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PUB DATENOTEAVAILABLE FROM

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ABSTRACT

DOCUMENT RESUME

CE 067 002

Colelli, Leonard A.Tech Prep & Technology Education: A Positive Focusfor Competitive Literacy.International Technology Education Association,Reston, VA.93

53p.

International Technology Education Association, 1914Association Drive, Reston, VA 22091-1502.Information Analyses (070)

MFOI/PC03 Plus Postage.Articulation (Education); Competition; *EducationalBenefits; *Educational Needs; *EducationalObjectives; *Education Work Relationship; HighSchools; Program Content; Technological Literacy;*Technology Education; Two Year Colleges; VocationalEducation*Competitiveness; *Tech Prep

Large numbers of graduates from the "general" highschool curriculum have not developed the academic or technicalcompetencies required for direct entry into the work force orpostsecondary education. Tech prep (TP), which has been proposed asan alternative to the "general" high school curriculum, combines the

following components: applied academics, a core of technicalcoursework within a specific professional cluster, and articulationof high school-level coursework with two- or four-year collegecoursework. TP focuses on technology rather than on science andenables students to develop the following: literacy in technology (intechnology education); efficiency in technology (in vocationaleducation); and professional expertise in technology (in associateand baccalaureate degree programs). The following act;_xls arerequired if TP programs are to give students the competitive literacyrequired of a world-class work force: (1) include technologyeducation as a core requirement in TP curricula; (2) use SCANS

(Secretary's Commission on Achieving Necessary Skills) foundationsand technical competencies as a benchmark to upgrade highschool-level technology education courses; (3) develop TP curriculathat provide entry-level articulation to a wide range oftechnology-related associate and baccalaureate programs; and (4)develop generous articulation agreements that will encourage teachersupport of TP. (Contains 28 references.) (MN)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

*******i ".1%**************************************************

by Leonard A. Coleili, Pb.D.

US DEPARTMENT OF EDUCATION0", ,nt Fl av-ttt n^a

En ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived Iron, the person or (It-gam/abortongtnaling it

0 %Imor changes have boon made toonorove reprhduction quaiity

Points of slew or opinions slated in thisdocument do not necessarily represent

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MATERIAL HAS BEEN GRANTED BY

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2 BEST COPY AVAILABLE

International Technology Education Association

by Leonard A. Coleili,

Assistant Chairperson and ProfessorDivision of TechnologyFairmont State College

Fairmont; WV 26554

BEST COPY AVAILABLE

©1993 International Technology Education Association1914 Association Drive, Reston, VA 22091 703-860-2100

3

INTRODUCTION

The quality of public educationhas been a focal point for numerousstudies, evaluations, and reports duringthe past decade. These studies describehow academic and technological illiteracyof high school graduates threatens bothour democratic way of life and theeconomic well-being of our country(Gardner, et al., 1983; Bennett, 1987;Starr,1988; Sagan; 1989, 1991, 1991;The Department of Labor, 1991; andothers).

There has always been a positiverelationship between the education ourcitizenry and economic competitivenesswith foreign nations. According to a 1991Department of Labor report from theSecretary's Commission on AchievingNecessary Skills (SCANS), large numbersof individuals are graduating from our highschools without the basic foundationskiils and generic work relatedcompetencies required for either directentry into a meaningful job or continuededucation at the post-secondary level.When the failure to properly educate largenumbers of future workers is compoundedwith the gl balization of commerce andthe exponential growth of workplacetechnology, it becomes easier tounderstand why many of our basicindustries have failed to remaincompetitive in global markets.

There is a ground swell of opinionthat U.S. citizens must be bettereducated at the secondary level in bothacademic foundations and generic careerrelated competencies. Many feel that thistype of "basic" education is essential tobetter prepare individuals for the type oftechnology based college level educationrequired to develop a world-classworkforce. According to the SCANScommission, nothing short of a world-

class workforce will allow our nation toregain a competitive advantage in worldmarkets and promote economic growthfor the economy.

A major new initiative ineducation is currently receivingconsiderable attention across the UnitedStates. This initiative, called Tech Prep, isdesigned to provide a focus for a greatmajority of students who meanderthrough the "general" high schoolcurriculum with few career goals orambitions. These students havetraditionally been the least prepared forimmediate entry into the world of work orfor continued education at the postsecondary level.

One purpose of this monograph isto define tech prep and examine the needfor a tech prep alternative to the"general" high school curriculum. Asecond purpose is to discuss the role thattechnology education can play in anengineering related tech prep curriculumdesigned to develop competitive literacyfor a world-class workforce.

4

Tech Priv ,11-1(1 Tc.chnolc)gs. Educilticm

THE NEED FOR TECH PREP

There was a time, not long ago,when large numbers of high schoolgraduates could find gainful employmentin unskilled labor positions. Sinceunskilled labor positions required minimalacademic and little if any technical skilldevelopment, a "general" high schoolcurriculum with these samecharacteristics adequately served theirneeds. Special high school curricula weredeveloped for students who desiredprofessional careers that required furtheracademic study (college preparation) andfor those students who desired specifictraining for skilled labor positions(vocational preparation).

During the past forty years, theentry level requirements for technicalcareers have changed rather dramaticallydue to the globalization of commerce andthe exponential growth of technology inthe workplace. In the 1950's the demandfor unskilled workers was about 60percent of the U.S. workforce. Thedemand for unskilled workers fell sharplyto about 35 percent in 1989 and ispredicted to bottom out at about 15percent by 1995 (Etheridge, 1991).

By the year 2000, more than 70percent of all job classifications in theUnited States will require advanced ski!!levels available only through post-secondary education (Parnell; 1990, p. 41.These careers will demand an educationalbackground that provides a good mix ofapplied academic competencies, a holisticunderstanding of technology, and a broadspectrum of technical competencies thatare considered generic requirements to avariety of related careers.

While the needs of industry havechanged to keep pace in a competitiveworld economy, the "general" highschool curriculum has not. According to

T(2(11 Prcp ,m(I Tcchnolog 111( :mon

Parnell (1985), our present system ofeducating the majority of our youthallows:

nearly one million youth to drop outof school each year;

seven out of ten high schoolstudents graduate who cannotwrite a basic letter seekingemployment or information abouta job;

three out of five twenty-year-olds tograduate who cannot add up theirown lunch bill; and

one out of eight seventeen-year oldsto graduate who are functionallyilliterate.

The domino effect of largenumbers of inadequately prepared highschool graduates has had a devastatingimpact on the economic well-being of ourcountry. The Commission on IndustrialCompetitiveness (1985) reported that thefailure to develop our human resources isone of the major causes for the decline ofAmerican competitiveness. This findinghas been echoed in the recent SCANSreport from the U.S. Department of Labor(The Department,1991).

After decades of leadership inindustry and trade, it has become evidentthat a poorly prepared wcrkforce hasseriously eroded our ability to compete inworld manufacturing markets. Accordingto The Atlantic Monthly (March 1983)and Dornbush et al. (1988), our inabilityto compete in a global marketplacecontinues to cost our country:

lost market share;plant closings;the virtual extinction of basic

industries (ball bearings,semiconductors, video

3

displays, and others) critical toour national security;

a reduction of well paid value-added production relatedjobs;

an increase in the number of lowpaid service related jobs;

lower personal income;greater foreign trade deficits;increased national debt; anda lower standard of living for

greater numbers of ourcitizens than the generation thatpreceded them.

Japan, now the world's numbertwo industrial power, continues to gainground on us. At the same time,Japanese and Korean investment isfinancing the development of a wholenew generation of export-oriented Asiancountries. These "Pacific Rim" countries(Taiwan, Indonesia, Singapore, andothers) will soon form a powerful newtrading block. Further, the fall of the IronCurtain and the harmonization of Europeinto one European economic market willcreate other challenges.

Harvard Business School ProfessorGeorge Lodge recently commented thatjust as Mikhail Gorbachev forced us torethink post-war super-power relations, asimilar thinking should be focused oneconomic competition and education forcompetitive literacy. His answer: an"American Perestroika" that includespolicies that:

1. bolster our overall educationalsystem and

2. encourage young people topursue certain technology relatedprofessions (Chandler, 1989),

The "American Perestroika" that Lodgerefers to can be achieved through aproperly designed tech prep curriculum.

The need for adequately preparedstudents to pursue technology relatedcareers is critical because there appearsto be a general downward trend in the

production of new engineers, engineeringtechnicians/technologists, scientists, andtechnology education teachers. Almostall of the specialized engineeringdisciplines tracked by the New York andWashington, D.C. based EngineeringManpower Commission reflected fewerassociate and bachelor-level graduates(November, 1989). Further, the Bureauof Labor Statistics estimates that theUnited States is facing a sever shortageof engineers (nearly 560,000) andscientists (nearly 400,000) by the year2010.

Fewer graduates in these areasmay be a reflection of a national shiftfrom a goods-producing economy to aservice providing economy. However,Ivan Charner (1990), Director of theNational Institute for Work and Learning,feels that our country is "very close to ahuman capital crisis." He suggests thatwhile the U.S. is struggling to keep pacewith foreign competition, many of ourpoorly prepared young people are forcedto settle for low skill jobs with "limitedprospects of long-term productiveemployment and limited opportunities forIlfe-long learning." (p. 7)

If our country is to:

maintain or improve our standard ofliving for future generations;

reduce unemployment;provide greater numbers of

good income earning jobs for ourcitizens;

reduce our foreign trade imbalance;and

eliminate our national debt;

we must take a proactive position inrevitalizing our educational system andvalue-added goods-producing capability.The type of education that we provide tothe large number of students in the"general" high school curriculum appearsto be a dominant factor in achieving thesegoals.

6

Tcch Prep ,uid Tekim()1()gy Fdtkatiun

TECH PREP DEFINED

Tech prep has been described inthe literature as a parallel college prepcurriculum designed to replace or providean alternative to the "general" high schoolcurriculum (see Figure 1). Dale Parnell(1986) refers to students enrolled in the"general" high school curriculum as the"neglected majority" because they havenever received the financial support,instructional opportunities, and attentionthat have traditionally been afforded tothe college or vocational preparatorystudents.

Parnell (1985), Hull and Parnell(1991), and others have criticized the"general" high school curriculum becauseit:

encourages the lowestexpectations of students,

provides students with noclear career goals,

represents the easiest path tograduation,-minimal science-minimal mathematics-minimal communications

has the highest dropout, absence,and tardy rates, and

least prepares high schoolgraduates for either direct entry towork or post-secondaryeducation.

Large numbers of dropouts andpoorly prepared high school graduateshave had a devastating impact on theeconomic well-being of our country.Industry has historically hired many of itsentry level workers from high schoolgraduates of the "general" curriculum andhas then been forced to spend millions ofdollars annually in remedial andsupplemental trpining. If dropout ratescould be significantly decreased and highschool graduates were better prepared,money could be better spent on thehigher level skill development required fora world-class workforce.

Tech Prep and Technok)gy Education 7

Many community colleges alsofind that the majority of their students aregraduates of the "general" high schoolcurriculum. These students come to thecommunity college with glaring academicdeficiencies in mathematics, science andcommunication skills. They are thenforced to complete up to one year ofremedial classes that don't count towardgraduation and increase the time andexpense that it takes to complete theirdegree objectives. Academic remediationalso places a tremendous financial burdenon the schools they attend.

Tech Prep was conceived tobridge the rapidly expanding chasmbetween school and work. A properlydesigned tech prep curriculum can provideall of the foundation skills as well asgeneric technical competencies (identifiedin the SCANS report; essential for thepreparation of students, whether they aregoing directly to work or planning furthereducation.

Federal law defines tech prep as acurriculum that includes at least the lasttwo years of high school and two yearsof post secondary education, with acommon core of required proficiency inmathematics, science, communications,and technologies. A major goal of anytech prep curriculum is to enable greaternumbers of high school graduates toobtain associate degrees or certificates inspecialized career fields. Many existingtech prep programs begin in ninth gradeand continue for at least two years ofpostsecondary education.

Most tech prep curricula includeat least three major components:

1. an applied academic course ofstudy that includes grade level or abovemathematics, science, andcommunication skills;

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3. articulation of coursework withcommunity and four year colleges/universities to encourage advance leveleducation and career related skilldevelopment.

Applied Academics

The historic solution to educationreform has been to increase the numberof "academic" classes required forgraduation from high school. Many havealso recommended foreign languagerequirements to provide students with aglobal perspective of other cultures.Almost all conventional solutions havecalled for a reduction in the number ofelectives, particularly in the humanitiesand technologies.

There is nothing new about thiskind of "basics" curriculum. It simplyrepresents a downward extension of theexisting college preparation track of mosthigh school curricula. The major problemwith the above solution is that it fails torecognize the individual differences andlearning styles of our students.

Practical experience has shownthat a wholesale increase in theory-ladenacademic coursework tends to promotefrustration, higher failure and drop-outrates, and increased classroom behaviorproblems for "neglected majority"students (Parnell, 1985; Pedrotti, 1991).However, the literature is replete withexamples of how these barriers toeducational achievement are significantlyreduced and greater learning takes placewhen the curriculum is designed to matchthe specific learning style of the studentsthat it serves. This has already beendone for college and vocationalpreparation students. With tech prep, thesame logic is now being extended to the"neglected majority".

"Vivi) Prep and Technology Education

Cognitive research has indicatedthat the "neglected majority" learn bestwhen educational experiences aredesigned to progress from concrete toabstract with a generous portion of realworld activity-based applications added toreinforce theoretical concepts (Pedrotti,1991). The bottom line is that thesestudents can learn the same things that"college prep" students can learn, but thelearning environment must be modified totheir distinct learning style. The term"applied academics" is used to identifymathematics, science, andcommunications classes that are designedwith the above characteristics.

Commercially prepared highschool and college level "appliedacademic" materials have been developedby the Center for Occupational Researchand Development (CORD) in Waco, TXand the Agency for InstructionalTechnology in Bloomington, IN. Four"applied academic" courses currentlyavailable in many tech prep programsinclude two year sequences in appliedphysics ("Principles of Technology"),"Applied Mathematics", and "AppliedBiology/Chemistry" as well as a one yearcourse in "Applied Communication." Allof these courses include a studenttextbook (with laboratory activities), videotapes, a teacher's guide, a bank of testquestions, and a resource guide (Pedrotti,1991).

The commercially prepared"applied academic" courses can bedirectly integrated into the tech prepcurriculum or can serve as models to helpconventional academic teachers designtheir own applied classes. An importantpoint of concern here is that appliedclasses are NOT just watered downversions of college prep classes. Thegrade level or above integrity of theclasswork must be maintained. The paceis slower and therefore, the time it takesto cover the traditional content willprobably be extended. The additionaltime will be required so that practicalapplications and hands-on experiences

10

can be added. The primary goal is toprovide greater numbers of high schoolstudents with a solid foundation in math,science, and communication skills using adelivery system compatible with theirunique learning style.

The Technical Core

The second component commonto tech prep curricula is the technicalcore. These are the classes that shouldprovide technological iiteracy and thebasic career related skills that are nowrequired for entry level positions in theworkforce. The technical core must alsobe designed to provide coursework that iscompatible with the technicalrequirements of the first semester or yearof a related associate degree program at acommunity college. This is wherearticulation will take place.

The technical core of most techprep models follows a career-clusterdesign. The logic of this approach isbased on the fact that most occupationscan be grouped into major clusters thatrequire similar skills and knowledge.According to Hull (1992) and others,career clusters that have commonly beenused in tech prep programs include:

engineering/industrial,health/human services,business careers,agricultural, andarts/humanities.

An additional career clusterspecifically designed for teachereducation could have a positive impact onlow enrollment, predicted teachershortages, and the current pressure toeither add a fifth year or reduce thenumber of technical core competenciesrelated to the program of certification.Shifting required entry level technicalclasses to the high school curriculumwould help to offset the trend towardsignificant increases in professionaleducation and general studies core

H

requirements at the college/universitylevel.

The technical core of manyconventional tech prep programs tends rofocus on a vocational education format.An example engineering/industrial coremight include combinations of ONE TOTHREE CLASSES OR YEARS of autotechnology, carpentry, metals technology,technical drafting, computer aideddrafting, graphic arts, electronics,masonry, industrial maintenance,horticulture, textile technology, ormachine shop. The depth of study andcombination of classes depend on thespecific occupation within the career-cluster that is selected.

There are many problems with thevocational Tech Prep approach. First itforces adolescents to make highlyspecific, narrowly focused career choicesas early as the eighth grade. Second, thefocus of post-secondary education is onlyon the community college. Even theconventional name "Tech Prep AssociateDegree" or TPAD reflects this limitingmentality. Further, the scope of thetechnical core is unbalanced. Since thetechnical core of the vocational formatfocuses on a concentration of classes inone particular occupation (i.e. Drafting orelectronics), technical skill development isseverely limited to that occupation. Aholistic understanding of technology(technological literacy) and the systematicattainment of generic workplacecompetencies (recommended by theSCANS commission) cannot be achieved.

The foundation skills and genericworkplace competencies identified by theSCANS commission are listed below.

I. Foundation Skills:

Basic Skills -- reading, writing,arithmetic and mathematics,speaking, and listening.

Thinking Skills thinkingcreatively, making decisions,

11Tech Prep and Technology Education

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1213

solving problems, seeing things inthe mind's eye, knowing how tolearn, and reasoning.

Personal Qualities individualresponsibility, self esteem,sociability, self-management, andintegrity.

II. Workplace Competencies:

Resources allocating time,money, materials, space, andstaff;

Interpersonal Skills -- working onteams, teaching others,serving customers, leading,negotiating, and working wellwith people from culturally diversebackgrounds;

Information acquiring andevaluating data, organizing andmaintaining files, interpreting andcommunicating, and usingcomputers to processinformation;

Systems understandingsocial, organizational, andtechnological systems,monitoring and correctingperformance, and designing orimproving systems; and

Technology -- selecting equipmentand tools, applying technology tospecific tasks, and maintainingand troubleshooting technologies.(The Department of Labor; 1991,p. vii)

A balanced technical core that includes aholistic understanding of technology(technology education) and technicalcompetencies generic to a wide variety ofrelated occupations is required to achieveSCANS competencies and produceflexible graduates that will help ourcountry achieve a world-class workforcecapable of competing in a globaleconomy.

Finally, the vocational tech prepformat tends to limit the career ladderpotential of graduates to the technicianlevel within the specific occupationselected. Since students are requiredvery early to select a specific occupationand are tracked in that occupationthroughout high school, they must selectthat same field of study at the associatedegree level and enter the workplace as atechnician in that occupation. The furtherone sets in the high school curriculum,the less career flexibility is available. Ifbaccalaureate degree programs do notexist in the selected occupational area,the door to career advancement is usuallyclosed. The graduate must then beginthe process again in another occupationalarea that will lead to a four year degree orbeyond.

The North-Central West Virginia(NCWV)Tech Prep Project developed analternative engineering related technicalcore based on a literacy and generic-technical format. Future technical coresfor business/commerce and health/humanservices clusters will also be based on aliteracy/generic-technical format ratherthan a vocational format.

A comparison between theconventional vocational format and thegeneric-technical format is illustrated inFigure 2. This alternative (generic-technical') core addresses all of theshortcomings of the vocational format by:

1. incorporating generic entrylevel engineering related competencies,

2. including broad-based systemscourses to provide literacy in technology(as recommended in the SCANS report),and

3. articulating these literacy andgeneric technical competencies into awide variety of two and four-yearengineering-related degree programs.

14

10 Tech Prep and "Fechnology Education

The primary goal of the generic-technicalformat is to develop a new form ofliteracy for our workforce calledcompetitive literacy. This generic-technical format as well as the concept ofcompetitively literacy will be discussed ingreater detail later in this monograph.

Articulation

Articulation is an important part ofany tech prep program. It is a process bywhich educators at the secondary levelwork together with educators at the post-secondary level to link their programs andeliminate unnecessary duplication ofcoursework. Articulation betweensecondary and post-secondary classescan take place in academic as well astechnical classes.

Articulation basically involves thefollowing process. Secondary and post-secondary representatives are firstappointed to direct the overall articulationeffort. Academic and technicalarticulation committees are establishedfor each class that is to be articulated(i.e., math, science, language arts,engineering graphics, computer graphics,electronics, manufacturing,transportation, etc.). Subject matterexperts from the secondary level and thepost-secondary level are then appointedto each committee. Each committeeshould also include industrialrepresentatives.

A kick-off meeting involving allcommittees is usually held to get thearticulation process formally started. Oneor more speakers from industry is askedto explain their view of the overallimportance of a good tech prep programfor the local community and nation. Theprocess of articulation is than explained,a good meal is provided, and then eachcommittee meets briefly to elect achairperson, develop a curriculumarticulation plan, and set up futureworking meetings.

The goal of future meetings is todetermine if existing secondary levelclasses are compatible with theircounterparts at the post-secondary level.Those that are not compatible can eitherbe revised or new secondary level classescan be developed to achieve this goal.Course descriptions, course outlines, goalstatements, competency statements, anda final competency examination aredeveloped for each secondary level classthat is to be articulated with the college.

Once the committees haveworked out all of these course details, thecollege faculty and administration willdraft an articulation policy for advancedplacement into the college. Onceapproved, the articulation policy will besigned by the college president and thesuperintendent of each participatingsecondary school system. An in-servicetraining program will later be developed toprovide secondary level academic andtechnical instructors with anycompetencies required to teach new orrevised classes. Advanced placementgenerally allows articulated credit to begranted to high school graduates who:

1. complete each articulatedsecondary level class with apredetermined grade point average(usually 3.00 or better),

2. pass a competencyexamination for each class in thearticulation agreement designed by thecollege instructors, and

3. enroll in a related associatedegree program within a certain timeperiod after graduation (usually threeyears).

An additional requirement thateach secondary level class will meet leasttwice as many contact hours as thecollege level class was added to theNCWV Tech Prep articulation agreementto assure accrediting bodies (such as theTechnology Accreditation Commission ofthe Accreditation Board for Engineering

15Tech Prcp and Technology Education 11

and Technology -- TAC/ABET) that thehigh school students were receiving equalto or greater coverage of materialsrequired for each class. After studentsenroll in college, they can then eithercomplete the associate degree program atless cost, complete additional advancedlevel coursework to better prepare themfor work, or continue their education in arelated bachelor's degree program.

Federal Funding for Tech Prep

In October of 1990, a line item of63.4 million dollars in federal fundingfrom the Carl D. Perkins Vocational andApplied Technology Education ActAmendments of 1990 was provided toencourage secondary education to joinwith community colleges to facilitate thedevelopment of tech prep programsacross the nation (Dervarics, 1990). Anational tech prep project was establishedby the U.S. Secretary of Education toassist states who desire to develop techprep curricula. Tech prep consortia havereceived funding by responding toreque3ts for proposals (RFP's) from stategrant programs established for thispurpose. As of the time of this printing,over 1,000 tech prep consortia have beenestablished across the United States.

Fairmont State College and twelvecounties within the north central region ofWest Virginia formed a tech prepconsortium during the summer of 1991.A grant proposal was submitted andapproximately $176,000 in federalfunding, renewable for three years, wasawarded to plan (1991-92), develop(1992-93), implement (1993-94) andevaluate (1994 and beyond) this project.Funding for the second year wasapproximately $180,000 and third yearfunding has exceeded $200,000.The initial focus was to develop andimplement an engineering technologytech prep curriculum. Future careerclusters will include business/commerceand health/human services.

Participating counties in thisconsortium can articulate approvedclasses with ten associate and tenbaccalaureate degree programs (includingtechnology teacher education) in theFairmont State College Division ofTechnology. Since most of thesetechnology and engineering technologydegree programs are designed on a 2 + 2format, and some are TAC/ABETaccredited, the educational career ladderfor tech prep graduates in the North-Central West Virginia Consortium cancontinue from high school, to theassociate degree, to the baccalaureatelevel, to teacher, to engineer and beyondas described in Figure 2.

6

12 Tech Prep and Technology Education

THE "TECH" NOLOGY OFTECH PREP

Before a tech prep curriculum thatfocuses on competitive literacy can bedesigned, a much better understanding oftechnology and how it is taught isrequired. Common public misconceptionof technology focuses on computers,equipment, and "other gadgets". Mostvalid definitions describe a codified bodyof know:edge.

Technological Knowledge is theknowledge (ology) of technique used byhumans to change their environment sothat wants and needs are satisfied. TheNew Encyclopedia Britannic& (1990)appropriately defines technology as "thesystematic study of techniques formaking and doing things" (Vol. 28, pg.451).

Differences between Science andTechnology

The terms science and technologyare used together so often thatmany also confuse the study oftechnology with the study of science.The relationship between science andtechnology can be seen in Figure 3. Thesetwo disciplines have distinctly differentknowledge bases, aims, purposes, goals,careers, processes and impacts.

Science is concerned with theknowledge of what is and the aim ofscience is to produce and classifyknowledge so that logical patterns innature can be discovered and described.The process of a scientist (referred to asthe "scientific method") involves:

making careful observations ofphenomena,

collecting accurate data,inventing theories (hypotheses) to

explain observations,testing the validity of theories andimproving or discarding these

theories.

Tech Prep and Technology Eclucatinn

The impacts of science take time todevelop and are usually not immediatelysensed by individuals.

Technology focuses on theknowledge of technique or practice formaking and doing things. The aim oftechnology is to produce products ordevelop processes that extend humanabilities. Technology is applied bytechnicians, technologists, and engineersto control or change the world to satisfyhuman needs. The process of atechnologist (referred to as the"technological or engineering method")involves:

defining human needs,designing solutions

(products/processes, etc.) tosatisfy these needs,

constructing solutions (mockups,prototypes, final products),

testing solutions,evaluating the effectiveness and

impacts of these solutions andrefining the solutions.

The impacts of technology are usuallyfelt immediately by ail that it touches.

The knowledge and method oftechnicians, technologists, and engineersis similar, but distinctively different fromthe knowledge and method of a scientist.However, an understanding of bothtechnology and science are equally asimportant for a liberal education and thedevelopment of a "world-class" workforcein a democratic society.

Generally, disciplines in technologyhave three common characteristics Thesedisciplines:

1. depend on and draw theoreticalconcepts from the formal (math, syntax,logic), descriptive (sciences), and

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prescriptive (humanities) domains ofknowledge;

2. demand a clinical orprofessional body of knowledge called thetheory of practice or knowledge oftechnique (technology); and

3. require practice, internship,residency, or student- teaching necessaryfor proper training (Towers et al.; 1966,P. 9).

Secondary education classes invocational and technology education areattempts to organize such knowledge.The technological domain is representedin higher education by variousprofessional schools such as education,medicine, law, engineering, engineeringtechnology, dentistry, pharmacy, andothers.

The engineering and engineeringtechnology fields of study, for exampledraw a significant amount of knowledgefrom mathematics and science and havetheir own unique knowledge base oftechniques or practices within eachspecific field (civil, electrical,manufacturing, mechanical, etc.). Theyalso require college level laboratorypractice as well as post-graduateinternship as part of the registrationprocess of becoming a professionalengineer (P.E.). The same can be saidfor all of the other fields of study listedabove.

Ways to Study Technology

There are three basic ways tostudy technology:

1. literacy in technology(technology education);

2. efficiency in technology(vocational education); and

3. professional or post-secondaryeducation in technology.

Figure 4 illustrates the relationshipbetween these three ways of studyingtechnology.

Literacy in Technology (TechnologyEducation)

Technology education has beenreferred to as the "NEW BASIC" ineducation by the International TechnologyEducation Association. The primary goalof technology education is to promotetechnological literacy. Therefore, breadthis of greater importance than depth inknowledge and manipulative skilldevelopment (as illustrated in Figure 4).

Technology educationemphasizes:

major systems of technology;resources or inputs to technological

systems;applications of technology;predictive technological concepts;cultural understanding;problem solving;holistic long-term learning;interpersonal skills relating to

teamwork, leadership, follower-ship, and customer service,

the acquisition and organization ofdata through computers,consumer surveys, and othermeans; and

applications of the "technologicalor engineering method".

The above characteristics of goodtechnology education programs relateremarkably well to the development ofthe five generic workplace competenciesidentified by the SCANS commission.

SCANS competencies areconsidered critical to the preparation of aworld- class workforce. Further,curricular methodologies that emphasizeapplications of both the technological andscientific methods can provide studentswith additional SCANS "Foundations"(bas;- skills, thinking skills, and personalqualities) described earlier.

2216 Tech Prep and Technology,: Education

The content and activities for`.eaching literacy in technology(Technology Education) are derived froman analysis of common technologicalsystems that humans have historicallyused to adapt or change theirenvironment for the purpose of satisfyingneeds and wants. Four basictechnological systems have evolved thatenable humans to:

1) CONSTRUCT shelter and otherstructures,

2) MANUFACTURE their tools,weapons, clothing and food,

3) COMMUNICATE ideas andinformation, and

4) TRANSPORT themselves andtheir supplies to new locations wherefood and other resources were readilyavailable.

These technical human-adaptive systemsenabled our primal ancestors to survivetheir environmental hardships andpredatory adversaries.

Sociologists and anthropologistsgenerally agree that these four basictechnological systems transcend humanexistence, cut across cultural boundariesand contirue to be the chief agency ofsocial and cultural change in any society(Hales and Snyder, 1981). Therefore, thefour major content areas for promotingliteracy in technology are communication,construction, manufacturing, andtransportation systems.

Efficiency in Technology(Vocational Education)

A second type of education intechnology is called vocational education.Vocational education is the antithesis oftechnology education (also see Figure 4).The primary focus of vocational educationis learning the applied s! ills of acraftsperson (skilled laborer) and related

information required to efficiently performa specific occupation. About 80 percentof the vocational student's time is spentpracticing technical job related skills andabout 20 percent is spent learning relatedjob information (Pond; 1990, p. 11).

The required skills and related jobinformation for vocational education aredetermined from a detailed analysis of aparticular trade or job listed in the U.S.Dictionary of Occupational Tit lea. Thistrade and job analysis approach, or amore recent variation called DACUM(Developng a Curriculum) analysis, isdesigned to develop curriculum that willprepare individuals for selectedoccupations such as cabinetmaker,secretary, metal machinist, carpenter,welder, drafter, beautician, automechanic, printer, and others. Anindividual who has completed secondarylevel vocational and post-secondaryapprenticeship training in a specificvocational career is typically called aSKILLED CRAFTSPERSON.

A further comparison oftechnology (literacy) education andvocational (efficiency) education isillustrated in Figure 5. One can readilysee that the analysis approaches fordetermining content and method, contentfocus, class names, goals and purposes ofthe two educational methods arecompletely different.

The goal of technology educationis technological literacy and its majorpurpose is for the holistic understandingof technology for the liberal education ofALL citizens in a democratic society.Technology education also serves as awonderful foundation for individuals whoare interested in pursuing an engineeringrelated career.

On the other hand, the goal ofvocational education is vocationalefficiency. Its purpose is to prepareindividuals to be technically competent ina specific occupation or job. Therefore,the ultimate goals of technology and

2Tech Prep and Technology Education 17

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vocational education are quite different aswell as the methods that are used toachieve these goals.

Professional (Post-Secondary)Education in Technology

A third type of education intechnology develops entry levelprofessional expertise in a technologyrelated field such as architecture,engineering, agriculture, education,medicine, law, and others. For thepurpose of this monograph, professionaleducation in technology, (also illustratedin Figure 4) involves the completion of atwo, four, or five year college/universitydegree in an engineering related disciplinesuch as electrical, mechanical,manufacturing, civil, occupationalhealth/safety, mining, aviation, andothers.

These professional and pre-professional fields of technology are muchbroader than occupational areas ofvocational education, incorporate greateramounts of applied academic knowledge,and emphasize problem solving and thetechnological/engineering methodcompared to the common vocationalmethod of drill and practice. Professional(post-secondary) education in technology(in an engineering related field) preparesindividuals to develop solutions forspecific problems relating to consumerproduct design and development,industrial competitiveness, housing andurban development, power generation,transportation, communication, wastedisposal, global warming, acid rain,depletion of natural resources, and manyothers.

The graduate of an associatedegree program in engineering technologyis called a TECHNICIAN. The associatedegree program represents about a 50-50percent blend of theory and practice(Pond; 1990, p. 11). This persongenerally assists technologists andengineers and tends to be actively

Tech Prep and Techm)k)gy Education

involved in the maintenance and repair ofequipment and facilities.

The graduate of a bachelor'sdegree program in engineering technologyis called a TECHNOLOGIST. The Bachelorof Science in Engineering Technologyprogram is about 60 percent theory and40 percent applied knowledge andpractice (Pond; 1990, p. 11). Thisperson generally assists engineers,performs many applied engineeringfunctions, and can become involved insome product/process design applications.

The Bachelor of Science inEngineering program is about 70 percenttheory and 30 percent practice (Pond;1990, p. 11). The primary differencebetween engineering and engineeringtechnology is the degree of application."Engineering technologists generally dealwith practical design and production workrather that the more theoretical, scientificand mathematical knowledge that istypical of the engineer. Engineeringtechnologists specialize in the same fieldsas engineers and typically bridge the gapbetween the engineer and thetechnician." (Griscom, 1993).

Bachelor degree graduates ofABET accredited engineering andengineering technology programs caneventually become PROFESSIONALENGINEERS (PE's). Professionalengineers tend to be heavily involved indesign applications, supervision, andscientific research related to materials,processes, products, equipment, facilities,as well as applying knowledge obtainedfrom the scientific method to solveproblems or satisfy human wants.

Parallel Lineages of Education inTechnology

The three ways to studytechnology described above can behistorically traced through two distinctbut related parallel lineages as illustratedin Figure 6. The general education

2619

(literacy) lineage began with experientiallearning advocates (such as Bacon,Locke, Commenus, Rousseau, Pestalozzi,and Dewey) from the 1500's through the1800's. Educational movements such asSloyd (usable product), Arts and Crafts(design), and Manual Training(tool skills and step-by-step exercisesborrowed from Della Voss's RussianSystem) contributed to the Manual ArtsMovement during the late 1800's. Duringthe 1900's, a multitude of curricularanalysis techniques developed the generaleducation lineage from Industrial Arts toIndustrial Technology Education, andfinally to Technology Education.

Some futurists in this field havepredicted a greater alliance withengineering that may lead to a futurename for the field such as EngineeringTechnology Education. The major goalfor all of the above educationalmovements continues to be literacy intechnology.

The occupational lineage can betraced as far back as the apprenticeshipguilds of the Roman empire. During theindustrial revolution, the world economyshifted from agrarian to industrial and theapprenticeship system couldn't keep pacewith demand for skilled workers.Additionally, the new industrial societyhad need for special workers with a broadmixture of academic and technical skillssimilar to those found in militaryengineering.

A branch of engineering related tocivilian (Civil) applications was developedat the Rensselaer Polytechnic Instituteduring the early 1800's. However,widespread engineering related educationwas not available in the United Statesuntil the Morrill (Land Grant) Act of 1862.This legislation provided land and moneyfor each state to develop a major collegelevel (professional) school for teachingAgriculture and Mechanic Arts Education.

While the land and money wasappropriated to build new professional

schools to service large numbers ofindividuals, an efficient system ofeducational instruction for engineeringand technology related disciplines wasstill needed. This system (Victor DellaVOss's Russian System of Tool SkillExercises) was discovered at thePhiladelphia Centennial Exposition of1876. Calvin Woodward applied theRussian System of instruction for hisliteracy based Manual Training instructionin the St. Louis, MO public schools. JohnRunkle applied the Russian System for hisMechanic Arts post-secondaryprofessional instruction at theMassachusetts Institute of Technology.(M.I.T.).

During the early 1900's it becameapparent that secondary level technicalinstruction was needed to prepare highlyskilled (efficient) workers within specificoccupations related to agriculture,industry, and home economics. Thistraining (called vocational education) wasfunded by the Smith-Hughes Act of 1917.

Vocational (efficiency) educationwas targeted for those who desired toenter directly into the workforce orapprenticeship training immediately aftergraduating from secondary leveleducation. As previously discussed,this form of secondary level technicalinstruction follows a parallel(occupational) lineage, but has acompletely different content analysismethod, method of instruction, goals andlearning activities when contrasted withtechnical instruction for acquiring literacyin technology.

Post-secondary (professional)education in technology dramaticallychanged due in large part to anotherRussian connection during the mid1950's. After the Russians launchedtheir Sputnik Satellite in 1957, a tidal-wave of mathematics, science, andexperimental inquiry (research) became adramatic focal point for education in thiscountry. This new educational directionwas essentially a crash effort to make-up

27

?() Tech Prep and Technology Education

GENERAL EDUCATION OCCUPATIONAL EDUCATIONLINEAGE LINEAGE

EXPERIENTIALLEARNING

ADVOCATES

SLOYD(.872)

BaconLocke

RobelaisMulcasterComeniusFranke

RousseauPestalozziFellenberg

FroebelDewey

**INDUSTRIAL REVOLUTION**

ARTS & CRAFTS(1888)

MANUAL ARTS(1890'S)

MANUAL TRAINING(1877)

LITERACY EDUCATION

INDUSTR AL ARTS(1901)

APPRENTICESHIP

West Point(MILITARY ENGINEERING - 1812)

Rensselaer Polytechnic Institute(CIVIL ENGINEERING - 1835)

Morrill (Land lam) Act (1862)AGRICULTURE & MECHANIC ARTS EDUCATION

EFFICIENCY EDUCATION

Smith-Hughes Act (1917)VOCATIONAL EDUCATION

Prosser

INDUSTRIAL TECHNOLOGY EDUCATION(1965)

TECHNOLOGY EDUCATION(1970'S-80'S)

RUSSIAltSYSTEMImperial Technical School

(Della Voss - 1868)

MECHANIC ARTSMassachusetts Institute of Technology

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PROFESSIONAL EDUCATIOq

SPUTNIK(1957)

ENGINEERINGTECHNOLOGY(Applied Focus)

"EngineeringTechnology

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ENGINEERING(Theory/Research Focus)

TechnicianTechnologist

Engineer

(1990's)

WORLD CLASSWORKFORCE

TECH PREP(North-Central WV Tech Prep Steering Committee)Literacy Education in TechnologyEfficiency Education in TechnologyProfessional Education in Technology

Figure 6: Parallel Lineages Of Education In Technology

Tech Prep and Technology Education 21

CIRCA

1500's1600's1700's1800's

1900's

lost ground to the Russians in the spaceprogram and other technologicalendeavors. This dramatic change causedprofessional (engineering) education tosplit into two related but distinct forms ofeducation. Engineering assumed acalculus-based theoretical/research/designfocus and engineering technology; anapplied focus as previously discussed.

An engineering related tech prepcluster can be a the binding force (pleaserefer to the bottom of Figure 6) thatcombines two historic parallel lineages ofeducation in technology (literacyeducation and occupational education).A generic-technical tech prep format (aspreviously discussed) can also combine allthree ways of studying technology(literacy, efficiency, and post-secondaryprofessional) into a powerful curriculum todevelop competitive literacy and a world-class workforce.

Tech Prep and Technology Education

EDUCATION FORCOMPETITIVE LITERACY

Competitive literacy has beensuggested by corporate leaders andconcerned educators as a focal point forthe "neglected majority" in the highschool curriculum. The components ofcompetitive literacy, illustrated in Figure7, begin with a strong foundation inapplied mathematics and communicationskills (Functional Literacy). The desiredfunctional skills include oral, visual,reading, and written communication aswell as algebra level mathematics andbasic statistics. This is the "basic skill"foundation recommended in the SCANSreport.

The second building block forcompetitive literacy requires educationalexperiences from both the descriptive(sciences) and the technological domainsof knowledge. Included are the abilitiesto:

identify human needs;obtain information;form and test hypotheses;make informed decisions;design, produce, and market

products;solve problems;demonstrate constructive work

habits;work collectively in teams toward

common goals; andquickly adapt to changing

environments.

The above skills represent a dualfocus of the "Tec'mological" andScientific" methous. This focusaddresses the "thinking skill" and"personal quality" foundations as well asthe five generic workplace competenciesrecommended by SCANS. A combinedemphasis in both scientific andtechnological literacy is an essentialcomponent of a curriculum designed todevelop a world-class workforce.

Tech Prep and Technology Education

The third building block forcompetitive literacy is post secondaryeducation in an engineering or engineeringtechnology related degree program (seeFigure 7). The need for adequatelyprepared students to pursue technologyrelated careers is critical because, aspreviously discussed, there is a predictedneed for about one million new engineers,engineering technologists, and scientistsby the year 2010 (Engineering ManpowerBulletin; November, 1989).

The goal of competitive literacycannot be achieved without thecooperation of four major groups ofteachers (as illustrated in Figure 7).Academic teachers provide students withfunctional and scientific literacy.Technology education teachers providetechnological literacy. Vocationaleducators provide many of the genericentry level technical competencies thatwill articulate directly into the first year ofa technology related post secondarydegree program. Finally, educators fromprofessional degrees programs intechnology (such as engineeringtechnology) at the associate andbaccalaureate levels provide advancedlevel academic and technical classes. Allof these disciplines of education arerequired and cooperation between all isessential for the goal of competitiveliteracy to be achieved.

High School Curriculum forCompetitive Literacy

There is a significant need to replacethe general high school curriculum with atech prep alternative (as illustrated inFigure 8) that will:

bring focus, provide goals, and raiseexpectations;

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require grade level or above "appliedacademic" preparation (math,science, language arts) toadequately prepare high schoolgraduates for entry intoeither the world of work orcollege;

provide a required technical corecomposed of both:

1. literacy courses in technology(communication, construction,manufacturing, transportation), aswell as

2. entry level technical courses(such as electronic circuitanalysis, engineering graphics,materials and processes, computergraphics, and statics) that areconsidered generic requirementsto a wide variety of engineering oengineering technology careers;

develop articulation agreements forselected "applied academic" andtechnology courses with two andfour year engineering, engineeringtechnology, and technologyteacher education programs toencourage students to pursuepost-secondary level technologyrelated degrees; and

incorporate an arts/humanitiessequence (music, literature, art) tohumanize future engineers,technicians, technologists andteachers for cooperative andbenevolent association with eachother and the world they will soonbegin to alter.

Graduates of this type of high schoolcurriculum are better prepared for directentry into the workforce; are betterprepared to enter a post secondary leveltwo or four year engineering, engineeringtechnology, or technology teachereducation program; and may articulate asignificant number of credit hours at thepost secondary level.

Tech Prep and Technology Education

A model high school tech prepcurriculum proposed for the North-CentralWest Virginia (NCWV) Tech Prep"engineering technology" career cluster isillustrated in Figure 9. This curriculumincorporates multiple trackings inmathematics and science to provideflexibility for "neglected majority"students as well as college prep orvocational students who may wish totake advantage of technical and appliedacademic classes to prepare forengineering or teacher education relatedcareers.

A summary of this engineeringtechnology tech prep curriculum includesfour mathematics and language arts units,at least three natural science units(including Principles of Technology);three social science units; one unit eachof health and physical education; one unitsits /humanities; two elective semesters ofeither keyboarding, computer sciencepublic speaking and/or appliedcommunication and seven units oftechnical classes:

2 units of literacy(manufacturing/construction,transportation/communication)and

5 units of generic-technical(materials and processes,engineering graphics, computergraphics, electronic circuitanalysis, and statics).

A majority of the technical core isscheduled for the junior and senior yearsat either the local high school or areavocational/technical center. Thesetechnical classes require a break from thetraditional one class, three hour a dayvocational format. Students will bescheduled for three generic entry levelengineering related classes a semester ateither the local high school or thevocational-technical center; each meetingfor one hour per day. This modelprovides options for students withdifferent career objectives, brings

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37

"neglected majority" as well as collegeprep students into technical classes, andprepares graduates for a variety ofengineering and technology relatedcollege programs.

Tech Prep Graduate Options

High school graduates of theNCWV "engineering technology" techprep curriculum have a variety of careeroptions. Graduates may seek directemployment in industry as a much betterprepared (semi-skilled) worker. Anotheroption is to articulate into one of tenFairmont State College associate degreeengineering technology programs andgraduate for employment opportunities asan engineering technician. A third optionis for the student to continue aftercompleting the associate degree into oneof nine plus ( + ) 2 engineering technologybaccalaureate programs and graduate foremployment opportunities as either anengineering technologist or an engineer.

Graduates of West VirginiaTAC/ABET accredited baccalaureatedegree programs may qualify to take theirFundamentals of Engineering (F.E.) examduring their senior year of study andbecome certified engineering interns aftera minimum of two years of experienceunder a licensed engineer. Four yearsafter becoming an engineering intern,graduates can then take the ProfessionalEngineering (P.E.) examination that relatesto their specific branch of engineering.The successful completion of theseexaminations and professional workexperience will lead to professionalengineering certification.

A final option for students in thistech prep program is articulation into thetechnology teacher education program foreventual employment as a technologyeducation teacher. Greater enrollments intechnology teacher education programswill certainly be promoted. This logiccould also extend to teacher educationprograms in other disciplines as well.

Ns/lib:Scent:ALM/eat Virginia TechPrep Articulation

The North-Central West Virginia(NCWV) tech prep articulation modelprovides up to 27 credit hours into tentechnology and engineering technologyassociate degree programs, and nineengineering technology bachelor's degreeprograms. Twenty-three (23) credithours will also be articulated into thetechnology teacher education program asshown in Figure 10.

The procedure for receivingadvanced standing and college creditreflects the criteria for articulationdiscussed in an earlier section of thismonograph. Once the criteria are met,the college transcript will reflect creditthat counts toward graduation. A markof "P" or "CR" will appear on thetranscript for each articulated class andwill not be used in the calculation of thefinal grade point average of the student.

While students can articulate upto 27 credit hours, it is anticipated (dueto economic and personnel limitationswithin each of the twelve NCWV techprep county school systems) that thenorm will be approximately 15 credithours. This significant number of credithours can lead to questions concerningthe length of time it will take for a techprep student to complete a post-secondary degree and whether or notenhanced skills can be incorporated intothe college curriculum to replace thecredits articulated from the secondaryschools.

A comparison of time-shortenedand skill enhanced characteristics of the"general" high school and the NCWVTech Prep "engineering technology"curricula are shown in Figure 11. Theexisting general high school curriculumwill articulate zero (0) credit hours into acollege degree program. Since mostgraduates of the "general" high schoolcurriculum have not been adequatelyprepared to purse a college degree, they

3828 Tech Prep and Technology Education

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must take approximately one (1) year ofacademic remediation in math,communication and science related skills.Further, their associate and bachelor'sdegree programs will require at least two(2) years each to complete.

Barring any unforeseencircumstances (such as excessivewithdrawals or sickness), it will take agraduate of a "general" high schoolcurriculum at least three (3) years tocomplete an associate degree and anadditional two (2) years to complete arelated 2 + 2 bachelor's degree program.Further, neither the associate orbachelor's degrees are enhanced with anyadvanced level skills deemed necessaryfor a world-class workforce.

The NCWV "engineeringtechnology" tech prep curriculum time-shortens both the associate andbachelor's degrees by at least one yearbecause the need for academicremediation is eliminated. Further, skillenhancement can be added to both theassociate and bachelor's degree programsto replace the credit hours that weretaught at the secondary level.

Associate degree programs can beenhanced by allowing students withappropriate prerequisites to articulateadvanced level classes from thebachelor's degree program. Thebachelor's degree program can also beenhanced by allowing students to takeadditional technical electives, select aminor program of study from anothercollege division (i.e. computer science,management, etc.), or complete anadditional technology related associatedegree program.

A graduate of the NCWV"engineering technology" tech prepcurriculum would take about two (2)years to complete an associate degreeand two (2) or less years to complete arelated 2 + 2 bachelor's degree program.Parents and students can saveeducational expenses through a time-shortened curriculum and graduates canbenefit from skill-enhanced options inboth the associate and the bachelor'sdegree programs.

41

Tech Prep and Technology Educatiun

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LCERTIFICATION REQUIREMENTS FOR H.S.

TECH PREP TEACHERSFairmont State College Class Minimum Certification

I. APPLIED ACADEMIC:Tech. Report WritingApplied Tech. Math

English/Applied Communication Exp.Mathematics with Applied Math Exp.

Phys. Science Physics Physics or General Science with Prin.of Technology Expertise

II. GENERIC ENTRY LEVEL TECHNICAL:Engineering Graphics Vocational Drafting or Technology

Eucation with Drafting Spec.Computer Graphics Vocational Computer Drafting or Tech.

Educ. with Computer Graphics Expert.

Circuit Analysis I Vocational Electronics or TechnologyEduc. with Electronics Specialization

Statics Math or Science (preferably physics)or an Engineering Background

Materials/Processes Technology Education orMaufacturing Background

III. LITERACY:Construction

Manufacturing

Transportation

Communication

32

Technology Education with Epertisein Construction Systems

Technology Education with Expertisein Manufacturing Systems

Technology Education withExpertisein Transportation Systems

Technology Education withExpertisein Communication Systems

Figure 12: Certification Requirements for Tech Prep Teachers

44 Tech Prep and Technology Education

IMPLICATIONS OF TECHPREP FOR TECHNOLOGY

EDUCATION

Technology education has ameaningful contribution to make towardtransforming the "neglected majority" intoa world-class workforce. Whentechnology education becomes a varsityplayer with applied academic andvocational education, tech prep canprovide a(n):

balanced technical core that willenable students achieve ALLSCANS competencies,

powerful catalyst for change thatcan significantly reduce thetheory- practice gap in the field,

viable solution to the curricularsqueeze overwhelming teachereducation programs across thenation,

excellent recruitment tool forteacher education programs,

window of opportunity to reversethe trend toward extinction ofboth technology and vocationaleducation, and

meaningful contribution to thebattle for economiccompetitiveness.

Each of the these points will be discussedbelow in greater detail.

Balanced Technical Core

The blending of literacy intechnology (technology education),efficiency in technology (vocationaleducation), and post-secondary

professional education in technology canprovide a strong balanced technical corefor the tech prep curriculum. A balancedtechnical core (breadth as well as depth)is essential for students to achieve allSCANS competencies, to have greatcareer flexibility at the college level, toobtain competitive literacy, and tobecome contributing members of a world-class workforce.

Appropriate combinations oftechnology education and vocationaleducation can produce a synergisticeffect on the study of technology at thesecondary level. Each of these ways ofstudying technology has its ownstrengths and weaknesses as describedearlier. The strengths of both can easilycancel weaknesses and lead tocompetitive literacy. However, atechnical core focus on one (such as theconventional vocational format describedearlier) will allow curricular weaknesses toimpede progress toward that same goal.

The technical core promoted inthis monograph contains four one-semester literacy courses and five one-year generic-technical classes. Thecertification requirements for high schoolteachers in each of these classes areshown in Figure 12. The literacy courseswill only be taught by certified technologyeducation teachers. The generic entrylevel technical classes will be taught byeither vocational teachers or technologyeducation teachers with certifications indrafting, computer graphics, electronicsor significant industrial experience. Theonly exception in the technical core isstatics, which will be taught by a rn?thor science certified teacher or a technicalteacher with an engineering background.

The generic-technical core hasappropriate combinations of literacy aswell as efficiency classes in technology.

5Tech Prep and Technology Edt.,:ation 33

When combined with college level studyin technology, students will experience awell-balanced technical ccre that includesall three ways of studying technology:Literacy, Efficiency, and ProfessionalEducation.

Powerful Catalyst for Change

Perhaps the most significant andpersistent problem that faces thetechnology education profession is theever widening theory-practice gap. Amultitude of approaches have been triedover many years to reduce the theory-practice gap. Theory-based models (statecurriculum guides, innovative curriculumplans, textbooks, learning activitypackets, etc.) have been developed,undergraduate programs have beenimproved, and countless short-term in-service training programs have beenimplemented. However, significantchange has not occurred in the field.

According to most nationalsurveys, the most commonly taughtsecondary level literacy classes intechnology continue to be woods, metals,and drawing. Similar classes were taughtas far back as the late 1800's when aform of education called manual trainingwas common in the public schools.

Past efforts to bring about changehave failed because change agentshave focused primarily on changingteachers and not on changing the overalleducation system in the secondaryschools. According to Deming (1986),individuals (teachers) who are involvedwith a process (education) have control ofonly about six (6) percent of the factorsthat bring about change in their workenvironment. Management (theadministration), on the other hand, hascontrol of at least ninety-four (94) percentof change related factors. (p. 315)

While conventional teachersdeserve some blame for not changing, themajority of the blame lies in the system

that reinforces conventional practice.This system is controlled in large part bythe administration. Therefore, lastingchange will only occur if theadministration changes the system ofeducation. Tech prep is a change in thesystem.

Tech prep is a change in theeducation system for the "neglectedmajority." The new tech prep "majority"should be provided for the first time witha planned four-year sequence of highschool courses that lead to a career goal.Academic instruction is made practicaland relevant. Technology education anda generic-technical form of vocationaleducation become required and essentialcomponents of the high schoolcurriculum. Funding for this portion ofthe student population becomes a priority.All parties that reinforce change areinvolved (principals, counselors, parentsand other teachers) and continuousimprovement (reduction of the theory-practice gap) is built into the system.

Implicit in the tech preparticulation process is a methodology forinterfacing theory-based college levelinstruction with secondary level practice.Technology education course materialsare developed through close cooperationbetween secondary level and college levelteachers. A consensus on coursedescriptions, outlines, goal statements,competency statements, and finalcompetency examinations is developedduring this process. Secondary levelteachers are certified to teach collegelevel coursework; which in itself providesa psychological boost to the ego of thoseteachers. Accountability is obtainedthrough final competency examinationsdeveloped by college personnel with inputfrom secondary teachers.

Empirical data (percentages ofstudents passing the competencyexaminations) can be provided asfeedback to teachers and administratorsto identify areas of needed improvement.Finally, yearly articulation meetings and

463 t Thch Prcp and Technology Education

in-service training workshops can be usedto evaluate progress, to modify objectivesand improve activities so that continuedtheory-practice compatibility can bemaintained.

Solution to the Curricular Squeeze

There are three basic componentsto a technology teacher educationcurriculum:

1. a general studies core,2. a professional education core, and3. a subject specialization core

(technology education technicalclasses).

Significant increases in the sizes of thegeneral studies and professionaleducation cores have occurred in recentyears, due largely to pressure fromnational and regional accreditingassociations.

The resulting increases haverequired administrators of undergraduateprograms to consider either extendingtheir programs to a fifth year orsignificantly reducing the number oftechnical core classes required forgraduation. Both options are less thandesirable. A fifth year will have anegative impact on already saggingteacher education enrollments and asignificant reduction in the technical corewill seriously compromise the technicalcompetence of graduates.

A properly designed tech prepcurriculum can provide a solution to thisproblem. The generic-technical format,as advocated in this monograph, canprovide from twenty to thirty credit hoursof articulated coursework into atechnology teacher education careeroption. The same entry level classesrequired in the engineering technologycareer option (engineering graphics,computer graphics, materials andprocesses, circuit analysis,communication, construction,

manufacturing, transportation, etc.) arealso required in the teacher educationprogram. Shifting these classes to thehigh school level will allow students tomaintain current levels of competenceand graduate from teacher educationprograms in four or less years, dependingon the degree program.

Excellent Recruitment Tool

he inclusion of a technologyeducation career option can easily beaccomplished in an engineering relatedcareer cluster with a generic-technicalformat as discussed above. Recruitmentresearch indicates that parents and highschool teachers have the greatestinfluence on individuals who eventuallydecide to become technology educationteachers. However, a systematic effortto capitalize on this knowledge reallyhasn't occurred. A technology educationtech prep option will lead to activemarketing of this career opportunity toparents, counselors, and teachers.

Typically, during the eighth grade,students and parents are provided withdetailed information relating to three highschool program options: college prep,tech prep, and vocational prep. Thevocational option is also sometimesreferred to as "occu prep" or "masteryprep". The information provided tostudents and parents explains advantagesand disadvantages of each programoption. It also provides information aboutpost secondary education opportunitiesand regional/national job outlooks forgraduates from each program option.

The student who selects thetech prep option is then provided with anopportunity to select a career cluster suchas engineering technology, health/humanservices, business/commerce, agriculture,arts/humanities, or teacher education.Students who select the teachereducation option can select the specificfield of teacher education that they wouldlike to pursue (such as technology

4 7Tech Prep and Technology Education 35

education). The students should than begiven a four-year plan of courses by theircounselor that will provide them 1) withthe academic prerequisites to enter'college and 2) a significant amount ofentry level coursework to articulate intotheir chosen career field.

Conventional tech prep marketingstrategies are supported by federal, state,and local funding and these strategies canbe quite inclusive. The technologyeducation career option can be activelymarketed with program brochures, videotape promotional advertisements, localand regional guidance counselorworkshops, college career days, andmany other options. The fact that atechnology teacher education careeroption (promoting between 20 and 30credit hours of articulated coursework) isprovided in print to parents, students, andcounselors as a viable career alternative isin itself a major accomplishment for thefield. This career option could have apositive impact on recruitment in thetechnology education profession.

Reverse the Trend TowardExtinction

National, state, and localproponents of tech prep have consistentlystated that their ultimate goal is toreplace the general high school curriculumwith tech prep curricula. While this goalis desirable, one must remain cognizant ofthe fact that in most cases, the majorityof current industrial arts and technologyeducation enrollment is comprised ofstudents from the general curriculum.

The obvious impact of tech prepcurricula without a required technologyeducation component is:

an increase in vocational educationenrollments,

a a decrease in technology educationenrollments,

extinction of technology educationat the high school level,

a sharp reduction in demand fortechnology education teachers,

a continued decline of enrollment intechnology teacher educationprograms,

the elimination of greater andgreater numbers of technologyteacher education programs dueto low enrollment and lowgraduation rates,

the eventual loss of the field, andlost opportunity for a competitively

literate world-class workforce.

The inclusion of a requiredtechnology education component in thehigh school curriculum will validate thelong sought status of technologyeducation as a BASIC component ofliberal education. Philosophy andrationales can be written in infinitumespousing the value of holistic study thatleads to technological literacy. However,elective programs (such as technologyeducation) will never really be valued asbasic education as long as they remainelective options in the curriculum.

As an elective option, technologyeducation will continue to suffer from lackof respect and the ax of reduction-in-force(RIF) policies. As a required componentof the tech prep curriculum, a window ofopportunity is finally opened fortechnology education to become a varsityplayer in the in liberal education of a largesegment of the school population and thenational battle for economiccompetitiveness.

48

(') Tech Prep and Technology Education

SUMMARY

The quality of public educationhas become a focal point of criticismduring the past decade. Large numbersof high school graduates, specificallythose who graduate from the "general"high school curriculum, have simply notbeen provided with the academic ortechnical competencies required for directentry into the workforce or continuededucation at the post-secondary level.

A new initiative in education,called tech prep, has been proposed as analternative to the "general" high schoolcurriculum. Tech prep has been describedas a parallel college prep curriculum withgrade level or above applied academicclasses, a core of technical courseworkwithin a specific professional careercluster (such as engineering), and thearticulation of entry level appliedacademic and technical classes that willprovide graduates with advancedplacement in a related degree program atthe post-secondary level.

An effort was made to define theelements of a tech prep technical corethat would provide graduates with theSCANS competencies and competitiveliteracy required of a world-classworkforce. First, two parallel historiclineages of education in technology(general education and occupationaleducation) describing three principle waysto study technology (literacy, efficiency,and post-secondary professionaleducation) were presented,. Then, atechnical core focusing on a holisticunderstanding of technology and theachievement of entry level technicalcompetencies generic to a wide variety offields within a specific career cluster wasrecommended. This technical core wouldrequire a blending of technologyeducation, a generic-technical form ofvocational education, and professionaleducation (in an engineering related field)to achieve the goal of competitiveliteracy.

Tet Ii Prcp and lc( Itn( )1( ,g ati( )11

The North-Central West Virginiatech prep curriculum model, designed topromote competitive literacy, was thenpresented. The process of articulationwith associate and baccalaureate degreeprograms in technology, engineeringtechnology, and technology teachereducation was described. Further, theflexibility of five alternative career pathsfor tech prep graduates of this model wasdiscussed.

Finally, advantages for the inclusionof technology education in tech prep

curricula were presented. Included are abalanced technical core, a powerfulcatalyst for change to reduce the theory-practice gap in the field, a viable solutionto the curricular squeeze overwhelmingteacher education programs, an excellentrecruitment tool for teacher educationprograms, a window of opportunity toreverse the trend toward extinction oftechnology education, and an opportunityto become a varsity player in the nationalbattle for economic competitiveness.

The stakes are high. Immediateaction must be taken to:

4 9

include technology education as acore requirement in tech prepcurricula,

use SCANS foundations andtechnical competencies as abenchmark to upgrade high schoollevel technology educationsystems courses,

work together with vocational andacademic teachers to developgeneric-technical based tech prepcurricula that will provide entrylevel articulation to a wide varietyof technology related associateand baccalaureate degreeprograms including technologyteacher education, and

develop generous articulationagreements 20 to 30 credit hourrange) that will encourageacademic, vocational andtechnology education teachers toparticipate and support this effortto change the "neglectedmajority" into a competitivelyliterate majority.

If we as technology educators dare not"seize the day" to become active leadersor followers in this unique educationalmovement, we will have only ourselves toblame when we are told, in the words ofLee Iacocca, to "get out of the way"!

A Bright Future

Education in technology can playa vital role in the revitalization of theAmerican educational system. Whenapplied academics are integrated with theholistic study of technology (technologyeducation), the generic entry level skills ofa technician (vocational education), andpost-secondary professional education ina technology related discipline (such asengineering or engineering technology), a"competitively literate majority" willbegin to play a significant role in abrighter economic future of our nation.

3038 Tech Prep and Technology Education

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I() *tech Prci) and Techt-v)lugt Filmation

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