Abstract
In New York, a new school discipline is emerging. Technology Education is taking its place alongside longstanding Mathematics and Science programs. Technology Education has the potential to actively engage students in design-and-construct activities that help them to synthesize the knowledge and skills in math, science, social science, and other subjects. As an emerging subject area in the school curriculum, Technology Education faces several issues that impede implementation. These issues relate to its roots in the craft tradition, its relatively recent evolution, and the present lack of public awareness and support. Current trends in New York focus on the use of Technology Education as a vehicle through which integrated Mathematics, Science, and Technology (MST) programs can be implemented.
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