Abstract
Scholarly Communication is a dynamic landscape, and we are continually evolving. Many scholarly communications activities have spun-off into their own departments, such as VT Publishing and Digital Imaging and Preservation Services, and Digital Library Development. Our focus is on supporting the creation and dissemination of scholarship.
Highlights
Laboratory instruction has long been a cornerstone of technology education pedagogy
Similar instructional methods were soon developed under titles such as “concept-o-pac,” “instruc-o-pac,” “unipak,” “learning activity package” (LAP) and “individualized learning package” (ILP) (Russell, 1974, p. 3)
Of the four learning styles defined by the Learning Type Measure instrument (Imaginative, Analytic, Common Sense, and Dynamic), over sixtynine percent of the technology teachers in this sample were identified as Common Sense learners
Summary
Laboratory instruction has long been a cornerstone of technology education pedagogy. The French realized the potential for technical laboratory instruction within general education in 1865 (Bennett, 1926). By the 1880s, the United States realized the benefits of the technical laboratory for general education (Anderson, 1926) Despite these early roots and the continued practice of utilizing laboratory instruction within technology education, there is little research to support this teaching method. Brusic and LaPorte (2000) found that almost half of the technology education teachers they surveyed in Virginia taught in some type of modular lab. Despite such emerging research, opinions concerning the merit of modular technology education, especially commercially created packages, dominate the field of technology education.
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