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Identifying the essential and desira...

Engstrom, Daniel E.

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Identifying the essential and desirable components of technology education activities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Identifying the essential and desirable components of technology education activities./
Author:	Engstrom, Daniel E.
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-03, Section: A, page: 0916.
Contained By:	Dissertation Abstracts International61-03A.
Subject:	Education, Industrial. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9964687
ISBN:	0599691042

Identifying the essential and desirable components of technology education activities.
Engstrom, Daniel E.

Identifying the essential and desirable components of technology education activities. - 169 p.

Source: Dissertation Abstracts International, Volume: 61-03, Section: A, page: 0916.

Thesis (Ed.D.)--Duquesne University, 2000.

The purpose of this investigation was to identify the components of Technology Education activities perceived as essential and desirable by teachers and leaders in the field and to determine if components identified by the literature as Technology Education and Industrial Arts were viewed differently. The Technology Education Content Rating Matrix survey was developed and piloted. It was developed based on a literature review and contained 32 Technology Education and 20 Industrial Arts activity components. Respondents were asked to rate if they considered a component “essential” (4), “desirable” (3), “not essential” (2), or “irrelevant” (1) to a Technology Education activity. Several demographic and educational questions were included on the survey to obtain a profile of respondents for comparison purposes. All members of the Council of Technology Teacher Educators (CTTE) (n = 488) and a random sample (n = 512) of the International Technology Education Association (ITEA) members, excluding CTTE members, were mailed surveys. Sixty-two percent of the surveys were returned and 540 were valid for analysis. CTTE members accounted for 243 and ITEA members returned 297 surveys. A majority of respondents viewed ten components as essential in a Technology Education activity. This was based on a point estimate with these ten essential items having a mean greater than 3.5 on the 4 point scale. All but one of the essential components was categorized as Technology Education while six components related specifically to design and problem solving. Eighteen items received a mean rating between 3.25 and 3.5 and were identified as more desirable while 21 had a mean rating between 2.5 and 3.0 and were considered less desirable. A factor analysis of the 52 components revealed three principal components: “Industrial Arts Concepts”, “Design and Problem Solving”, and “Impacts and Content”. A correlation of the mean rating of components supported the research and indicated Technology Education teachers and leaders are embracing Technology Education concepts. Comparisons of the perceived importance of activity components were made between various groups and very few significant differences were found. These findings suggested that there is general agreement among these groups on the essential and desirable components of a Technology Education activity.

ISBN: 0599691042Subjects--Topical Terms:

1017516
Education, Industrial.

Identifying the essential and desirable components of technology education activities.
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500 $a Chair: Joseph Brennan.
502 $a Thesis (Ed.D.)--Duquesne University, 2000.
520 $a The purpose of this investigation was to identify the components of Technology Education activities perceived as essential and desirable by teachers and leaders in the field and to determine if components identified by the literature as Technology Education and Industrial Arts were viewed differently. The Technology Education Content Rating Matrix survey was developed and piloted. It was developed based on a literature review and contained 32 Technology Education and 20 Industrial Arts activity components. Respondents were asked to rate if they considered a component “essential” (4), “desirable” (3), “not essential” (2), or “irrelevant” (1) to a Technology Education activity. Several demographic and educational questions were included on the survey to obtain a profile of respondents for comparison purposes. All members of the Council of Technology Teacher Educators (CTTE) (n = 488) and a random sample (n = 512) of the International Technology Education Association (ITEA) members, excluding CTTE members, were mailed surveys. Sixty-two percent of the surveys were returned and 540 were valid for analysis. CTTE members accounted for 243 and ITEA members returned 297 surveys. A majority of respondents viewed ten components as essential in a Technology Education activity. This was based on a point estimate with these ten essential items having a mean greater than 3.5 on the 4 point scale. All but one of the essential components was categorized as Technology Education while six components related specifically to design and problem solving. Eighteen items received a mean rating between 3.25 and 3.5 and were identified as more desirable while 21 had a mean rating between 2.5 and 3.0 and were considered less desirable. A factor analysis of the 52 components revealed three principal components: “Industrial Arts Concepts”, “Design and Problem Solving”, and “Impacts and Content”. A correlation of the mean rating of components supported the research and indicated Technology Education teachers and leaders are embracing Technology Education concepts. Comparisons of the perceived importance of activity components were made between various groups and very few significant differences were found. These findings suggested that there is general agreement among these groups on the essential and desirable components of a Technology Education activity.
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