W. J. Haynie North Carolina State University College of Education Department of Mathematics, Science and Technology Education Technology, Engineering and Design Education Program Forty Years of Change – What’s Next?
Dec 15, 2015
W. J. Haynie
North Carolina State UniversityCollege of EducationDepartment of Mathematics, Science and Technology EducationTechnology, Engineering and Design Education Program
Forty Years of Change –
What’s Next?
Early History
Before I came along, our field,
Industrial Arts, had evolved from several movements including:
Industrial Education
Sloyd
Imperial Technical School Moscow
Manual Training
Manual Arts
Olson’s Definition of Industrial Arts
Industrial Arts is a study of the technology, its origin and development; its technical, consumer, occupational, recreational, social, and cultural nature; and its influences through experimenting, creating, designing, inventing, constructing and operating with industrial materials, processes, and products. Its purposes are to aquaint the student with his technological environment and to aid him in the discovery and development of his own human potential.
Jimmie took Jr Hi Industrial Arts
• Built a cutting board• A chess board• A lamp• Turned a wooden bowl• Hand carved a serving tray• Turned a toy cannon of brass
Required Coursework ODU -- IAE 1970
• Drafting I
• Woodwork I
• Metals I
• Graphic Arts I
• Electronics I & II
• Photography
• One of three crafts courses
• Two technical electives
Technical Electives• Electronics III & IV• Architectural drafting• Advanced Machine drafting• Woods II• Metals II• Advanced Graphic Arts• Power & Mechanics• Ceramics• Leather and Plastics• Special Topics
Universities prepared teachers with high skill levels and
versatility
• An article in School Shop was a good contribution to the field for a professor to make
• The courses developed lots of hands-on skills
• Teachers were extremely versatile and could do a little bit in any trade areas
• Courses were viewed as pre-vocational by the public if not purely vocational
– But look at what I was able to do with these skills …
Then, 1970’s, Big Changes
• Biggest Influences were IACP and Don Maley
• New “cluster” courses like Manufacturing, Construction, Exploring Technology
Shops became Laboratories• Big old equipment was not needed• More group work was included• Models replaced furniture in many
classes• But the “old guard” held on to old
classes and facilities scoffingly
Olson had been ignored in his heyday
• But now many of the things he projected actually came to fruition in both IACP and Maley’s plans
• The word “technology” was coming into vogue
These labs allowed us to teach in small scale what was going on in industry as automation and robotics began to change our nation’s manufacturing and jobs from skills to machine tending and watching.
The trouble was, once the students finally got the machine to do its job, they just waited and watched it whirrr.
More Group Work, Fewer Individual Projects
• A big impact of IACP was the initial move away from individual take-home projects
• Maley’s approach was termed by some as “science fair copies in the shop” – Though uncomplimentary, such statements had some truth
University Professors had to publish in refereed journals.
University curricula included the new ideas and courses
• Technical Coursework 1975 at Penn State Included
• Drafting I
• Woods I• Metals I (taught by Industrial Engineering)
• Graphic Arts
• Manufacturing
• Construction
• Electronics I
• The 1980’s brought more• Group Work• Emphasis on Technology• Robotics• Table Top Technology• Integration with core subjects • Modular Labs and Equipment• Vendors took lead in curriculum
development for public schools
• Late 1980’s name change from Industrial Arts to Technology Education
• Had good and bad effects– Mom and dad wanted kids to take technology– But we became confused with instructional
media
ITEA’s new definition compared to Olson’s Definition
Industrial Arts is a study of the technology, its origin and development; its technical, consumer, occupational, recreational, social, and cultural nature; and its influences through experimenting, creating, designing, inventing, constructing and operating with industrial materials, processes, and products. Its purposes are to acquaint the student with his technological environment and to aid him in the discovery and development of his own human potential.
Technology Education – A comprehensive, action-based educational program concerned with technical means, their evolution, utilization and significance with industry, its organization, personnel, systems, techniques, resources and products and their social and cultural impact. ITEA late 80’s
Ah, Yes, The 1990’s
• Modules less highly prised• Groupwork still growing• More Females• Computers everywhere now• Communication big subject• Lasers, TV production, modeling --
SYSTEMS
NCSU TED Curriculum 1990’s• Sketching and CAD• Woods I• Metals I• Electronics I• Graphic Arts I• Manufacturing• Construction• Transportation• Communication• Architectural CAD
Methods
• Young adults from TED 481 at NC State University, N=25.
• Typical rather than prompted behavior desired, so no direct instruction concerning design logs and little reference to contents.
• Logs copied for assessment, originals returned to students after grading
• Team of 3 assessors using instruments from previous study revised.
• Universities stressed RESEARCH
• And required a research theme
The Turn of the Century
• Emerging Issues in Technology began to “emerge” as new courses and form basis of curricula
• The Engineering Emphasis began to have impact
• New Name for NCSU Program:– Technology, Engineering and Design Education
• New Name for ITEA = ITEEA:– International Technology and Engineering Education
Association
• We still missed the mark! Art = Design!
• New Technical Curriculum:• Sketching and CAD I
• Architectural CAD
• Materials & Processes
• Engineering & Design I & II
• Manufacturing OR Design
• Desktop Publishing & Media
• Emerging Issues
• Senior Design Project R&D
• 3 technical electives required
If We Could ever Really Live Up To Olson’s Definition We Would Be Great
Technology, Engineering and Design Education is a study of technology, innovation, engineering and design, their origin and development; their technical, consumer, occupational, recreational, social, and cultural nature; and their influences through experimenting, creating, designing, inventing, simulating, gaming, constructing and operating with traditional and engineered materials, processes, and products. Its purposes are to acquaint the student with the technological environment and to aid in the discovery and development of each individual’s human potential. Haynie’s Version for 2011
Pause to Consider:• Are we certain that joining hands exclusively
with engineering is our best future?• What about design and the arts component
from Industrial Arts?
• Would little Jimmie fit into a pre-engineering course?
• Do we have something now for kids like me?
It’s Been “REAL!”• I truly have loved NCSU• I have deeply loved Teaching• I hope I made a few impacts for the better• Thanks be to God that Mr. Ward saw something in
Jimmie other than a juvenile delinquent• I hope I have helped just one little “Jimmie” along
the way
Looking forward to retirement, but not to idleness.