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Technology as Knowledge: Implications for Instruction


Dennis R. Herschbach

University of Maryland, US
About Dennis
An Associate Professor in the Department of Education Policy, Planning and Administration, University of Maryland, College Park, MD.
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There is a strong belief among technology educators that technology consti- tutes a type of formal knowledge that can be reduced to curricular elements. It is suggested that since technology has its own knowledge and structure, its study is similar to how one would organize the study of any other discipline in the school, such as algebra or physics (DeVore, 1968; 1992; Erekson, 1992; Savage and Sterry, 1990). Lewis and Gagle (1992), for example, contend that technology educators “have two clear responsibilities; first to articulate the dis- ciplinary structure of technology and, second, to provide for its authentic ex- pression in the curriculum” (p. 136). Dugger (1988) argues that technology should be considered a formal, academic discipline. Similarly, Waetjen (1993) emphatically states that technology education “must take concrete steps to es- tablish itself as an academic discipline” (p. 9).

How to Cite: Herschbach, D. R. (1995). Technology as Knowledge: Implications for Instruction. Journal of Technology Education, 7(1), 31–42. DOI:
Published on 22 Sep 1995.
Peer Reviewed


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