Technology Education: Three Reasons Stereotypes Persist

Autor/inn/en	Shields, C. J.; Harris, Kara
Titel	Technology Education: Three Reasons Stereotypes Persist
Quelle	In: Journal of Industrial Teacher Education, 44 (2007) 2, S.60-72 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1864
Schlagwörter	Stellungnahme; Stereotypes; Technology Education; Recruitment; Secondary School Curriculum; Attitude Change; Secondary Education; Postsecondary Education; Intellectual Disciplines; Vocational Education; Teacher Education; Guidelines; Vocational Education Teachers; Enrollment Influences; Educational Environment + Suchen Sie Ihr Suchwort? Klischee; Technisch-naturwissenschaftlicher Unterricht; Recruiting; Rekrutierung; Attitudinal change; Einstellungsänderung; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Geisteswissenschaften; Ausbildung; Berufsbildung; Lehrerausbildung; Lehrerbildung; Richtlinien; Ausbilder; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Technology and the job of educating students about technology has been changing and evolving since the dawn of humanity. Many technology education (TE) teachers have readily adapted to recent changes and seek to educate a diverse group of students about the ever changing world of technology. However, there are some within the TE community that have been slow to react to curricular, social, and perceptual changes of the past two decades. In a story entitled, "Kids Build Soybean-Fueled Car," that was aired on CBS "Evening News" on February 17, 2006, it demonstrated both the positive effects that technology education can have on secondary students and the negative stereotypes that continue to exist about TE. In this article, the authors discuss three reasons why stereotypes persist. These include: (1) non-uniformity of TE curriculum; (2) lack of undergraduate recruitment; and (3) the perception of technology education among professional educators. In order to overcome the stereotypes with which the general public has branded the TE, the author offers three corrective action that must be taken. First, TE must unify under one name and one curriculum, the chosen name and curriculum must be cognizant of future technological evaluations. Secondly, TE must erase the stereotype that only White males enter the discipline by actively recruiting and retaining female and minority secondary and postsecondary instructors and students. Finally, TE must stress its connections to math and science if it is to overcome stereotypes within the educational community. (ERIC).
Anmerkungen	National Association of Industrial and Technical Teacher Educators. Web site: http://scholar.lib.vt.edu/ejournals/JITE/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10