Beginning in 1998, the editors of "Technology and Children" ("T&C") have included 72 different children's books in a regular feature called "Books to Briefs." These columns are offered to teachers as a means of integrating design and technology activities into elementary-school curricula via children's literature. The purpose of this study was to…

Discusses the theory and practice of case study analysis and its appropriateness as a method for technology education research. Describes how to identify suitable problems, conduct literature reviews, and analyze and interpret cases. (Contains 60 references.) (SK)

Surveys the history of elementary-school technology education from the establishment of industrial arts in the progressive era through the 1990s. Considers repeated patterns of historical impediments to its widespread implementation and identifies failure to resolve recurring issues in the field. (JOW)

Survey responses from 131 technology education leaders (88%) ranked preferred methods for elementary, middle school, and high school technology education in public schools. They preferred technology education as method for elementary students and from an organizational (modular) standpoint for middle schools. There was no clear consensus about…

Suggests that elementary educators may be receptive to technology education because of the relevant, authentic experiences needed in the elementary classroom and an interest in teaching children about technology. Provides examples of adapting secondary technology activities to the elementary level. (JOW)

The activity orientation of technology education should be attractive at the elementary level. Once technology educators begin to understand the psychology of elementary school children, they should be able to use appropriate methods to reach them. (JOW)

Observations of and interviews with 28 second- and fourth-grade students and 2 teachers revealed that elementary technology education activities increased technological capability and knowledge, improved attitudes toward technology, and provided practice in perceptual and psychomotor skills. (Contains 32 references.) (SK)

Almost every K-8 technology activity includes feedback. Technology teachers generally view the input-process-output paradigm as being incomplete. A step toward completion would be the inclusion of a "feedback" component incorporating reengineering. This article provides an example of how one activity evolved through several stages to include…

Elementary school technology education exists in all of the traditional school subjects and often remains isolated and foreign when teachers fail to perceive its importance. Technology changes the way children process information and it should be integrated into the curriculum. (JOW)

The early intentions of Russell, Bonser, and Mossman to have industrial arts be a study of society and culture were never realized. Today, technology education continues to emphasize the technical aspects of industry and technology and not the social dimensions. (SK)

Argues that the philosophy and strategies of technology education are not new. They have existed for years as the ideals of industrial arts. Suggests that technology education should be viewed as the final realization of the promise of industrial arts. (SK)

An historical review suggests that the current state of practical and vocational education is not unique. History shows that popular programs such as school-to-work and tech prep will not endure if past mistakes such as indecision and inability to change are repeated. (SK)

Survey responses (n=131) from technology education leaders (teachers, supervisors, teacher educators, professional association boards) showed significant agreement on curriculum approaches: very strong at the elementary level, less so in high schools. In elementary schools, technology education was viewed as method, in middle schools as an…

An elementary education technology unit that involved converting decimal numbers into binary ones used an experiential method based on mass production. The children thus learned about place value, symbolic logic, practical math, and mass production, and at the same time such skills as following directions and listening attentively were reinforced.…

According to Standards for Technological Literacy (STL; ITEA, 2000/ 2002), technology education can play an important role in integrating the subjects of the K-12 curriculum. In fact, STL, developed with a "cross-disciplinary perspective," (Dugger, 1999) overlaps considerably with other common school subjects, especially social studies and…