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Reading: Technology and Efficiency: Competencies as Content

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Technology and Efficiency: Competencies as Content

Author:

Dennis Herschbach

University of Maryland, US
About Dennis

Associate Professor in the Department of Industrial, Technological and Occupational Education, University of Maryland, College Park, MD.

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Abstract

Curriculum proposals and counter proposals characterize technology education. Some proposals enjoy widespread attention, others attract only momentary notice. Considerable incongruity, moreover, sometimes exists between stated objectives and the methods proposed to achieve them (Clark, 1989). One source of uncertainty is the lack of clearly articulated curriculum designs. A curriculum design pattern provides a logical way to organize instruction. However, as Eagan (1978) observes, uncertainty over how the curriculum should be organized leads to uncertainty about content.

How to Cite: Herschbach, D. (1992). Technology and Efficiency: Competencies as Content. Journal of Technology Education, 3(2), 15–25. DOI: http://doi.org/10.21061/jte.v3i2.a.3
Published on 22 Mar 1992.
Peer Reviewed

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