The HISTORY of Tech Ed

History is who we are and why we are the way we are.

- David McCullough (writer: 1776, John Adams, SeaBiscuit)

Historical Perspective of Industrial and Technical Education Programs

• Apprenticeships• Manual Labor Movement• Manual training (1870’s)• Manual Arts (1890’s)• Industrial Arts (1900’s – 1980’s)

– Industrial Education– Vocational Education (1918)

• Technology Education (1990’s)• Career and Technical Education• Technology and Engineering Education?

Greeks / Romans• Greeks & Romans

– caste system (citizen, craftsman, slaves).– educated would have no connection to manual activities

(Plato).– Manual labor looked down on (yet valued to society)– Family apprenticeships: means of transmitting knowledge

• Jews: Combination of religious (Rabbis) and trade education (Father to Son).– “Beautiful is the intellectual occupation if combined with

some practical work” Talmud• Early Christians:

– Jesus was a carpenter from Nazareth, Apostles– Benedictine monks - Manual labor honorable, trades &

agriculture. – formal education for clergy, masses illiterate.

Middle Ages (300- 1300)

Renaissance and Reformation (1300-1600)

• Merchants, artisans, guilds• Guild schools to teach children 3 R’s• Apprenticeship indenture system– Trades learned through imitation and

emulation– Moral, religious and civic instruction in

addition to a trade

Rabelais (France)

1490’s-1553)

• Critic of church, school and state.• Knowledge through use of objects and the

observation of processes.• Wrote Gargantua and Pantagruel

(Described a classic education from a new perspective).

• Rabelais influenced Rousseau who in turn influenced Pestalozzi.

Martin Luther (1482-1546) • “ The right kind of schooling should

be given to all the people, noble and common, rich and poor, it was to include both boys and girls – a remarkable advance; finally the state was to use compulsion if necessary. (Bennett p. 31)

• academics ( languages, logic, math music, history science) and work go together

• Go to school for two hours and then home to learn a trade.

Comenius: (1592-1670)Father of modern pedagogy

• The child perceives through the senses; everything in the intellect comes through the senses (experimentation, discovery learning, nature art)

• Education should be enjoyable• Educate

– First, The senses– Second, The memory– Third, The intellect– Last, The critical faculty.

• Proposed the sequence of schools: Infant School, Elementary school, Vernacular school, Gymnasium, University

• Classical education combined with “mechanical arts” (however, the purpose was not to learn a trade).

John Locke (1632-1704)

• Fellow of Royal Society of London• Royal Society– Research by observation , comparison and experiment.– Interest in manual arts (Moxon’s Treatise on Mechanical Processes)

• Locke: Some Thoughts Concerning Education– Education should fit a person for practical

life (trade or profession). – Advocates manual trades but mostly for

recreation, physical exercise– Working schools for poor

Jean Jacques Rousseau (1712-1778)

• Wrote The Social contract, (French Revolution)

• Emile – Revolution in Education– Education from circumstances – Experience

is the best teacher (Discovery learning).– Advocated nature study and manual arts– Experiences first, books later

Johann Pestalozzi: History

• While young witnessed many examples of poverty and ignorance.

• The real cause of poverty is intellectual and moral degradation.

• Read Emile at age 18• Solution = education

Johann Pestalozzi: Philosophy

• Learn by doing• Rejected pure word knowledge for

natural environment learning.• Systems of instruction which lead

to discovery (concrete to abstract)• Advocate of manual training• Easy to complex

Phillip von Fellenberg: History

• Born in Bern to wealthy and educated parents.• His father introduced him to Pestalozzi.• Left politics and started school in Hofwyl based on

Pestalozzi’s ideals combined with his new ideas to make the venture financially successful.

• Henry Bernard later said in 1854 that Hofwyl attracted more attention and had more influence on education than any institution in Europe or America.

Phillip von Fellenberg: Philosophy

• Education as a means of social reform

• Education that a person received is dependant upon social class.

• Each social class educated in their own sphere / side by side.

• Start school slow and small and build on this foundation

Phillip von Fellenberg: Hofwyl

• Academy School–Wealthy – tuition charged– Science, agriculture, manual labor,

physical ed.– This academy became the model used

later during the Manual Labor Movement in the U.S.

Phillip von Fellenberg: Hofwyl

• Farm and Trade School• Aim was to educate poor / until about

age 20– 10-12 hours of farm labor– 3-4 hours of formal instruction– Switching responsibilities

• Students given plots of land/sell produce

• Upon graduation a young man had acquired a trade, was an intelligent practical farmer and possessed a general education – quite unprecedented among people of his class.

• Wehrli – very influential and effective teacher

• School of Applied Science– Middle class– Lessons in farm and trade school as well as

lesson in the academy– Experimental shop for:

• Designing and making farm implements• Destroying weeds• Working the soil• Use of fertilizers• Feeding cattle

– Math and science taught directly connected with agriculture

Phillip von Fellenberg: Hofwyl

• School for Girls–Mostly poor class– Train females for domestic occupation–Mathematics– Garment construction– Speaking, writing, reading, gardening– Religious instruction– Shared responsibilities, hours of

relaxation

Phillip von Fellenberg: Hofwyl

• Normal School– Established for the training of teachers in the

principles of Hofwyl so they could establish or teach at other institutions.

– Forty-Seven students the first year– Teachers to perform responsibilities with

students.– Many visited Hofwyl and were impressed with

the educational opportunities it provided– Numerous attempts to duplicate Hofwyl.

Phillip von Fellenberg: Hofwyl

Morrill Act -1862• Establishment of Agriculture and

Mechanical Colleges• …Without excluding other scientific

and classical studies…to teach such branches of learning as are related to agriculture and the mechanical arts

– What was happening in 1865?

Calvin Woodward: Manual Training• 1879• Engineering Professor/Dean• O’Fallon Polytechnic Institute / Washington

University (St. Louis)• Engineering students should construct

models to reinforce principles learned in the classroom. (Combining theory and practice).

• Woodward’s ideals were championed by industrialists who wanted better trained workers – result – St. Louis Manual Training School of Washington University

St. Louis Manual Training School• Boys – 14+• General Education• Some discussion of the name –

manual training• Hail to the skillful cunning hand! Hail

to the cultured mind! Contending for the world’s command. Here let them be combined

• Graduates were very successful• Discontinued after 35 years – local

high schools were meeting needs.

John Runkle• Harvard Graduate• President of MIT• Thought that his engineering

students should have practical training.

• Also thought it was good general education for all students

• Searched for instructional method for providing this training

• Centennial Exposition – Philadelphia - 1876

Russian System• Turning point in history of industrial and

technical education (end of 19th into the 20th)– Progressivism leading to inclusivisim

(NAACP: 1909).

• Teaching analysis and systematic instruction of processes and methods

• Allowed for the teaching of masses• History– Victor Della Vos– Imperial Technical School of Russia– Train engineers, foremen and chemists

Russian System: Purpose

• Teach the fundamentals of mechanical arts:– In the least possible time– Instruction to a large number of

students at one time – new concept– Systematic acquirement of knowledge

– new approach–Measurable student progress –

records and assessment

Russian System: Principles• Each art has it’s own separate instruction

shop – unit shops• Set of tools for each student – individual

work stations• Course are arranged in increasing difficulty

– ordering• Models made from drawings – operation

sheets• Drawing done by students• Student must demonstrate competency

before moving on • Instruction must be expert and maintain

up-to-date skills

Manual Training: 1870’s

Manual Arts: 1890’s

Industrial Arts: early 1900’s to 1990’s

Technology Education: -- Mid 1980’s to Present

Popular Names Associated with The Discipline of Technology Education Included:

1893

The Vocational Education Act of 1917 (Smith-Hughes)

[The Smith-Hughes National Vocational Education Act of 1917 promoted vocational agriculture to train people "who have entered upon or who are preparing to enter upon the work of the farm," and provided federal funds for this purpose. As such it is the basis both for the promotion of vocational education, and for its isolation from the rest of the curriculum in most school settings.]

National Defense Education Act (1958)

• First significant appropriation to vocational education since Smith/Huges

• Purpose to keep us ahead of the Soviet Union in the space race (Sputnik – 1957)

• Main emphasis math & science education. However, many provisions for technical education

• Provided $60 million for the training of technicians and development of area vocational schools.

Vocational Education Act 1963

• Precipitated by high rates of unemployment and the resulting Manpower Development and Training Act (1961)

• Pres. Kennedy voiced a need to modernize vocational education efforts; put together a panel of experts.

• This panel reported that:– Majority of youth neglected from the standpoint of occupational

preparation– Minority groups especially neglected – deliberate care needed– Vocational education and labor market inseparable– Mobility and urbanization were critical issues

• The 1963 act passed by an overwhelming majority• Money from this program encouraged many new

curriculum efforts in Industrial and Vocational Education– American Industries Project– Industrial Arts Curriculum Project– Maryland Plan

Amendments to Voc Ed Act• The 1963 act amended by another act in 1968

which considerably increased federal appropriations– Provisions for handicapped and disadvantaged– Staff development

• In 1972 the act further amended to make industrial arts eligible for federal funding when such programs facilitate the purposes of vocational education.

Carl Dewey Perkins– Born in Hindman, Kentucky, – Graduated University of Louisville Law

School– Became a member of congress in 1949

and continued until his death in 1984– Known as a supporter of Education• Economic Opportunity Act of 1964

– Part of Lyndon B Johnson’s Great Society Program

– Social programs to promote health, education among poor

– Head Start– School Lunch– Adult education– Perkins Loan (Federal Student Loan)

• Vocational and Technical Education

Perkin’s Funding• Carl D. Perkins Vocational and Technical

Education Act (1984)• Carl D. Perkins Vocational and Technical

Education Act (1990) • Carl D Perkins Vocational and Technical

Education Act of 1998 (Perkins III)• Carl D Perkins Career and Technical

Education Act of 2006 (Perkins IV) – 1) Using the term "career and technical education" instead

of "vocational education"– 2) Maintaining the Tech Prep program as a separate federal

funding stream within the legislation– 3) Maintaining state administrative funding at 5 percent of

a state’s allocation

The Department's Office of Vocational and Adult Education (OVAE) administers the Perkins Act. Under the Perkins Act, federal funds are made available to help provide vocational-technical education programs and services to youth and adults. The vast majority of funds appropriated under the Perkins Act are awarded as grants to state education agencies. These State Basic Grants are allotted to states according to a formula based on states' populations in certain age groups and their per capita income.

Only State Boards for Vocational Education are eligible to apply for State Basic Grants. The distribution of grant funds within a state is directed to priority items established by the state in accordance with an approved state plan for vocational-technical education. Local education agencies and postsecondary institutions are eligible recipients for subgrants.

The total appropriation for Perkins was $1.288 billion dollars in 2002. States received these funds in the form of $1.18 billion for their state basic grants and $108 million for Tech Prep. All states receive funds for secondary and postsecondary education.

2011: Amount of Aid Available: $970,705,017 Amount of Aid Available represents the amount of funds awarded to participants in this program. The total may include federal appropriated dollars and institutional matching dollarsNumber of New Awards Anticipated: 493,244 Average New Award: $1,968Range of New Awards: Up to $5,550 per year for undergraduates; up to $8,000 per year for graduate students.

The Classic Industrial Arts Definition:“Industrial arts is a study of the changes made by man in the forms of materials to increase their values, and of the problems of life related to these changes” (Bonser and Mossman, 1923).

In 1939, the American Industrial Arts Association (AIAA) was Founded.

Today, it is known as the International Technology Education Association (ITEA).

AIAA 1st Journal - 1942

1947: A Curriculum to Reflect Technology

Content:

• Power

• Transportation

• Manufacturing

• Construction

• Communication

• Management

An early use of the term Technology!

Industrial Arts as a general and fundamental school subject in a free society is concerned with providing experiences that will help persons of all ages and both sexes to profit by the technology, because all are involved as consumers, many as producers, and there are countless recreational opportunities for all. -- William E. Warner (1947)

A Curriculum to Reflect Technology

Industrial Arts Defined:

Before Learning about the Standards for Technological Literacy: Content for the Study of Technology (2000), It is helpful to look at past curriculum developments, trends, and projects in the field of Technology Education.

The Maryland Plan (1950’s)

-- Don Maley

A Study of Technology and Industry with their Implications for Man and Society.

-- 1970 Pamphlet

Technology: An Intellectual Discipline (1964) -- Paul DeVore

Educate the youth of today for a culture dominated by technology.

The Industrial Arts Curriculum Project – IACP (Late 1960’s) --

Don Lux and Willis Ray Development of an in-depth rationale and structure for a body of knowledge called Industrial Technology.

Based on this body of knowledge, the content for Junior High Industrial Arts courses were identified:

The World of Construction (1st Year)

The World of Manufacturing (2nd Year)

The World of Construction & The World of Manufacturing Complete Educational Program:

• Textbooks

• Laboratory Manuals

• Workbooks

• Teacher’s Guides

• Motion Picture Films & Filmstrips

• Models & Demonstration Devices

In the 1950 and 60s, students enrolled in Industrial Arts, learned how to “safely” use power and hand tools to make projects.

The Standards Project (1978 - 1981) -- Virginia Polytechnic Institute

10 Standards developed to evaluate Industrial Arts Programs

3 additional guides dealing with: Student Associations, Sex Equity & Special Needs

10 Standard Topics Used to Evaluate Industrial Arts Programs:

1. Philosophy

2. Instructional Program

3. Student Populations Served

4. Instructional Staff

5. Administration and Supervision

6. Support Systems

7. Instructional Strategies

8. Public Relations

9. Safety and Health

10. Evaluation Process

"Industrial Arts is a comprehensive educational program concerned with technology, its evolution, utilization, and significance; with industry, its organization, personnel, systems, techniques, resources, and products; and their social/cultural impact”

Suggested Curricular Areas

Manufacturing Construction

Communication Transportation

Jackson’s Mill Industrial Arts Curriculum Theory (1981)- J.

Hales & J. Snyder

Technology is a body of knowledge and the application of resources using a systematic approach (the technological method) to produce outcomes in response to human needs and wants.

Technological knowledge can be classified as:

• Bio-Related Technology

• Communication Technology

• Production Technology

• Transportation Technology

A Conceptual Framework for Technology Education (1990)- E. Savage & L. Sterry

The Technology For All Americans Project

(1994 – 1996)

Technology is Human Innovation in Action. It involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities

Developed by the ITEA’s Technology for All

Americans Project, the Rationale & Structure provided a new vision for the study of technology.

It made a challenge to all concerned to take action

to establish technology education STANDARDS and make technological literacy an educational priority.

Funded by National Science Foundation (NSF) and National Aeronautics and Space Administration (NASA) andAdministered by ITEA

Released in the Spring of 2000 by the International Technology Education Association (ITEA) and its Technology for All Americans Project, the Standards for Technological Literacy: Content for the Study of Technology (STL) were developed to assist curriculum developers as they develop K-12 technology education curricula.

Released in 2003 by the International Technology Education Association (ITEA) and its Technology for All Americans Project,

Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL) identifies criteria for student assessment, professional development, and programs that facilitate student attainment of technological literacy.

www.iteawww.org

• Standards state what “every student should know and be able to do in that area of study.”

• Standards offer a common set of expectations for what students should learn in the study of a course or program and provide a basis for developing meaningful, relevant, and articulated curricula.

• Standards are not a curriculum, but rather a framework for curriculum development

Standards

Standards for Technological Literacy has been developed in close cooperation with science, mathematics, and engineering.National Research CouncilNational Academy of EngineeringNational Science FoundationNational Aeronautics and Space AdministrationInternational Technology Education Association

Standards for Technological Literacy

Table of Contents: Chapters1. Preparing Students for a Technological

World2. Overview of Technology Content

Standards3. The Nature of Technology4. Technology and Society5. Design6. Abilities for a Technological World7. The Designed World8. Call to Action

The Future?

Engineering and Technology Education

http://www.engineeringk12.org

http://www.pltw.org