Integrating Technology Education and Tech Prep.

Abstract

A study identified and ranked those factors which facilitate and those which impede the linkage between technology education and tech prep. The top four states with regard to integration of technology education and tech prep were Illinois, South Carolina, Oregon, and Idaho. Factors that facilitated integration were as follows: technology education's emphasis on problem solving and critical thinking skills; support from the legislature, school administration, and professional associations; concentration on hands-on learning methodology; changing attitudes of staff and administration; teacher incentives; articulation agreements between secondary and postsecondary levels; a valid tech prep curriculum with a required technology education component; and up-to-date computers. Some of the factors which impeded integration of technology education and tech prep are: stigma of "shop"; teachers' resistance to change; turfism; unawareness of what technology education is; lack of understanding of how technology fits into the curriculum; improperly trained new teachers; and lack of time, training, and financial support. Only 18 percent of technology education teachers were actively working to integrate technology education into tech prep. The two areas from which most of the lack of cooperation and involvement stem were lack of communication and resistance to change. Three sets of recommendations were developed, based on facilitating factors, impeding factors, and general recommendations for integration. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** Integrating Technology Education and Tech Prep Paul B. Roberts Ed.D. Assistant Professor of Technology The University of Texas at Tyler Technology education and tech prep are both new initiatives which are gaining the attention of many in all areas of education. "Tech prep has been called the most exciting initiative to hit the educational world in decades"(Hull & Parnell, 1991). In a report by Boyer (1983), it was recommended that all students study technology. Although there is a natural association between tech prep and technology education, only three articles have been published in The Technology Teacher addressing this relationship (Betts, Welsh & Ryerson, 1992; Lewis, 1992; Roberts & Clark, 1994). Colelli (1993), in a presentation at the International Technology Education Association (ITEA) conference, presented these six elements which could be provided by tech prep if technology educators were to get involved: 1. A balanced technical core. (focus on SCANS) 2. A powerful catalyst for curricular change. 3. A viable solution to the curricular squeeze in teacher education programs across the nation. 4. An excellent recruitment tool for technology teacher education programs. 5. A window of opportunity to reverse the trend toward extinction of technology education. 6. An opportunity to make a meaningful contribution in the battle for economic competitiveness. U S DEPARTMENT OF EDUCATION ryi,,,, n t 1,al-onal I-wart `I il Imorovennl UCATIONAL RESOURCES INFORMATION E CENTER IFRIC i This document has been ieoroduced as received horn tho person or organization originating it WO, changes have been made to impiove reproduction quality Points of view or opinions stated in this document do not necessarily represent official OUR! position or policy BEST COPY AVAILABLE 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERICI 2 Statement of the Problem A. quality work force is indispensable to the prosperity of our nation. Tech prep has evolved as tool to ensure a quality work force. Technology education has had a very -limited role in the tech prep initiative. In order for tech prep to reach its full potential, technology education must be included. Through this study, factors which facilitate or impede the linkage of technology education to tech prep will be identified and ranked. Purpose of the Study The purpose of this study was to identify and rank those factors which facilitate and those factors which impede the linkage between technology education and tech prep. This information can be used in designing and developing new programs and in making improvements to existing programs. Operational Objectives The five basic operational objectives necessary to the completion of this study were to: 1. Review and summarize the relevant research in the implementation of tech prep programs with regard to the relationship between technology education and tech prep. 2. identify the top states with regard to their linkage of technology education to tech prep. 3. Identify the panel of experts from the previously identified top states. 4. Survey panelists to identify the factors that facilitate or impede the implementation of a tech prep program which integrates technology education into the plan. 5. Rank the facilitating/impeding factors necessary to implement a tech prep program based upon the responses of the panel of experts .