YOUR JOURNEY THROUGH TIME BEGINS NOW

John Amos Comenius

John Amos Comenius was born in 1592 in Nivnice, Moravia, in the area that is now known as the Czech Republic.  Comenius is known as the "Father of Modern Education" mainly because of the methods in which he pioneered.  Throughout his life he published approximately 154 books, most of these which  deal  with educational philosophy and theology.  Through his books he tried to improve the methods by which students were being taught.   He felt  that education began at birth and continued until death. Comenius is famous for laying the foundation of education in which almost everyone still learns by today.  He paved the way for scholars such as Pestalozzi, Frobel and Solomon. 

  Jean Jacques Rousseau (1712-1778) 

Jean Jacques Rousseau 

Jacques Rousseau was born on June 28, 1712 in Geneva, Switzerland.  He died on July 2, 1778 at Ermenonville, France (Rousseau online).   He wrote a book called Emile in 1762.  Emile caused a disturbance in the education system while forcing the author to flee France. (Bennett, 1926)  The book addresses inadequacies of teachers to teach to infants.  It also discusses Rousseau’s views about his experience of nature, human nature, and social conditions.  Rousseau’s writing like Comenius’s helped to influence and direct future sense realist and educators. (Barella, R., & Wright, T., 1981)

Johann Heinrich Pestalozzi 

Pestalozzi was born and educated in Zurich, Switzerland.  His theories and philosophies laid the foundation for modern education.  Pestalozzi’s theory of education is based on the individual development of each student through concrete experiences.  He opposed having students learn through memorization and “strict discipline”.  Instead, he taught a system based on love and understanding of the students'  world. He used real physical examples to teach instead of just theory alone.  His methods were “learner-centered” and a constant emphasis was placed on the senses because he believed  this was the only true foundation of learning (Wilson, 1999).

Friedrich Wilhelm August Froebel

Friedrich Froebel was born  April 21,1782 in Oberweissbach, Thüringen.  Froebel educated himself before going on to study at the universities of Jena, Göttingen, and Berlin.  In 1805, he began to teach at a school in Frankfurt. From 1806 –1810 Froebel studied and worked with Johann Pestalozzi in Yverdon, Switzerland. (Encarta) 

In 1816, Froebel founded the Universal German Educational Institute in Griesheim, and a year later moved the school to Keilhau.  In 1821, he published, Principles, Aims and Inner Life of the Universal German Educational Institute in Keilhau.  His first book, The Education of Man, was published in 1826.  At this time he also developed a large box of 500 wooden blocks to help teach children discovery, creativity, and mathematics. (Froebel Web)

In 1837, Froebel developed an early childhood education school for ages three to seven in Blankenburg, Thüringen.  This was the first institution exclusively for children of that age group. He called it, “Kindergarten”.  Kindergarten  began to spread throughout Germany for the rest of the century. (Encarta)

Horace Mann (1796-1859)

Horace Mann

Horace Mann was born in Franklin, Massachusetts in 1796. He lived until 1859 and was a noted educator (Augie Institute, 2001).  According to Antioch College in Ohio, Horace Mann established one of the first State Boards of Education. He became the Secretary of Education for Massachusetts in 1837.  Horace Mann visited European schools in 1843 to compare the two educational systems.  He also led a movement to structure free public education (About Horace Mann).

Joseph Neef

Joseph Neef immigrated to America and established a school near Philadelphia. He later joined Maclure and  Owen in an experiment called a Community for Equality in New Harmony, Indiana.

First Mechanics and Tradesmen Institute

In 1820, the General Society of Mechanics and Tradesmen of the city of New York opened the first apprentice library and training school.  New York had not established any public school system until 1853; therefore the need for this or any school was a great achievement.   The school became very popular and largely attended due to the growth of industries and the need for trained and skilled tradesmen. (Bennett, 1926)

A second and more famous mechanics institute was the Franklin Institute of Philadelphia.  The Franklin Institute  was named in honor of Benjamin Franklin and was incorporated in 1824.  The success of these institutes led to many other institutes  opening and copying the New York and Philadelphia examples. (Bennett, 1926)

Victor Karlovich Della-Vos

Born in 1829, the Russian Victor Karlovich Della-Vos left his mark on education in the area of manual training before his death in 1890.  His endeavors in the field are said to have brought manual training to America up to twenty years earlier than what it would have without him.  The “Russian System" was rooted in the construction of exercises in which attention was given to the structural elements involved.  Della-Vos was educated at Moscow University, receiving a degree in physical and mathematical sciences by the age of 24. While at the university, Della-Vos paid his own tuition rather than accepting state support.  Prior to being sent to Paris to study machine building in 1860, he taught Russian and mathematics at the Main Horticultural School of the Ministry of State Property.  Before returning to Russia in 1864, Della-Vos studied farm machinery in London.  Victor was head of mathematics at the Petrovsky Academy in 1864. He also served as director for the Polytechnical Institute and the Moscow Imperial Technical Academy (MITA).  He and his staff at MITA developed the “Russian System” which was demonstrated at exhibitions world wide in the 1870’s(Bennett, 1926)  .

In 1837, Froebel developed an early childhood education school for ages three to seven in Blankenburg, Thüringen.  This was the first institution exclusively for children of that age group. He called it, “Kindergarten”.  Kindergartens began to spread throughout Germany for the rest of the century (Encarta).  The school featured games, songs, stories, and crafts as well as many other imaginative things to stimulate motor skills. (Friedrich Froebel)

Otto Salomon

Otto Salomon was the person who is credited with being the most notable figure for promoting educational sloyd. He was born in 1849 in the town of Gothenburg, Sweden. Originally Salomon attended the Institute of Technology in Stockholm, but left after one year to become Director of the Sloyd Teachers Seminary in Naas, Sweden. This is where Salomon was able to popularize the educational sloyd movement.

Surprisingly, Salomon never had much formal teacher education. His lack of education was not a  factor  in teaching others the way of educational sloyd. The purpose of the school was to “prepare people to teach in the independent sloyd schools or in the elementary schools.” (Barella, Wright 1981). Along with the teaching of math, science, Swedish, and schooling methodology, other sloyd methods such as carpentry, carving, turning, smith’s work, basket making, saddlery, stone cutting, fretwork, and painting were also part of the school's curriculum. (Bennett, 1937)

1860

Russian System of Manual Training 

Some have asked how the Russians could have influenced our system of Technology Education.  Victor Della-Vos, a Russian professor,  developed the "Russian System" in the 1860's.  He exhibited his method of training at various shows around the world in the late 1870's.  In 1876, Della-Vos came to Philadelphia for such an exhibition.  In attendance at this showing was John Runkle, the president of the Massachusetts Institute of Technology. Impressed with Della-Vos' methodology, Runkle spread the word to others throughout the country.   So attractive was his organization of instruction that it spread from the east coast to the midwest and from higher education to secondary schools.  Traditional teachers of the time opposed manual training and it gained its first toehold in the elementary grades and in private schools (Bennett, 1926)  . 

The Russian system had eight rules or principles, which are as follows:

• Each distinct manufacturing process had it own course of instruction.

• Each student was to have a workstation.

• Each successive course was more difficult and had to be taken in sequence.

• Each student made technical drawings of models.

• Each student created his own model from his drawing.

• The student did not progress to the next model before mastering the current model.

• Grades awarded to students were relative to their stage in the course and not overall quality .

• Instructors had to have a proficiency beyond that needed to teach the course at hand and were required to maintain an exemplary  level of mastery (Bennett, 1926) 

Owego Movement

First known as the Oswego Training School, it is said this institute is one of the first initiators of manual training.  The institute drew its' inspiration from practitioners of the day such as Pestalozzi.  The school was organized by Edward A. Sheldon (1823-1897), who served as superintendent of schools in Oswego in 1861.  In 1886, the school would become known as the Oswego State Normal School.  Sheldon “…adopted a form of Pestalozzian object lessons in which the  curriculum was minutely divided in to lessons involving numbers, magnitudes, form, color, weight, sounds, places, animals, plants, minerals, and liquids.” (ACIATE 1981)  “The new Oswego system…should embrace the united, harmonious development of the whole being, the moral, the physical, and the intellectual: and that no one of these should be urged forward to the neglect or at the expense of the other.” (ACIATE 1981)  The Oswego movement caused the following changes: 

• Memory and recitation                          to             reasoning and individual judgment

• Book centeredness                                to             objective centeredness

• Dependence on words in text            to              oral instruction using objects

• Teacher keeping school                      to              teacher teaching with skill

• Textbook lessons                                    to             oral language lessons

• Text dictated lessons                           to              teacher planned lessons

• Recite what was read                          to              expressions of ideas

 Introduced by Sheldon in 1861, the Oswego Method was termed a success four years later by educational leaders of the National Education Association (Barella, Wright 1981).

Naas Seminary

Naas Seminary was founded in 1872 by August Abrahamson and Otto Salomon. It was located in Gothenburg, Sweden. The purpose of the school was to educate peasant youngsters in the sloyd way.  The establishment of this school was significant in promoting sloyd Education. “…the school at Naas was probably one of the first sloyd schools established to enhance the student’s general education.” (Barella, Wright, 36) Other sloyd schools of the time were more of a trade school nature. Besides sloyd, arithmetic, Swedish, geography and drawing were also part of the curriculum, however seven out of the ten hours of the school day were devoted to educational sloyd.

1875

Quincy Plan

Francis W. Parker revealed his Quincy movement in Quincy, Massachusetts during 1875. The new system was intended for elementary schools. According to Parker (1903) the central focus of the program was spirit of study and one of everlasting change (p 240). Butler (1903) described five key ideas of the Quincy Plan in an article titled The Quincy Movement as:

• Education is not devising methods or concocting ingenious devices.
• Methods and devices are small things and change with every individual who uses them.
• A principal is essential and the parent of a hundred methods.
• A cast-iron method is a principle’s worst enemy.
• The teacher with set methods has lost touch with human nature (p 243).

1880

First Manual Training School

On September 6, 1880 the first manual training school opened.  The school was called the Manual Training School of Washington University.  It  was located in St. Louis and was devised from C.M. Woodward’s plan and vision of a new type of secondary school. (Bennett, 1937) 

1884

The Industrial Education Association

The Industrial Education Association (IEA) was formed on March 21, 1884 in New York City.  According to Bennett, the organization was formed by dissolving the Kitchen Garden Association on the same date (Bennett 1937 p. 412).  The objectives of the new associations  were listed in the IEA Constitution and are as follows:

• First. To obtain and disseminate information upon Industrial Education  and to stimulate public opinion in its favor.

• Second.  To invite cooperation between existing organizations engaged in any form of Industrial Training.

• Third.  To train women and girls in domestic Economy and to promote the training of both sexes in such industries as shall enable those trained to become self-supporting.

• Fourth.  To study and devise methods and systems of industrial training and secure their introduction into schools; also, when expedient, to form special classes and schools for such instruction.

• Fifth.  To provide instructors for schools and classes and, if necessary, to train teachers for this work. (Bennett 1937 p. 413)

1901 

First Nobel Prizes awarded

1903 

First flight at Kitty Hawk, N.C. (Wright brothers)

First message to travel around the world

First silent movie, The Great Train Robbery

 1904  

1905

Mississippi Valley Conference 

“For the past 70 years, one of the most influential agents for formulating and disseminating goals and programs in industrial arts (technology education) has been a group commonly known as the Mississippi Valley Conference.” (Evans, 1979, 413).  This conference had its humble beginnings in 1909 with educators from the mid-western states. The original purpose of the conference was to discuss topics related to manual training and manual arts.

1917

Smith-Hughes Act

The Smith-Hughes bill passed and was signed by president Wilson on February 23, 1917. The Smith-Hughes bill was formed on the need for national grants to train teachers in the vocational arts and for helping to pay the salaries of vocational teachers. Melvin Barlow in his book, History of Industrial Education in the United States, described the key ideas of the Smith-Hughes act as: (118)

• Minimum age for entrance into the all day school was 14.
• Students who took classes and were enrolled in programs with industry were considered enrolled in all-day programs. A school official coordinated these programs.
• The all-day school was intended to follow the nine-month school year.
• An hour was intended to follow a clock hour of sixty minutes, rather than the school-determined period.
• The school shop should resemble the industrial shop as much as possible.
• Teachers should teach classes with experience in the trade.
• Students enrolled in night classes were not to be under the age of 16.
• Evening industrial classes were to supplement the instruction of employment.
• Money from the Smith-Hughes Act was provided to help pay teachers salaries’ that taught in part-time schools or classes for students working in industry.

1920 

William E. Warner

EDUCATION:

• Bachelors of Science from University of Wisconsin in 1923 

• Masters of Arts from University of Wisconsin in 1924

• Ph.D. from Columbia University in 1928

• First person to ever receive this distinction

PROFESSOR:

• Industrial Arts Education (The Ohio State University) 1925-1967

• Emeriti (The Ohio State University) 1967

AUTHOR:

• Terminology Investigation published 1933

CURRICULUM DEVELOPER:

• The “Ohio Prospectus” 1934

• “Curriculum to Reflect Technology” 1947

• “The New Industrial Arts Curriculum” at The Ohio State University

• This curriculum advocated three main ideas: consumption, production, and recreation.  The curriculum also included content from the areas of power, transportation, construction, communication, manufacturing and personal work (Olson, 1963 p.15).

FOUNDER:

• Epsilon Pi Tau (Industrial Technology Education Honorary) 1929

• Epsilon Pi Tau was founded at the Ohio State University, Columbus, Ohio on March 13, 1928 by a group of leaders in industrial education under the inspiration and leadership of Dr. William E. Warner. As an honorary for persons engaged in education for technology and the professions in technology, it has, since its first initiation in 1929, chartered college and university field chapters throughout the United States and in several other nations.

• American Industrial Arts Association 1939

• First President

CONSULTANT:

• American Association of School Administrators

• Principal Civilian Protection Office

• U.S. Office of Civil Defense

• Presidents Advisory Committee on Industrial Safety

WAR VETERAN: 

• World War I

• World War II

• Member of General Eisenhower's Staff 1943

• Organized and operated the "Passive" Defense program in the American Zone or Eastern Belgium 1944-45

Beginning of Great Depression

Helicopter invented

1939

American Industrial Arts Association (AIAA)

AIAA was created in 1939 by a group of people who were interested in furthering the educational principles being taught in industrial arts classes. (FTE yearbook, 1995, 543). The creators of this organization had the vision to realize a need for the creation of meetings to improve the ever-evolving field of industrial arts.

Microwave Oven invented

1950

American Council on Industrial Arts Teacher Education (ACIATE)

The ACIATE was the first council to be affiliated with AIAA (ITEA).

The purpose of the council is threefold:

• To support and further the professional ideals of technology education.

• To define and strive to achieve the purposes and professional goals of technology teacher education, and to enlist the greatest number of people in this endeavor.

• To stimulate research and the dissemination of information of professional interest. (571)

The major mission of ACIATE is to “improve, advance, and develop a standard for judging the contemporary nature and level of attainments of technology teacher education. (571-2).

One of the council’s greatest accomplishments was its association with the National Council for the Accreditation of Teacher Education (NCATE). Through the combined effort of these two councils, technology education accreditation standards were developed and implemented for undergraduate programs.

1951

American Council of Industrial Arts Supervisors (ACIAS)

In 1951, the American Council of Industrial Arts Supervisors (ACIAS) was formed as the second council to the AIAA (ITEA). The mission of the council is to “motivate and provide support for supervisors of technology education (industrial arts) programs.” (576). Its purposes include:

• To support and further technology education (industrial arts).

• To promote effective supervision and program development at local, regional, and national levels.

• To provide a vehicle for exchanging ideas, programs and legislation related to the goals of technology education (industrial arts).

• To provide for the personal and professional growth of the Council’s members.

1954

American Council of Industrial Arts State Association Officers (ACIASAO)  

This council was formed to “assist affiliate member organization officers to lead their local groups.” (Martin, 1995, 571). The name was changed to Council of Technology Education Association (CTEA) in 1986.

The activities of the council included the distribution of newsletters and the updating of a directory of association officers. This council also presented annually at the AIAA (ITEA) conference an “Association of the Year” award.

1958

American Industrial Arts Student Association (AIASA)

Formerly known as the American Industrial Arts Student Association (AIASA), The AIASA was a student branch of the American Industrial Arts Association (AIAA), now known as the International Technology Education Association (ITEA).

This club included members from both college and high school students.

1959

The Maryland Plan

Donald Maley developed the Maryland plan in 1951 through research and experimentation. The Maryland Plan was first introduced into the public schools in 1959. The plan focused on the junior high grades (7-9) and used three methods of instruction. These three methods are: the unit method approach, the group process and content emphasis approach. Figure 2 is a graphic representation of the Maryland Plan.

Lasers invented

Georgia Plan

Another plan that redirected industrial arts in the 1960’s was the Georgia Plan. This plan is derived from the how technology is studied in Georgia. The study of technology is aimed at the improvement of technical literacy in the educational system. (Moon, (ed.). 1975, 120). The plan also includes an elementary industrial arts program, which is centered on the world of work. (120). It is designed to give elementary students constructive activities, which allow them to realize the existence of technology in the world.

The Georgia Plan also incorporates elements from other plans in its curriculum. Outcomes for secondary grade levels include crafts, hobbies, health and safety, work experience and etc. (120). This plan has contributed to technology education in that it gives students an overview of technology much like technology education is doing today. The plan does have a heavy industrial influence and this has contributed to the use of the industrial model in technology education.

Industrial Arts Curriculum Project (IACP)

Perhaps the most touted and funded curriculum project came in the form of the Industrial Arts Curriculum Project (IACP). The IACP was a curriculum effort in which instructional materials were made available to other industrial arts teachers through a commercial publisher. Its purpose was to “develop innovative instructional systems considered to be elements of the liberal education for all junior high school boys and girls” ( Moon, (ed.), 1975, 125). In particular, the IACP focused on the study of management, production, and personnel technologies related to the construction and manufacturing industries. (125) As a result, part of the funding for IACP went into the creation of 2 one-year courses titled “The World of Construction” and “The World of Manufacturing”. These courses were major contributors to many junior high school industrial arts programs at that time. They were very structured and easy to teach. The courses also came with textbooks, lab manuals, teacher’s guides, achievement tests, a list of on-site equipment and other needs for each unit or activity. (126). The IACP is considered to be one of the most outstanding accomplishments in curriculum development for our field.

Transportable Industrial Arts Laboratories

Transportable Industrial Arts Laboratories allowed industrial arts to be taught “on wheels”. (Moon, (ed.). 1975, 146). This type of lab provided a moveable area in drafting, electricity, graphic arts, power mechanics, woodworking and etc. (147). This plan contributed to redirecting industrial arts because it appealed to programs with limited financial resources and a limited amount of classroom/lab space. The plan contributed to technology education because it had an emphasis on using problem solving techniques in the student activities. Research and experimentation and production line activities were also used in these mobile labs. These concepts are also used in technology education today. (147).

The Richmond Plan

In 1961 eleven teachers, a high school principle and a school counselor met in Richmond Va. to design a pilot program intended to improve the teaching of students completing average work. The program is a pre-tech program designed to incorporate all subjects taught in the school with principles of technical ability. The program puts a strong emphasis on developing students written and spoken communication skills. The Richmond plan uses the strategy of team teaching to teach skills and concepts of all the subjects with in the school. The strength of the Richmond Plan is its ability to use laboratory activities to show a relationship between theory and practice.

1962

American Council for Elementary School Industrial Arts. (ACESIA)

American Council for Elementary School Industrial Arts. (ACESIA) “Served as the primary advocate for elementary school technology education in the United States…” (579).  The ACESIA changed its name to Technology Education for Children Council (TECC) in 1986.

American Industry

The American Industry curriculum focused on industry as its major content to teach students. It organized industry into areas such as communication, finance, transportation, property, research, procurement, marketing, management, production, materials, and etc. There were 13 concepts included in this curriculum. These concepts were simulated in the classroom by having students establish enterprises during the school year. (Moon, (ed.). 1975, 113).

The American Industry curriculum contributed greatly to manufacturing and enterprise courses offered in the schools. It is an industrial based model that has continued to be used in some part in today’s enterprise courses. The American Industry lab required much equipment and was a very expensive lab to have and maintain in the schools.

United States sends troops to Vietnam

Neil Armstrong becomes the first man on the moon

1972

American Industrial Arts College Student Association (AIACSA)

In March 1972 the AIACSA was officially recognized by AIAA as a college student group with 162 members in the mid 1970’s (Betts, Van Dyke, 1989, 122). For more information, see Technology Education Collegiate Association (1985).

Microsoft founded 

Sony introduces the Walkman

Jackson’s Mill Project

The Jackson’s Mill Project was the event to cause curriculum innovators to realize that a central focus was necessary if industrial arts programs were to change (Wright, 1992).  There were several major outcomes from this project.  One of the biggest outcomes was the influence that Jackson’s Mill had on technology education.  It was a symposium of work done by 21 educators that met over a period from 1979-1981.  The model was named from the location where the discussions took place.  The symposium was devised from educators that realized the definition for industrial arts did not match the activities taking place in schools due to technological advances. (Williams, 1989)

The 21 Educators consisted of technology teachers and technology teacher educators from around the country.  There were two directors, Thomas Wright from Ball State University & Len Sterry from University of Wisconsin-Stout.  Some of the Participants that contributed to Jackson’s Mill included Myron Bender (University of North Dakota), M. James Bensen (University of Wisconsin-Stout), E. Keith Blankenbaker (Ohio State University), Frank Field (University of New Mexico), James Good (Greece Public Schools, New York), Robert Habingreither (Southwest Texas State University), Les Litherland (Jefferson County Schools, Colorado), and Michael Steczak (Graphic Arts Tech. Foundation, Pennsylvania).  Consultants for the project included Michael Adams (State University College at Oswego), Earl Gates (Greece Public Schools, New York), and George Maugham (West Virginia University).  Other than the 21 educators that participated there was a great deal of input and feedback from other teachers around the country. (Jackson’s Mill Project, 1981)

It is important to get input from public school teachers that directly teach the devised curriculum, as well as from professors who prepare and train the future educators.  Part of their task was to develop program structures and arrange content for delivery to various size schools.  The content was to be selected from the taxonomies that were to be developed from each content area.  Last was to develop basic outlines for each course in each suggested program.  (Jackson’s Mill Project, 1981)

Personal computers (PC) introduced by IBM

International Technology Education Association

AIAA became known as ITEA in 1985. ITEA has served the profession in many ways. The organization has created and contributed to the following:

• Jackson’s Mill Industrial Arts Curriculum Symposium

• Standards for Technology Education

•  Work with Accreditation Agencies

•  Philosophical Documents- “This We Believe”, “Technological Problem Solving”, “A Conceptual Framework for Technology Education”, etc. (547)

The ITEA also serves the profession with publications such as The Technology Teacher and Journal of Technology Education. These publications serve members with new ideas and the latest developments in technology education.

Technology Education Collegiate Association (TECA)

The American Industrial Arts College Student Association (AIACSA) became TECA in 1985. “The mission of the Technology Education Collegiate Association is to involve and motivate future technology teachers in professional and leadership development activities…(Betts, Van Dyke, 1989, 122). TECA members also participate in competitive events like TSA, which include manufacturing, problem solving, video productions, and etc.

Technology Education for Children Council (TECC)

The TECC works hard to raise awareness of elementary school technology education. Some of the major accomplishments of this council has been the establishment of workshops, monographs, yearbook contributions, research, grants and rewards at the national conference.

Council of Technology Education Association (CTEA)

The American Council of Industrial Arts State Association Officers (ACIASAO) changes its name to the Council of Technology Education Association (CTEA) in 1986.

The CTEA was dissolved in 1991 because of three factors:

• duplication of efforts with those of ITEA regional representatives

• financial considerations 

• low membership

Council on Technology Teacher Education (CTTE)

The Council on Technology Teacher Education (CTTE) became the new title for the former American Council of Industrial Arts Teacher Education (ACIATE).

U.S.S.R. launches Mir  space station

International Technology Education Association Council of Supervisors (ITEA-CS)

In 1987, the American Council of Industrial Arts Supervisors (ACIAS) was renamed ITEA-CS.

Technology Student Association (TSA)

The name change from AIASA to TSA occurred in June 1988, (Betts, VanDyke, 1989, 101). Today, TSA is a national club comprised of only secondary school students. “ The general purposes of national TSA focus on the personal, intellectual, and career development of students… (Betts, VanDyke, 1989, 101). TSA today also enables secondary school students to compete in technical events in such areas as technical presentations, graphic communications, CO2 drag races, and etc. Over the years, TSA members have moved into the teaching ranks of this field and continue to provide support for encouraging new members of TSA in the quest for inspiring future members to become technology teachers.

Technology for All Americans Project (TfAAP)

ITEA formed TfAAP to create and publish the Standards. TfAAP was divided into two teams which were the Standards Team and the Advisory Group. The Standards Team was responsible for creating and refining the Standards. The Advisory Group “... advised the project on the process of developing standards and gave input into the wording of the standards.” (ITEA, 2000, 208). After much development and revision, the Standards were released in 2000.

Princess Diana Dies in car crash

Scientists clone sheep

   Standards for Technological Literacy: Content for the Study of Technology

In an effort to show public school education that technology education should be an essential field of study,  standards were developed and implemented in 2000. These standards for technology education describe what the content should be for the elementary, middle and high school grades. The standards are for teachers, curriculum developers, administrators, parents, and others to use towards promoting technological literacy for all and to ensure that all students receive the best that technology education has to offer (ITEA, 2000).

Colleges Offering Technology Teacher Education Programs

Alcorn State University                                                             http://www.alcorn.edu/

Andrew University                                                                        http://www.andrews.edu/academic/cot/tech_ed.php3  

Appalachian State University                                                 http://www.appstate.edu  

Arizona State University                                                            http://www.asu.edu/  

Austin Peay State University                                                    http://www.apsu.edu  

Ball State University                                                                    http://www.bsu.edu  

Berry College                                                                                   http://www.berry.edu/main.html  

Bowling Green State University                                              http://www.bgsu.edu  

California Polytechnic State University                             http://www.calpoly.edu  

California State University, Chico                                         http://www.csuchico.edu/  

California State University, San Bernardino                    http://www.csusb.edu  

California University                                                                   http://www.cup.edu  

Carnegie Institute of Technology                                         http://www.cmu.edu/  

Central Connecticut State University                      http://wwwst.ccsu.ctstateu.edu/programs/information/te1.html 

Central Connecticut State University                                http://www.ctstateu.edu  

Central Michigan University                                                  http://www.iet.cmich.edu/ 

Cheyney University                                                                    http://www.cheyney.edu/  

Chicago State University                                                        http://www.csu.edu/  

Clemson University                                                                   http://www.clemson.edu  

College of Technology Tunxis Community-Technical College         http://tunxis.commnet.edu/   

East Carolina University                                                         http://www.ecu.edu  

East Tennessee State University                                       http://www.etsu-tn.edu/  

Eastern Illinois University                                                     http://www.eiu.edu  

Eastern Kentucky University                                                http://www.eku.edu  

Eastern Michigan University                                                 http://www.emich.edu/public/bted/techdesign.html 

Eastern Washington University                                           http://www.ewu.edu/  

Emporia State University                                                        http://www.emporia.edu/  

Fitchburg State College                                                           http://www.fsc.edu/  

Florida A & M University                                                           http://www.famu.edu/acad/colleges/sjmga/  

Fort Hays State University                                                     http://www.fhsu.edu  

Georgia Southern University                                               http://www.gasou.edu  

Gwinnett Technical College                                                 http://www.gwinnett-tech.org