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Reading: Positioning Technology and Engineering Education as a Key Force in STEM Education

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Positioning Technology and Engineering Education as a Key Force in STEM Education

Authors:

Greg Strimel ,

West Virginia University
About Greg
Director of K-12 Initiatives and Academic Innovation at West Virginia University.
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Michael E. Grubbs

Baltimore County Public Schools, US
About Michael
Supervisor of Technology and Engineering Education for Baltimore County Public Schools.
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Abstract

As the presence of engineering content and practices increases in science education, the distinction between the two fields of science and technology education becomes even more vague than previously theorized. Furthermore, the addition of engineering to the title of the profession raises the question of the true aim of technology education. As a result, the technology and engineering education community must effectively communicate its role in an evolving STEM education landscape. During this time of change, it is important that we understand how the technology education profession has transitioned in the past while we figure out how to balance traditions and contemporary needs. The authors present three pathways that appear most salient in moving forward: (1) adhering to the fundamental goals of technology education, (2) collaborating with science education to potentially become a core discipline, or (3) revitalizing the field through a shift to engineering education. A final recommendation is made to energize the field by centering on becoming a true provider of K–12 engineering education.
How to Cite: Strimel, G., & Grubbs, M. E. (2016). Positioning Technology and Engineering Education as a Key Force in STEM Education. Journal of Technology Education, 27(2), 21–36. DOI: http://doi.org/10.21061/jte.v27i2.a.2
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Published on 22 Mar 2016.
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