TTE 261
Foundations of Technical
Education
Lesson Six
DEVELOPMENT OF VOCATIONAL
EDUCATION
AND TECHNOLOGY EDUCATION
PROGRAMS
This section will focus on examining the area of technology education. Through this brief
examination we will learn not only what technology education is but also how it can compliment
vocational/technical education and support the KERA goals. While many view technology education
as nothing more than, "shop class," this discipline does much to prepare students to meet the
demands they will face in their future.
Philosophy
Technology education should be described as the "new basic" in education because it develops
and enhances students’ technological literacy (an understanding of how technology systems function
and impact society, the environment and the global economy). Technology education should be
"activity based" and should include topics related to invention, intervention and innovation.
Technology education should address individual rights and responsibilities and should provide
opportunities for students to understand the impact of technology upon their lives and futures, thus
causing students to cope with and learn to change; apply tools, materials, processes and concepts
efficiently as these relate to technology; develop and apply creative problem solving techniques and
critical thinking skills; apply science, math and communication skills; become a technology wise
consumer; and become aware of careers and make intelligent choice, thus impacting the economy as
well as productivity. Technology education should be available to all students.
Definition:
Technology education is a comprehensive action-based educational program concerned with
technical means, their evolution, utilization, and significance. Technology education is also concerned
with industry, its organization, personnel, systems, techniques, resources, and products as well as
their social and cultural impact.
Technology education programs provide many benefits to their students. Technology education can
help students to:
Know and appreciate the importance of technology
Apply tools, materials, processes and technical concepts safely and efficiently
Uncover and develop individual talents
Apply problem solving techniques
Apply other school subjects
Apply creative abilities
Deal with forces that influence the future
Adjust to the changing environment
Become a wiser consumer
Make informed career choices
Curriculum Structure
Technology education should be implemented at all levels in the schools. A model for the
curriculum structure for technology education is shown below. At the elementary school level, grades
k-6, the goal for technology education is learning reinforcement and technological awareness.
Orientation and exploration is the goal for technology education at the middle school or junior high
school, grades 6-9. The primary purpose of technology education at the high school, grades 9-12, is
preparation in technology.
Grade Level
Program Goal
Grades 9-12
High School
Goal: Preparation in Technology
Grades 6-9
Middle School of Junior High School
Goal: Orientation and Exploration
Grades K-6
Elementary School
Goal: Learning Reinforcement and
Technological Awareness
A detailed explanation regarding the description of the curriculum structure and recommended
courses for technology education at the elementary, middle, and high school will be presented next.
Elementary School
Learning Reinforcement and Technological Awareness
Elementary school technology education experiences are designed to assist in the attainment of
educational goals of the total elementary school program. These experiences orient students to
technology, develop personal psychomotor skills and refine attitudes about technology’s influence on
society. The technology education program activities should be integrate into the total elementary
school curriculum and these activities provide students with experiences which reinforce the
curriculum.
Technology Education at the elementary school:
1. Provides opportunities for children to learn fundamental concepts on how people create and
control their environment.
2. Reinforces and enriches concepts in the sciences, mathematics, language arts and other subject
areas in the elementary curriculum.
3. Allows students to work with tools, materials and technological concepts and processes.
Develops technological awareness.
More information on technology education at the elementary school level can be found through the
Kentucky Department of Education at elementary programs.
Technology Education at the Middle of Junior High School Level
Orientation and exploration
The technology education program at the middle school or junior high school level is exploratory
in nature. At this level, students investigate and examine the five broad content areas of technology
education which are communication, construction, manufacturing, transportation, and
bio-technology. It is recommended that all students take technology education at this level whether
they have future education plans to enter college or to pursue a vocation after high school regardless
of their career goals. Technology education courses at the middle school level should be designed to
lead into a well articulated series of courses at senior high school and post-secondary levels.
As a result of taking technology education at the middle school level, all students can begin to
develop their innate talents, attitudes and skills to better live in our technological world. Problem
solving, career orientation, and learning for tomorrows adaptive environment are cornerstones of the
technology education program at the middle school or junior high school.
As a result of taking technology education, students will:
1. Appreciate the scope of contemporary technology
2. Safely use basic tools, machines, materials and processes associated with technology
3. Identify occupational fields and educational programs in technological career fields; study and
analyze the materials, products, processes, problems, uses, developments and contributions of these
related career fields
4. Experience the organization and management systems of business and industry
5. Research, plan, design, construct and evaluate problems and projects common to technological
career fields
More information on technology education at the middle or junior high school level can be found
through the Kentucky Department of Education at Middle School Programs.
Technology Education at the High School Level
Preparation in Technology
The senior high school technology education program is technological in nature and it is designed
to provide students with an in-depth foundation for career preparation at the secondary or
post-secondary levels. Students will gain an adaptability leading to consumer awareness and
personal enrichment as well as occupational readiness. Students pursuing engineering and scientific
careers in colleges or universities will gain much from taking certain technology courses. Also,
students will develop transferable skills for life or further education. The program compliments the
middle school curriculum and offers sequential courses which build on previously learned content
without repetition.
As a result of taking technology education students will:
1. Experience the practical application of basic scientific and mathematical principles
2. Make decisions regarding post-secondary technology careers, engineering programs or service
related fields
3. Make decisions with regard to advanced vocational education programs
4. Gain an in-depth understanding and appreciation for technology in our society and culture
5. Develop basic skills in the proper use of tools, machines, materials and processes.
6. Solve problems involving the tools, machines, materials, processes, products and services of
industry and technology
More information on technology education at the middle or junior high school level can be found
through the Kentucky Department of Education at High School Programs.
Objectives in Technology Education
"The goals for technology education in Kentucky are to prepare students to cope with this
constant change process. The purpose of technology education is to develop technologically literate
people who can apply technological knowledge to solve problems and satisfy human needs."
(http://www.kde.state.ky.us/blss/osis/dsve/TEGOALS.HTM) The program goals for technology
education programs in Kentucky are expanded upon at Program Goals.
Technology Education Supports KERA Goals
KERA Goals
Goals of KY Technology Education
Goal 1: Students are able to use basic
communication and mathematics skills
for purposes and situations they will
encounter throughout their lives.
Students Shall:
-Utilize academic and technological skills to
solve real life problems and integrate
technological knowledge with past
experiences from various academic disciplines
to further the development of lifetime learning
skills
Goal 2: Students shall develop their abilities
to apply core concepts and principles from
sciences, the arts, the humanities, social
studies, practical living studies, and
vocational studies to what they will encounter
throughout their lives.
Students Shall:
-experience and understand tools, equipment,
material processes and technological
concepts, and apply science, math,
communication and history skills to the
solution of technical problems
Goal 3: Students shall develop their abilities
to become self-sufficient individuals.
Students Shall;
-experience success in action based
technology education activities; use
appropriate data and information to explore
careers in technology related occupations, and
develop the technological knowledge
necessary to be a self-sufficient individual and
to make intelligent choices
Goal 4: Students shall develop their abilities
to become responsible members of a family,
work group, or community, including
demonstrating effectiveness in community
service.
Students Shall:
-develop leadership techniques,
communication skills, and creative abilities
through students organizations
Goal 5: Students shall develop their abilities
to think and solve problems in school
situations and in a variety of situations they
will encounter in life.
Students Shall:
-investigate and use materials, information and
systems; consider and use the resources,
techniques and equipment relevant to a
particular context; and utilize critical thinking
skills to identify and solve problems in
situations which will be encountered
throughout life
Goal 6: Students shall develop their abilities
to connect and integrate experiences and
new knowledge from all subject matter fields
with what they have previously learned and
build on past learning experiences to acquire
new information through various media
sources.
Students Shall:
-apply science, math. Communication and
history skills to the solution of technical
problems, and become a "technology wise"
consumer
Along with technology education many other industrial/technical programs are offered as both
general education offerings within individual school districts and as vocational education offerings
with an increased emphasis on employment skills. The following is a short summary of several major
vocational/technical disciplines that are common to many schools and area technology centers today.
Agricultural Education
Agricultural education covers many diverse aspects of the agriculture industry. In general,
however, the purpose of agriculture education is to provide education in and about the field of
agriculture. This goal can be broken down into three primary activities. First, agricultural education
provides individuals with the competencies needed to function and advance in the field of
agriculture. Second, agricultural education provides general knowledge of the importance of
agriculture in society. Finally, agricultural education provides leadership and personal enrichment
opportunities through its various student organizations such as Future Farmers of America (FFA)
and National Postsecondary Agricultural Students (PAS) (Scott, 14).
Like many disciplines in the field of vocational/technical education agricultural education is
becoming more technically advanced with the introduction of such fields as biotechnology and
genetic engineering. To meet these increasing demands agricultural education utilizes a combination
of classroom instruction, laboratory instruction, supervised work experience, and student
organization experience to train its students. General course offerings in the field of agriculture
education usually include the following: agricultural plants and animals, agricultural mechanics,
agricultural sales and service, forestry, ornamental horticulture, agricultural products and processing,
natural resources, specialty animals, agribusiness, agriscience, and other specialties (Scott, 16).
Business Education
Business education classes serve two primary goals. First, business education provides general
skills that will help in both the labor market and personal finance management of the non-vocational
tract student. Business education also serves a more vocationally directed goal of preparing students
for the particular occupational competencies they will need to meet the demands of modern
business. As a result of its broad applicability, business education is the most popular of all
occupational programs offered at secondary schools.
Like agriculture, the technical aspects of business education are changing rapidly. Changes in
computers, software, and other related technologies require constant changes in both curriculum and
instructional practices. Business education, because of its technical nature, is almost always offered
in a laboratory setting. Modern demonstration and monitoring technologies have made teaching in a
laboratory setting increasingly more practical. Like agriculture, however, business education does
not rely solely on laboratory experiences but also utilizes the valuable resources of participation in
students organizations such as Future Business Leaders of America (FBLA) and Business
Professional of America (BPA). General course offerings in the field of business education usually
include the following: keyboarding, word-processing, database management, business graphics,
electronic publishing, and a myriad of other business related courses (Scott, 18).
Family and Consumer Science Education
Family and consumer science education represents the evolution of what was formerly called
home economics education or homemaking education. Family and consumer science now
encompasses much more than simple cooking or sewing, rather, family and consumer science is
concerned with a more holistic educational approach. The three part aim of family and consumer
science is to, empower individuals, strengthen families, and enable communities (Scott, 20).
To accomplish these aims family and consumer science education takes two primary paths. The
first is non-vocational and includes homemaking and consumer education training. The second is
vocational in nature and includes training in paid occupations that utilize skills in the family and
consumer sciences such as childcare and eldercare, as well as many of the food service
occupations. Family and consumer science draws from many disciplines and includes course
offerings such as: consumer skills, parenting, interpersonal and communication skills, clothing and
textiles, nutrition, health and wellness, consumer education and resource management, and a host of
other offerings designed to meet the objectives of family and consumer science (Scott, 22). Like the
other disciplines mentioned above student organizations play a critical role in family and consumer
science education. These organizations include Future Homemakers of America (FHA) and its
related chapter Home Economics Related Occupations (HERO).
Health Occupations Education
Health occupation education is designed to provide students with career options in a wide variety
of health related fields. Because of the high demand for health field workers now and the projected
increase in demand for health workers in the future, health occupations education is enjoying fast
growth.
Health occupation programs are found at both the middle school and high school levels. At the
middle school and early high school levels programs focus on introducing individuals to the
opportunities that exist in the health care industries. At the advanced high school level students gain
experience and knowledge in the field through practicums and job shadowing opportunities. Health
occupation education utilizes a combination of both classroom instruction and laboratory experiences
as well as practical work experience to accomplish its educational gaols. Many health occupation
opportunities require post secondary schooling that can last from one to four or more years. Student
organizations again provide an integral part in health occupation training. These organizations include
Vocational Industrial Clubs of America (VICA), and Health Occupation Students of America
(HOSA).
Those areas listed above represent some of the major areas of vocational /technical education
training provided today. This list is, however, not exhaustive. These disciplines demonstrate the
training and education that can take place as both general education offerings and vocational training
opportunities. Other areas not mentioned include such fields as marketing education, technical
education, and trade and industrial education.
References
Scott, J. L., Sarkees-Wircenski, M., Overview of Vocational and Applied Technology Education,
Homewood, IL.: American Technical Publishers., 1996.
For Further Study
1. Using one of the technical areas presented in this lesson describe how this discipline could be
used to accomplish at least three of the six KERA academic goals and expectations. Example: “
Family and consumer science education meets KERA goal six by…”