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Identifying the Paradigm of Design Faculty in Undergraduate Technology Teacher Education in the United States

Authors:

Scott A. Warner ,

Millersville University of Pennsylvania, US
About Scott
Assistant Professor in the Department of Industry and Technology at Millersville University of Pennsylvania.
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Laura Morford Erli,

East Side Middle School, US
About Laura
A Technology Education Teacher at East Side Middle School, Anderson, Indiana.
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Chad W. Johnson,

West Washington Junior / Senior High School, US
About Chad
A Technology Education Teacher at West Washington Junior / Senior High School, Campbellsburg, Indiana.
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Scott W. Greiner

Sears Holding Corporation, US
About Scott

A Management Trainee, Sears Holding Corporation, Hermitage, Tennessee.

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Abstract

Davis, Hawley, McMullan and Spilka, in the book Design as a Catalyst for Learning (1997), repeatedly made reference to the “growing evidence that design is a powerful tool for transforming curriculum and accommodating the variety of ways in which students learn” (p. xiv). This acknowledgement of the importance of design as a means for promoting a diverse learning environment within a dynamic curricular setting has manifested itself through the ideals expressed in the Standards for Technological Literacy (Standards)(ITEA, 2000). This important document has firmly established for the profession of technology education the role of design as a tool for both investigating and developing the technological world.

How to Cite: Warner, S. A., Erli, L. M., Johnson, C. W., & Greiner, S. W. (2011). Identifying the Paradigm of Design Faculty in Undergraduate Technology Teacher Education in the United States. Journal of Technology Education, 18(2), 68–87. DOI: http://doi.org/10.21061/jte.v18i2.a.5
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Published on 22 Mar 2011.
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