Transforming Facilities: Industrial Arts to Technology Education.

Autor/inn/en	Young-Hawkins, La Verne; Mouzes, Maria
Titel	Transforming Facilities: Industrial Arts to Technology Education.
Quelle	(1991), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advisory Committees; Articulation (Education); Boards of Education; Classroom Observation Techniques; Curriculum Development; Educational Equipment; Educational Facilities Improvement; Educational Facilities Planning; Educational Finance; Educational Philosophy; Elementary Secondary Education; Industrial Arts; Instructional Materials; Laboratories; Needs Assessment; Program Development; Social Support Groups; Teacher Education; Technological Advancement + Suchen Sie Ihr Suchwort? Beratungsstelle; Articulation; Artikulation (Ling); Artikulation; Aussprache; Ausschuss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausrüstung; Bildungsfonds; Bildungsphilosophie; Erziehungsphilosophie; Industriekultur; Kunstgewerbe; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Laboratory; Laboratorium; Bedarfsermittlung; Programmplanung; Social support; Soziale Unterstützung; Lehrerausbildung; Lehrerbildung; Technological development; Technologische Entwicklung
Abstract	Technology education learning environments should meet the needs of students who will be productive citizens in the year 2000. Eight model technology education programs were studied to provide a basis for strategies and recommendations for learning environments. Each facility was photographed and teachers responded to a survey instrument pertaining to the design and planning process for the transition from an industrial arts to a technology education learning environment. Five sequential components appeared necessary to remodel a laboratory: formulation of a technology philosophy; identification of a technology purpose; curriculum development; curriculum plan preparation; and needs assessment completion. Seventeen recommendations were made for renovating technology education learning environments: develop program philosophy; establish support system; conduct needs assessment; allow philosophy to guide program development; use advisory committees; present program proposal to school board; observe other schools; use resources; use a variety of instructional approaches; seek nontraditional funding; encourage teacher cooperation; articulate program between elementary, middle, and high schools; use equipment to meet curriculum needs; choose relevant equipment; schedule a timeline for transition; plan for flexibility; and include teacher training. (Six references, eight model technology education programs identified for the study, and responses and comments from the participating teachers are included.) (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC