there still is a place for traditional industrial arts programs.

Terms & Concepts

Bio-Mimicry: A relatively new science that studies nature's models and then imitates those designs and processes to solve human problems

Constructionism: An educational philosophy that holds that students “learn better when they are working with materials that allow them to design and build artifacts that are meaningful to them” (Rogers & Portsmore, 2004).

Industrial Arts: Traditional education programs for creating objects out of wood and metal by using a variety of hand tools, power tools and machines.

Integrate: To combine different subject areas like math, science, and engineering in technology education.

International Technology Education Association (ITEA): Formerly known as the American Industrial Arts Association, the ITEA was established in 1985 to reflect technological advances in society and the need to reform the curriculum of traditional industrial arts.

Layering: A teaching model that combines the traditional problem solving model with teamwork, technical skill and academic ability.

Standards For Technological Literacy: Standards established by the ITEA in 2000 for high school graduates.

STEM Model: A teaching model for technology education that integrates science, technology, education and mathematics.

Technology Education: “A study of technology, which provides an opportunity for students to learn about the processes and knowledge related to technology that are needed to solve problems and extend human capabilities” (Zagari & MacDonald, 1994).

Bibliography

Clark, A., & Ernst, J. V. (2007). A model for the integration of science, technology, engineering and mathematics. Technology Teacher, 66 , 24-26. Retrieved April 3, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=23485841&site=ehost-live

Haynie, W. J. III. (2005). Where the women are: Research findings on gender issues in technology education. Technology Teacher, 64 , 12-16. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16873085&site=ehost-live

Herschbach, D. R. (2011). The STEM Initiative: Constraints and challenges. Journal Of Stem Teacher Education, 48, 96–122. Retrieved December 16, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=71876500

Jones, A., Buntting, C., & Vries, M. (2013). The developing field of technology education: A review to look forward. International Journal Of Technology & Design Education, 23, 191–212. Retrieved December 16, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=87661675

Jones, K. (2006). Ideas for integrating technology education into everyday learning. Technology & Children, 2, 19-20. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=23563465&site=ehost-live

Lewis, A. C. (2006). Training for jobs. Education Digest, 71 , 71-73. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19784716&site=ehost-live

Luna, M. C. (1998). Technology education and its discontents. Tech Directions, 57 , 26. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=405650&site=ehost-live

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Meade, S. & Dugger, W. E., Jr. (2006). Technological literacy standards resources. Technology Teacher, 65 , 25-27. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20283016&site=ehost-live

Pearson, G. (2004). Assessment of technological literacy: A national academies perspective. Technology Teacher, 63 , 28-29. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=12696743&site=ehost-live

Pruitt, J. W. (2004). Learning with less time and lots of students: Layering instruction in a middle level technology education program. Techniques: Connecting Education & Careers, 79 , 58-59. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=12688703&site=ehost-live

Ritz, J., & Martin, G. (2013). Research needs for technology education: An international perspective. International Journal Of Technology & Design Education, 23, 767–783. Retrieved December 16, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=90015957

Rogers, C. & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education Innovations & Research, 5 (3/4), 17-28. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15988806&site=ehost-live

Stewart, K. G. (1996). In with the new, but not out with the old. Vocational Education Journal, 71 , 62. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9602066528&site=ehost-live

Wicklein, R. C. (2006). Five good reasons for engineering design as the focus for technology education. Technology Teacher, 65 , 25-29. Retrieved April 17, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20477423&site=ehost-live

Zagari, A. & MacDonald, K. (1994). A history and philosophy of technology education. Technology Teacher, 53 , 7-11. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9502133601&site=ehost-live

Suggested Reading

Liker, J., Haddad, C.F. & Karlin, J. (1999). Perspectives on technology and work organization. Annual Review of Sociology, 25 , 575. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=2373062&site=ehost-live

Rhine, L. (2013). From the schoolhouse to the statehouse: Model for technology education. Technology & Engineering Teacher, 73, 10–13. Retrieved December 16, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=90039946

Santilli, H. (2012). Science and technology, autonomous and more interdependent every time. Science & Education, 21, 797–811. Retrieved December 16, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=75062916

Spoerk, M. (2005). How to keep your program relevant (and standards based). Technology Teacher, 64 , 29-30. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16212007&site=ehost-live

Zuga, K. F. (1991). The technology education experience and what it can contribute to STS. Theory Into Practice, 30 , 260. Retrieved April 13, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=5199685&site=ehost-live