Abstract
The field of technology education in the United States has evolved from manual training, manual arts, industrial arts, technology education, to the current technology and engineering education. This historical review examines how the purposes of these approaches to K-12 STEM education in the United States have changed over time. In this paper, several key initiatives, including national learning standards for technology education, are identified, and the impacts of each milestone on current US technology and engineering education are investigated. Finally, the way in which the field of technology and engineering education has embraced and integrated other fields of study, as well as the current position of ‘T’ (Technology) and ‘E’ (Engineering) in STEM, is explored. This review will provide K-12 STEM educators with insights into the American historical development of problem- and project-based learning in technology and engineering education, helping them better understand how the contemporary integrated STEM education movement has evolved into its current state.
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