TTE 261
Foundations of Technical
Education
Lesson One
IMPORTANT TERMS
Introduction
As a technical teacher, you are expected to have an understanding of certain basic terms
related to the area in which you teach. Technical teachers were among the first teachers of
organized subject matter. Our history dates back to the time when one person taught
others how to perform certain occupational tasks in order to earn a living or contribute
more effectively as a laborer.
In this lesson, we will define briefly some of the many terms which you will encounter as a
technical teacher. You should place these terms in your technical teacher "vocabulary".
You may need to review these terms and discuss them with others later. Many of the terms
presented here will be covered in greater detail in other parts of the handbook.
Important Terms:
Education
General Education
Vocational Education
Technical Education
Industrial Education
Practical Arts
Technology Education
Manual Training
Manual Arts
Industrial Arts
Definition of Terms for Technical Programs
Now let’s briefly define some of these important terms. The list that follows provides a
brief working definition of the "Important Terms" listed in this chapter. Refer to Figure
1-1, which describes a model of the relationship of general education and vocational
education. This model will help put the terms in perspective.
Education is the process of transmitting knowledge. Schools of various types are
ordinarily the vehicle for this transfer of knowledge. Life - long learning should be
the ultimate purpose of the educational experience. Adult education is becoming
more and more important as we prepare students for changes which occur in our
society and in technical education.
General Education is the education which everyone needs, no matter what they do in
life. A body of knowledge needed by all comprises the general education program at
all levels of education, including elementary, secondary, and post-secondary
programs.
Vocational Education is the preparation for some field of work. Typically this type of
education consists of a series of organized and controlled experiences arranged to
prepare people for socially-useful employment or to increase the effectiveness of
those already employed. Preparation or upgrade experiences include vocational
agriculture, vocational home economics (consumer science and family studies),
business and office education, vocational - industrial (formerly called trade and
industrial) education, cooperative education, and health services occupations, and
others such as fire science and occupational safety. Vocational education provides
skilled manpower and contributes significantly to our economy. Ordinarily vocational
education involves: (1) mastery of skills and procedures needed for an occupation,
(2) mastery of technical and related knowledge; and (3) the development of social
and personal traits necessary for successful job performance. Typically grades 11
through post-secondary are the primary segments of our educational programs where
vocational education is offered.
Technical Education is used in this handbook to describe all education of a technical
nature. Such education is math and science oriented. For the purposes of this
reference, technical education includes vocational education and technology
education courses. Some define technical education classes as those which ordinarily
require at least an Associate of Science (2-year) college degree; however, in recent
years the phrase "technical education" has become more generic as a common body
of knowledge. Notice in the model of Figure 1-1 that the "Technical Education"
block is attached to "Vocational Education", all of the "Practical Arts" courses,
including "Technology Education" and the "Math and Science" block. Math and
science are the common elements of technical education.
Industrial Education is a generic term used to describe programs which derive their
content from industries of various types. Industrial education programs include both
general and vocational education, technology education, vocational-industrial
education (also called "trade and industrial education"), health services, fire science
and occupational safety, and other programs which are industry-based. Instruction in
industrial education programs is technical in nature and relies on a strong technical
as well math and science foundation.
Practical Arts have been defined as general education classes such as general
agriculture, general family and consumer science (home economics), general
business, technology education ( industrial arts). These programs also involve the
application of science and math and emphasize the importance of work and vocations.
They are typically part of the student’s middle school and early high school
experiences. Orientation to these areas often takes place as part of other classes in
elementary schools.
Technology Education is a general education program which provides occupational
information and guidance. Basic skills are taught as they relate to our industrial
system. Technology education is taught at the elementary, middle school and high
school levels. The content of technology education courses involves four major
areas: (l) communications systems, (2) construction systems, (3) manufacturing
systems, and (4) transportation systems. Another area which is sometimes included
is bio-related systems. Technology education evolved from industrial arts programs.
Manual Training refers to a program which is a historic term describing education of
the mind through handwork instruction in industrial processes. Such programs
usually consisted of woodwork and mechanical drawing and started in the 1870’s.
They provided the necessary foundations to enter a trade and became part of the
high school general education program. Manual training evolved into manual arts.
Manual Arts is a term used to describe subjects such as woodworking, mechanical
drawing, metalworking, and printing. These programs started in the 1890’s and were
part of the high school general education curriculum. They stressed a variety of
exercises and practical projects of personal value. Such programs were another part
of the development of occupational-related programs which were part of general
education.
Industrial Arts evolved from manual arts and started in the U. S. in 1904. Industrial
arts is a term which has been used until recently to describe general education
programs which provide a knowledge of tools, materials and processes of industry.
Industrial arts was basically a shop or laboratory subject area such as woodworking,
metalworking, graphic arts, or electricity intended to promote the development of
skills, knowledge and attitudes related to various aspects of industry. The
development of industrial arts programs has evolved into the present-day technology
education programs.
Figure 1.1 Diagram Showing the Relationship Between General Education
and Technical Education.
Foundations for Technical Teachers
The so-called "foundations" of technical teaching include historical, economic, sociological,
and psychological principles involved in the development of technical education. We should
gain an understanding of our history or heritage -- how technical education has evolved and
progressed through the years to its present level of sophistication. We also need a
knowledge base to better guide others through our technical awareness.
Programs of an occupational nature, such as vocational courses and technology education
courses, have evolved with the influence of European concepts and various American
personalities. Federal and State legislation which has provided funding has also impacted
technical education.
References
Emerson, Lynn A., Vocational Technical Education for American Industry., Washington,
D.C.: U.S. Department of Health, Education and Welfare, 1958
Definition of Terms in Vocational and Practical Arts Education, Washington, D.C.:
American Vocational Association, 1954
Roberts, Roy W., Vocational and Practical Arts Education (2d edition), New York:
Harper and Row Publishers, 1965
Evans, Rupert and Edwin L. Herr, Foundations of Vocational Education (2d
edition),Columbus: Charles E. Merrill Publishing Co., 1978
For Further Study
1. Check out the following internet sites and describe what you find --- ava.org,
nait.org, itea.org.
2. List at least 10 additional reference sources which you could use to find
information on the terms in this chapter. Try to find at least two in each category:
(l) World Wide Web
(2) Books
(3) Magazines and Journals
(4) Other Sources
3. Give a very brief definition of each of the "Important Terms" of Ch. 1. Use these to help
you remember the terms.
4. Begin a portfolio to be developed as you complete each chapter in this handbook. Plan
your portfolio so that you can neatly and efficiently organize your course materials. Place
your responses to items 1 through 3 in this section to begin your portfolio.