Have We Made Progress? Stakeholder Perceptions of Technology Education in Public Secondary Education in the United States

Abstract

Technology education (TE) professionals have debated the role and purpose of technology education and its predecessors in public education for more than a half century (Akmal, Oaks, & Barker, 2002; Erekson & Shumway, 2006; Sanders, 2001), or perhaps, since its inception. In addition, these professionals have struggled with the “image” and perception that key stakeholders have of the field (Wicklein & Hill, 1996; Benson, 1993; Daugherty & Wicklein, 1993). Many developments have occurred during the past two decades to help clarify these issues such as the name change from the American Industrial Arts Association to the International Technology Education Association (ITEA) (Streichler, 1985), the Conceptual Framework for the Study of Technology (Savage & Sterry, 1990), the establishment of the Center for the Advancement of Teaching Technology and Science (CATTS) in 1998 as the professional development arm of the International Technology Education Association (ITEA, 2008), the Rationale and Structure for the Study of Technology (1996), the Standards for Technological Literacy: Content for the Study of Technology (ITEA, 2000), Technically Speaking (Pearson & Young, 2002), and related Standards Addendums (ITEA, 2002)]. The origins of TE have roots traceable to 18 and 19 century influences, specifically the Enlightenment period in European cultures. However, within the United States, these origins are closely tied to economic interests and influences. Industrialists were a powerful influence in moving higher education and, in turn, public education, toward the practical arts. Yet, it was the ideals of John Dewey and their influence on practical application to theoretical studies that pushed this