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The “Standards for Technological Literacy” textbook defines Technology Educations as “A study
of technology, which provides an opportunity for students to learn about the processes and knowledge
related to technology that are needed to solve problems and extend human capabilities” (ITEA 242).
They also define Educational Technology as “Using multimedia technologies or audiovisual aids as a tool
As a future educator of Technology and Engineering Education, the two definitions provided by
the ITEA text do not fully define the subject. The confusion that most individuals encounter is the
difference between technology and engineering. The definition of technology education in the ITEA
textbook leaves out the engineering aspect that has been recently added to the professional title.
Consequently, a new definition for technology and engineering education should be created. The
definition should combine the ideas of technology education and engineering education. My own
personal definition would state: Technology and Engineering Education is the study of technological
processes that are used to solve problems and their use in manufacturing products through engineering
Technology and Engineering is a very broad content universe. Within the field there are many
subcategories. So what should be considered the most important objectives that a technology and
Perhaps the most important objective in Technology and Engineering Education is the difference
between technology and engineering. Technology is… “A manner of accomplishing a task especially
of science and mathematics by which the properties of matter and the sources of energy in nature are
There are many subcategories of Technology and Engineering Education that are based upon this
objective such as bio-related technology. Science, technology, and engineering deal with working with
The third objective to be stressed is “the role of troubleshooting, research, and development,
invention and innovation, and experimentation in problem solving” (ITEA 15). This objective fits right
into my personal definition of Technology and Engineering Education when I state that the engineering
design process is utilized to manufacture products. Designing is a huge factor in engineering as well as
technology and should be included in every Technology and Engineering education curriculum.
The fourth objective is the use and maintenance of technological products and systems. The
third objective I mentioned dealt with design and when a product is designed and implemented, it is
critical that we have the knowledge to properly operate and maintain these products. Instead of
Finally, the fifth objective to be stressed is the understanding of the designed world, including
the technologies of the following fields: Medical, Agriculture, Energy and Power, Information and
We must now consider the age groups that these objectives should be implemented into. As far
as grade levels, Technology and Engineering education should be introduced at the elementary level.
One may think that the title of engineering may be too complex for an elementary curriculum, but going
back to the definition of engineering, “the application of science and mathematics by which the
properties of matter and the sources of energy in nature are made useful to people” (CITE), we see that
it mentions science and mathematics. Science and Math are both subjects taught at the elementary
level, so engineering is just a combination of that content knowledge with the addition of matter and
energy in nature. Technically speaking, the only new content in a technology and engineering course at
the elementary level is the addition of utilizing nature and computers. Starting at the elementary level
and continuing through the collegiate level, Technology and Engineering education should be offered to
all ability levels because there is a large balance between cognitive and physiological abilities to be
performed.
How does Technology and Engineering contribute into the physiological, psychological, and
social aspects or needs in a student’s life? The fulfillment of student’s physiological needs is most
dominant in the technology and engineering field. Building or constructing products using the design
process is a very important part of engineering education. Not only must we know how to construct a
product but we must know how it will interact with the consumer. If our product is made for human use,
is it ergonomic? Is it easy to understand? What ability levels can use our product? Basically, how does
our product interact with the human body or capabilities? The understanding of these concepts fulfills a
thought and behavior based upon the assessment of the impact of products and systems. The process of
assessing impacts deals with psychological needs of the student and the population. Students must
research a product/system and assess whether it has negative or positive results. From there, a student
can assess its impact on the population and examine trade-offs. Is a product positively affecting the
population? Is it negatively affecting the population, and if it is, how can it be fixed or is it worth
Lastly, how is Technology and Engineering education fulfilling the social needs of students? The
ITEA text states, “To be understood properly, technology must be put into a social, cultural, and
environmental context” (ITEA 56). Students develop social abilities by learning how to use industry tools
and assessing results which can have unintended consequences. When students are put into an
uncomfortable situation that they deem unsafe, they are very unwilling to try a new skill. Technology
and Engineering education, when implemented early, will encourage a student to take risks and to be
unafraid of failure. Using industry tools can be very intimidating but when the skill is learned, the
student has opened themselves up to a huge field of engineering. Seeing and understanding unintended
consequences builds motivation to fix the situation. Problem-solving skills fulfill social needs.
What is Technology and Engineering Education? Technology? Engineering? Math? Science? The
answer is all of them. When someone asks me what my college major is, I always have the same
response, “Technology and Engineering Education, I want to be an engineering teacher.” One would ask,
well why do you say only an engineering teacher? I feel as though people associate engineering with
computers and industry, which is the basis of Technology and Engineering Education. If I were to say a
technology education teacher, people would assume I am strictly talking about computers. Which is why
engineering has been added to the professional title, Technology and Engineering education. The term
When I become a technology and engineering educator, I have a plan for a year of teaching. My
vision is to start my students brainstorming a solution to a problem, then prototyping their solution.
Once the prototype has been refined, I want my students to computer model their designs. Once they
have their computer model, their model must be tested on the computer for construction errors. Then
once a final, effective product has been computer modeled and tested, they will create a construction
plan. Then they will build and test their product until they have deemed their product consumer ready.
This year teaching plan covers what a technology and education class should. I understand that it
doesn’t hit on all aspects of the field but it is the best representation of technology and engineering.
Brainstorm, prototype, computer model, test using computer software, plan for construction, build,
test, refine, and implement. This covers the aspects of technology and industry, or simply engineering.
Technology and Engineering education is the joining of multimedia technology and industrial
technology to extend human capabilities. This field should be implemented to students at a young age
due to its contributions towards physical and social skill sets. As a future Technology and Engineering
educator, I plan to advocate for the expansion of this field at all school levels for our increasing need as
International Technology Education Association. Standards for Technological Literacy: Content for the