COURSE OF STUDY

 

TTE 261

FOUNDATIONS OF TECHNICAL EDUCATION

 

 

I.            CATALOG DESCRIPTION:

 

A study of the historical, philosophical, economical, sociological and psychological foundations of career and technical education related to elementary, secondary and post-secondary education.

 

II. SEMESTERS OFFERED: TBD

           

III. CREDIT HOURS: Three (3) semester hours

 

IV. RECOMMENDED SIZE OF CLASS: 25 to 30

 

V.            TEXTBOOK(s):

 

            Overview of Vocational and Applied Technology Education by Scoot and Wircenski. American Technical Publishers, 1996.

 

VI. OTHER MATERIALS FURNISHED BY STUDENT: None

 

VII.            COURSE OBJECTIVES:

 

            To create learning situations that will cause the student to become one who:

 

            A. Understands the historical development of technical education.

 

            B. Understands technology education (Levels I, II and III) as it meets the career needs of students.

 

            C. Understands the organizational objectives of various types of technical education programs.

 

            D. Understands the organization of technical programs at the local, state and national levels.

 

            E. Is familiar with the definitions of Vocational Education , General Education, Vocational-Industrial Education, Industrial Arts, Industrial Education, Technology Education and Tech Prep.

            F. Is familiar with the with the educational objectives of Vocational Education and Technology Education Programs.

 

G. Is familiar with many of the modern concepts of Vocational Education and Technology Education.

 

 

H. Understands the economic, sociological and psychological foundations of technical education programs.

 

            I. Understands the relationships of technical education to other facets of education.

 

 

VIII.            COURSE OUTLINE:

 

            A. History and Development of Technical Education

            1. European concepts and personalities

            a. Russian system

            1) Della Vos

            b. Sloyd system

            2) Larsson

            2. American concepts and personalities

                        a. Manual Training

                        1) Runkle

                        2) Woodward

                        b. Arts & Crafts Movement

                        1) Haney

                        c. Manual Arts

                        1) Bennett

                        2) Bawden

                        3) Mays

                        d. Industrial Arts

                        1) Richards

                        2) Bonser

                        e. Vocational Education

                        1) Douglas commission

                        2) Smith-Hughes Act - 1917

                        f. Industrial Education

                        1) Industrial Arts Education

                        2) Vocational Education

                        3) Technical Education

                        4) Technology Education

 

            B. Introduction

            1. Organizational Objectives of Industrial Education Continuum

            a. Level I (Grades 7, 8 & 9)

            1) Orientation

            2) Occupational information

            3) Occupational guidance

            4) Basic skill development

            5) understanding of industrial areas

            6) Offerings

            a) Visual Communications

            b) Construction

            c) Manufacturing

            d) Transportation and Power

            b. Level II (Grades 9, 10, 11 & 12)

            1) Exploration

            2) Occupational information

            3) Occupational guidance

            4) Skill development

            5) Understanding of technical occupations

            6) Offerings

                        c. Level III (Grades 11, 12 & Post-secondary)

                        1) Preparation

                        2) Occupational entry skills

                        3) Job training

                        4) Offerings

                                               

            C. Philosophical Foundations

            1. Philosophy of Vocational Education

                        a. Purpose and intent

                        b. Levels

                        1) Secondary

                        2) Post-secondary

                        3) Adult

                        c. Educational Objectives

                        d. Organizations

                        1) National

                        2) State

                        3) Local

            2. Philosophy of Industrial Arts/Technology Education

                        a. Purpose and intent

                        b. Levels

                        1) Elementary

                        2) Junior High

                        3) Secondary

                        c. Educational Objectives

                        d. Organizations

                        1) National

                        2) State

                        3) Local

            3. Recent and Modern Concepts of Industrial Education

                        a. The Alberta Plan

                        b. American Industry Project

                        c. Correlated Curriculum Project

                        d. Functions of Industry Project

                        e. Galaxy Plan for Career Preparation

                        f. Georgia Plan for Industrial Arts

                        g. IACP

                        h. IA: A Study of Industry and Technology

                        i. IA Technology: A Study of American Industry

                                   

            D. Technology Education

            1. Technology Education Defined

            a. Purpose and intent

            b. Criteria for a technology education program

            2. Instructional Content

            a. Communication

            b. Construction

            c. Manufacturing

            d. Transportation

            3. Curriculum Structure for Technology Education

            a. Elementary

            b. Middle School or Junior High

            c. High School

            4. Objectives of Technology Education

            a. Elementary

            b. Middle School - Junior High

            c. High School

            5. Program Model for Technology

            a. Small

            b. Medium

            c. Large

                       


 

E. Tech Prep/Integration

            1. Tech Prep Defined

            a. Purpose and intent

            b. Criteria for a Tech Prep program

            2. Instructional Content

            a. Applied communication

            b. Applied math

            c. Applied science

            d. Technical

            3. Curriculum Structure for Tech Prep

            a. High School

            b. Area Center

            c. Post-secondary institutions

            4. Objectives of Tech Prep

            a. Secondary

            b. Post-secondary

5.                                                                   Integration of Academics and Technical Education

f.                                                                                            Purpose

g.                                                                                           Project-Based Learning

h.                                                                                           Integrated Activities

F. Economic Foundations

            1. Labor Market

            a. Union jobs

            b. Non-union jobs

            2. Vocational Education’s Role

            a. Training

            b. Re-training

            3. Technology Educations Role

            a. Guidance

            b. Occupational information

            c. Industry’s influence on Economics

            1) Local

            2) State

            3) National

            4. Careers and Salaries

            G. Sociological Foundations

            1. Social Class Structure

                        a. Lower

                        b. Middle

                        c. Upper

            2. Industrialization and Society

                        a. Industrial Revolution

                        b. Advancing Technology

            3. Income, Class and Occupation

            4. Job Satisfaction

            5. Job Alienation

            6. Unemployment’s Impact on Society

            7. Occupational Outlook

            8. Vocational Education’s social responsibility

                        a. Realistic skills

                        b. Meaningful related knowledge

                        c. Gainful employment

            9. Technology Education’s Social Responsilbility

                        a. Basic skills

                        b. Occupational guidance

                        c. American Industrial System

                        d. Wise use of leisure

            H. Technical Education’s Relation to Public and Private Education

            1. General Education

                        a. Elementary

                        b. Secondary

            2. Career Education

                        a. K through 8

            3. Technology Education

            4. Private Educational Organizations

            5. Higher Education

                        a. Vocational Education Teacher Certification

                        1) In-service

                        2) Pre-service

                        b. Technology Education Teacher Certification

                        1) Pre-Service

                        a) Elementary

                        b) Junior High

                        c) Secondary

                                   

            I. Organization of Technical Education in Kentucky

            1. State Board of Education

            2. Kentucky Department of Education

            3. Cabinet for Workforce Development

            4. State Plan

            5. Funding

                        a. Local

                        b. State

                        c. National

            6. Kentucky Community and Technical College System (KCTCS)

 

IX.            COURSE REQUIREMENTS:

 

            A. Successfully complete written exams and assignments.

 

X.            EVALUATION PROCEDURES:

 

            A. Written exams will constitute 60% of the final grade.

 

            B. Written assignments and class participation will constitute 40% of the final grade.

 

XI.               GRADE DISTRIBUTION:

 

            A = 96 -100 (4.00)

            A- = 93 -  95 (3.67)

            B+ = 90 -  92 (3.33)

            B = 87 -  89 (3.00)

B                                         = 84 -  86 (2.67)

            C+ = 81 -  83 (2.33)

            C = 78 -  80 (2.00)

B                                         = 75 -  77 (1.67)

            D+ = 72 -  74 (1.33)

            D = 69 -  71 (1.00)

B                                         = 66 -  68 (0.67)

            F = 65 -    0 (0.00)

 

 

 

XII.      MID-SEMESTER PROGRESS REPORT:

 

One the class session ____________, all students will be informed of their semester progress. The last day to drop classes without a grade is ______________. Mid-term grades are due on ______________.

 

XIII.               INSTITUTIONAL EXPECTATIONS FOR STUDENT PREPARATION FOR CLASS:

 

This class is scheduled to meet formally fro 40 contact hours of instruction. EKU states that the minimum preparation expected of students is two hours of outside preparation for every scheduled hour of class. This means that in a class meeting 2.5 hours every week students are expected to put in an additional 5 hours outside. Activities may be in the form of homework, reading assignments, projects or performance oriented activities.

 

XIV.              AVAILABILITY OF INSTRUCTOR:

 

            The instructor wants to encourage active participation of students. There may be additional times

            when you need the instructors assistance. Please do not hesitate to seek assistance whenever needed. Phone, office and e-mail information is provided.

                       


XV.              STUDENT OPINION OF INSTRUCTION:

 

An evaluation of instruction form will be administered in this course near the end of the semester. All students are asked to complete the form. Written comments are especially encouraged as to the conduct of the class and the performance of the instructor. Students have the option of remaining anonymous when completing the form. The IDEA Student Rating Form is utilized by EKU.

 

XVI.              SCHEDULE OF CLASS ACTIVITY: (Provided separately)

           

XVII.  STATEMENT OF DISABILITY:

 

If you are registered with the Office of Services for Individuals with Disabilities, Please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations are hot registered with the Office of Services for Individuals with Disabilities, please contact the Office directly either in person on the first floor of the Turley House or by telephone at (859) 622-1500 V\TTY. Upon individual request, this syllabus can be made available in alternative forms.