Reporting on the Status of Technology Education in the US: The Data on STL and AETL Usage Is Positive in the Respect that More and More States Are Becoming Informed about What Technology/Technological Literacy Encompasses

The International Technology Education Association's Technology for All Americans Project (ITEA-TfAAP) conducted a survey in the spring and summer academic semesters of 2004 to determine the current state of technology education. This survey was a follow-up to a 2001-2002 study by Pamela Newber...

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Bibliographic Details
Published inThe Technology teacher Vol. 64; no. 2; pp. 28 - 35
Main Authors Meade, Shelli D, Dugger, William E., Jr
Format Journal Article
LanguageEnglish
Published Publications Department, International Technology Education Association 01.10.2004
International Technology Education Association
Subjects
Analysis
Educational Legislation
Faculty Development
Federal Legislation
No Child Left Behind Act 2001
State Standards
Study and teaching
Technical education
Technological Literacy
Technology
Technology Education
United States
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Summary:The International Technology Education Association's Technology for All Americans Project (ITEA-TfAAP) conducted a survey in the spring and summer academic semesters of 2004 to determine the current state of technology education. This survey was a follow-up to a 2001-2002 study by Pamela Newberry, former staff member at TfAAP, in 2000-2001 (Newberry, 2001). It is intended to contribute to longitudinal data on technology education. As indicated by Newberry, states in the last two decades have moved toward mandating a core set of subject areas for all students as a way to meet national educational standards. This trend has been encouraged by the need for states to comply with the No Child Left Behind (NCLB) Act in terms of accountability. This survey sought to obtain a snapshot of the current state of technology education and place the data obtained in the context of the standards movement, NCLB requirements, and the increasing need for a technologically literate citizenry. Considered in totality, the survey data and the implications of that data reinforce the need for continued implementation and dissemination of STL and AETL, with an emphasis on professional development and outreach efforts.
ISSN:0746-3537