Start Submission Become a Reviewer

Reading: Curriculum Consonance and Dissonance in Technology Education Classrooms

Download

A- A+
Alt. Display

Research

Curriculum Consonance and Dissonance in Technology Education Classrooms

Author:

Ryan Brown

Illinois State University, US
About Ryan

Ryan Brown (rbrown@ilstu.edu) is an Assistant Professor of Curriculum and Instruction at Illinois State University, Normal.

X close

Abstract

In a time of increased accountability, a tightened curriculum, and fewer curricular choices for students, technology education in the United States is in the position of defending itself by “carving a niche” (Meade, 2004, p. 24) in the school curriculum. Justifying the place of technology education is becoming increasingly difficult, as there has been little agreement in either policy or practice over the definition and function of technology education. Within the past several decades, the International Technology Education Association (ITEA) has taken on the task of defining the nature of technology education and has created a series of standards, benchmarks, and curriculum documents that are focused on that goal. As Thornton (1988) noted, however, “curriculum decisions are ineffective unless they affect what teachers do in classrooms and what students learn” (p. 308).
How to Cite: Brown, R. (2009). Curriculum Consonance and Dissonance in Technology Education Classrooms. Journal of Technology Education, 20(2), 8–22. DOI: http://doi.org/10.21061/jte.v20i2.a.1
1
Views
Published on 22 Mar 2009.
Peer Reviewed

Downloads

  • PDF (EN)