The Status of Design in Technology Teacher Education in the United States

Scott A Warner,Laura L Morford

doi:10.21061/jte.v15i2.a.3

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

Design is fundamental to the study of technology. McCracken (2000) goes so far as to refer to design as “the creative soul of technology” (p.87)
The researchers felt that a descriptive study of this issue would be a necessary first step toward developing a database for later research on the effectiveness and influence of the different approaches to the study of design in technology teacher education
The distribution of the two types of courses appears to be entirely random. Since this was only an observational study, there was no determination of the benefits or the drawbacks of either type of class, and there was no determination of an ideal ratio between the two types of courses

Summary

Introduction

Design is fundamental to the study of technology. McCracken (2000) goes so far as to refer to design as “the creative soul of technology” (p.87). Design is fundamental to the study of technology. McCracken (2000) goes so far as to refer to design as “the creative soul of technology” (p.87). McCracken elaborated on this profound concept by stating: As a human soul is to the body, design is to technology. It is important to understand the interdependence and complimentary nature of technology and design. Like the inseparable relationship between body and soul, technology is incomplete without design. Design cannot be fully appreciated without an understanding of technology. If technology is to be fully understood, the concepts of design need to be understood. If technology is to be fully understood, the concepts of design need to be understood. (p. 87)

Methods

Results

Conclusion