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Reading: Technology Education and History: Who’s Driving?

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Technology Education and History: Who’s Driving?

Author:

John Pannabecker

Hesston College, US
About John

A grant writer at Hesston College, Kansas. From 1982 to 2000, he taught industrial and technology education at the undergraduate level.

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Abstract

Standard 7 of Standards for Technological Literacy calls for understanding “the influence of technology on history” (ITEA, 2000 [hereafter STL], p. 79). Standard 7 and its STL narrative are a curious mix of myth and outdated historiography (the way history is conceptualized and written). Even more problematic, they imply a perspective that is inconsistent with the basic assumptions of technology education as expressed in Standard 6, which focuses on the “role of society in the development and use of technology” (STL, p. 73). Standard 6 focuses on humans’ active role while Standard 7 avoids humans’ active role in favor of how technology influenced history. Why are standards 6 and 7 so opposite in conception? What difference does it make? How could we redesign Standard 7 to reflect an active human role in history?
How to Cite: Pannabecker, J. (2004). Technology Education and History: Who’s Driving?. Journal of Technology Education, 16(1), 72–83. DOI: http://doi.org/10.21061/jte.v16i1.a.5
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Published on 22 Sep 2004.
Peer Reviewed

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