The HISTORY of Tech Ed
History is who we are and why we are the way we are.
- David McCullough (writer: 1776, John Adams, SeaBiscuit)
Historical Perspective of Industrial and
Technical Education Programs
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Apprenticeships
Manual Labor Movement
Manual training (1870’s)
Manual Arts (1890’s)
Industrial Arts (1900’s – 1980’s)
– Industrial Education
– Vocational Education (1918)
• Technology Education (1990’s)
• Career and Technical Education
• Technology and Engineering Education?
Greeks / Romans
• Greeks & Romans
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caste system (citizen, craftsman, slaves).
educated would have no connection to manual activities (Plato).
Manual labor looked down on (yet valued to society)
Family apprenticeships: means of transmitting knowledge
• Jews: Combination of religious (Rabbis) and trade
education (Father to Son).
– “Beautiful is the intellectual occupation if combined with some
practical work” Talmud
• Early Christians:
– Jesus was a carpenter from Nazareth, Apostles
– Benedictine monks - Manual labor honorable, trades &
agriculture.
– formal education for clergy, masses illiterate.
Middle Ages (300- 1300)
Renaissance and Reformation (1300-1600)
• Merchants, artisans, guilds
• Guild schools to teach children 3 R’s
• Apprenticeship indenture system
– Trades learned through imitation and emulation
– Moral, religious and civic instruction in addition to
a trade
Rabelais
(France)
1490’s-1553)
• Critic of church, school and state.
• Knowledge through use of objects and the
observation of processes.
• Wrote Gargantua and Pantagruel (Described a
classic education from a new perspective).
• Rabelais influenced Rousseau who in turn
influenced Pestalozzi.
Martin Luther (1482-1546)
• “ The right kind of schooling should be
given to all the people, noble and common,
rich and poor, it was to include both boys and
girls – a remarkable advance; finally the state
was to use compulsion if necessary. (Bennett
p. 31)
• academics ( languages, logic, math music,
history science) and work go together
• Go to school for two hours and then home to
learn a trade.
Comenius: (1592-1670)
Father of modern pedagogy
• The child perceives through the senses; everything in
the intellect comes through the senses
(experimentation, discovery learning, nature art)
• Education should be enjoyable
• Educate
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First, The senses
Second, The memory
Third, The intellect
Last, The critical faculty.
• Proposed the sequence of schools: Infant School,
Elementary school, Vernacular school, Gymnasium,
University
• Classical education combined with “mechanical arts”
(however, the purpose was not to learn a trade).
John Locke (1632-1704)
• Fellow of Royal Society of London
• Royal Society
– Research by observation , comparison and
experiment.
– Interest in manual arts (Moxon’s Treatise on
Mechanical Processes)
• Locke: Some Thoughts Concerning
Education
– Education should fit a person for practical life
(trade or profession).
– Advocates manual trades but mostly for
recreation, physical exercise
– Working schools for poor
Jean Jacques Rousseau (1712-1778)
• Wrote The Social contract, (French
Revolution)
• Emile – Revolution in Education
– Education from circumstances – Experience is the
best teacher (Discovery learning).
– Advocated nature study and manual arts
– Experiences first, books later
Johann Pestalozzi: History
• While young witnessed many examples
of poverty and ignorance.
• The real cause of poverty is intellectual
and moral degradation.
• Read Emile at age 18
• Solution = education
Johann Pestalozzi: Philosophy
• Learn by doing
• Rejected pure word knowledge for
natural environment learning.
• Systems of instruction which lead to
discovery (concrete to abstract)
• Advocate of manual training
• Easy to complex
Phillip von Fellenberg: History
• Born in Bern to wealthy and educated parents.
• His father introduced him to Pestalozzi.
• Left politics and started school in Hofwyl based on
Pestalozzi’s ideals combined with his new ideas to make the
venture financially successful.
• Henry Bernard later said in 1854 that
Hofwyl attracted more attention and had more
influence on education than any institution in
Europe or America.
Phillip von Fellenberg: Philosophy
• Education as a means of social reform
• Education that a person received is
dependant upon social class.
• Each social class educated in their own
sphere / side by side.
• Start school slow and small and build on
this foundation
Phillip von Fellenberg: Hofwyl
• Academy School
– Wealthy – tuition charged
– Science, agriculture, manual labor, physical
ed.
– This academy became the model used later
during the Manual Labor Movement in the
U.S.
Phillip von Fellenberg: Hofwyl
• Farm and Trade School
• Aim was to educate poor / until about age 20
– 10-12 hours of farm labor
– 3-4 hours of formal instruction
– Switching responsibilities
• Students given plots of land/sell produce
• Upon graduation a young man had acquired
a trade, was an intelligent practical farmer
and possessed a general education – quite
unprecedented among people of his class.
• Wehrli – very influential and effective teacher
Phillip von Fellenberg: Hofwyl
• School of Applied Science
– Middle class
– Lessons in farm and trade school as well as
lesson in the academy
– Experimental shop for:
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Designing and making farm implements
Destroying weeds
Working the soil
Use of fertilizers
Feeding cattle
– Math and science taught directly connected with
agriculture
Phillip von Fellenberg: Hofwyl
• School for Girls
– Mostly poor class
– Train females for domestic occupation
– Mathematics
– Garment construction
– Speaking, writing, reading, gardening
– Religious instruction
– Shared responsibilities, hours of relaxation
Phillip von Fellenberg: Hofwyl
• Normal School
– Established for the training of teachers in the
principles of Hofwyl so they could establish or teach
at other institutions.
– Forty-Seven students the first year
– Teachers to perform responsibilities with students.
– Many visited Hofwyl and were impressed with the
educational opportunities it provided
– Numerous attempts to duplicate Hofwyl.
Morrill Act -1862
• Establishment of Agriculture and
Mechanical Colleges
• …Without excluding other scientific and
classical studies…to teach such branches
of learning as are related to agriculture
and the mechanical arts
– What was happening in 1865?
Calvin Woodward: Manual Training
• 1879
• Engineering Professor/Dean
• O’Fallon Polytechnic Institute / Washington
University (St. Louis)
• Engineering students should construct models
to reinforce principles learned in the classroom.
(Combining theory and practice).
• Woodward’s ideals were championed by
industrialists who wanted better trained workers
– result – St. Louis Manual Training School of
Washington University
St. Louis Manual Training School
• Boys – 14+
• General Education
• Some discussion of the name – manual
training
• Hail to the skillful cunning hand! Hail to
the cultured mind! Contending for the
world’s command. Here let them be
combined
• Graduates were very successful
• Discontinued after 35 years – local high
John Runkle
• Harvard Graduate
• President of MIT
• Thought that his engineering students
should have practical training.
• Also thought it was good general
education for all students
• Searched for instructional method for
providing this training
• Centennial Exposition – Philadelphia 1876
Russian System
• Turning point in history of industrial and
technical education (end of 19th into the 20th)
– Progressivism leading to inclusivisim (NAACP:
1909).
• Teaching analysis and systematic instruction
of processes and methods
• Allowed for the teaching of masses
• History
– Victor Della Vos
– Imperial Technical School of Russia
– Train engineers, foremen and chemists
Russian System: Purpose
• Teach the fundamentals of mechanical
arts:
– In the least possible time
– Instruction to a large number of students at
one time – new concept
– Systematic acquirement of knowledge –
new approach
– Measurable student progress – records
and assessment
Russian System: Principles
• Each art has it’s own separate instruction shop –
unit shops
• Set of tools for each student – individual work
stations
• Course are arranged in increasing difficulty –
ordering
• Models made from drawings – operation sheets
• Drawing done by students
• Student must demonstrate competency before
moving on
• Instruction must be expert and maintain up-todate skills
Popular Names Associated with The
Discipline of Technology Education Included:
Manual
Training: 1870’s
Manual Arts: 1890’s
Industrial Arts: early
1900’s to 1990’s
Technology
Education: -- Mid
1980’s to Present
1893
The Vocational Education Act of 1917
(Smith-Hughes)
[The Smith-Hughes National Vocational
Education Act of 1917 promoted vocational
agriculture to train people "who have entered
upon or who are preparing to enter upon the
work of the farm," and provided federal funds
for this purpose. As such it is the basis both for
the promotion of vocational education, and
for its isolation from the rest of the curriculum in
most school settings.]
National Defense Education Act (1958)
• First significant appropriation to vocational
education since Smith/Huges
• Purpose to keep us ahead of the Soviet Union in
the space race (Sputnik – 1957)
• Main emphasis math & science education.
However, many provisions for technical
education
• Provided $60 million for the training of
technicians and development of area vocational
schools.
Vocational Education Act 1963
• Precipitated by high rates of unemployment and the resulting
Manpower Development and Training Act (1961)
• Pres. Kennedy voiced a need to modernize vocational education
efforts; put together a panel of experts.
• This panel reported that:
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Majority of youth neglected from the standpoint of occupational preparation
Minority groups especially neglected – deliberate care needed
Vocational education and labor market inseparable
Mobility and urbanization were critical issues
• The 1963 act passed by an overwhelming majority
• Money from this program encouraged many new curriculum
efforts in Industrial and Vocational Education
– American Industries Project
– Industrial Arts Curriculum Project
– Maryland Plan
Amendments to Voc Ed Act
• The 1963 act amended by another act in 1968 which
considerably increased federal appropriations
– Provisions for handicapped and disadvantaged
– Staff development
• In 1972 the act further amended to make industrial arts
eligible for federal funding when such programs facilitate
the purposes of vocational education.
Carl Dewey Perkins
– Born in Hindman, Kentucky,
– Graduated University of Louisville Law School
– Became a member of congress in 1949 and
continued until his death in 1984
– Known as a supporter of Education
• Economic Opportunity Act of 1964
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Part of Lyndon B Johnson’s Great Society Program
Social programs to promote health, education among poor
Head Start
School Lunch
Adult education
Perkins Loan (Federal Student Loan)
• Vocational and Technical Education
Perkin’s Funding
• Carl D. Perkins Vocational and Technical
Education Act (1984)
• Carl D. Perkins Vocational and Technical
Education Act (1990)
• Carl D Perkins Vocational and Technical
Education Act of 1998 (Perkins III)
• Carl D Perkins Career and Technical
Education Act of 2006 (Perkins IV)
– 1) Using the term "career and technical education" instead of
"vocational education"
– 2) Maintaining the Tech Prep program as a separate federal funding
stream within the legislation
– 3) Maintaining state administrative funding at 5 percent of a state’s
allocation
The Department's Office of Vocational and Adult Education (OVAE) administers the Perkins
Act. Under the Perkins Act, federal funds are made available to help provide vocationaltechnical education programs and services to youth and adults. The vast majority of funds
appropriated under the Perkins Act are awarded as grants to state education agencies. These
State Basic Grants are allotted to states according to a formula based on states' populations
in certain age groups and their per capita income.
Only State Boards for Vocational Education are eligible to apply for State Basic Grants. The
distribution of grant funds within a state is directed to priority items established by the state
in accordance with an approved state plan for vocational-technical education. Local
education agencies and postsecondary institutions are eligible recipients for subgrants.
The total appropriation for Perkins was $1.288 billion dollars in 2002. States received these
funds in the form of $1.18 billion for their state basic grants and $108 million for Tech Prep.
All states receive funds for secondary and postsecondary education.
2011: Amount of Aid Available: $970,705,017 Amount of Aid Available represents the
amount of funds awarded to participants in this program. The total may include federal
appropriated dollars and institutional matching dollars Number of New Awards
Anticipated: 493,244 Average New Award: $1,968 Range of New Awards: Up to $5,550 per
year for undergraduates; up to $8,000 per year for graduate students.
The Classic
Industrial Arts
Definition:
“Industrial arts is a study of the
changes made by man in the
forms of materials to increase
their values, and of the problems
of life related to these changes”
(Bonser and Mossman, 1923).
AIAA 1st Journal - 1942
In 1939, the
American Industrial
Arts Association
(AIAA) was
Founded.
Today, it is known
as the International
Technology
Education
Association (ITEA).
1947: A Curriculum
to Reflect
Technology
Content:
• Power
• Transportation
• Manufacturing
• Construction
An early use of the term
Technology!
• Communication
• Management
A Curriculum to Reflect Technology
Industrial Arts Defined:
Industrial Arts as a general
and fundamental school
subject in a free society is
concerned with providing
experiences that will help
persons of all ages and both
sexes to profit by the
technology, because all are
involved as consumers, many
as producers, and there are
countless recreational
Before Learning
about the Standards
for Technological
Literacy: Content for
the Study of
Technology (2000), It
is helpful to look at
past curriculum
developments, trends,
and projects in the
field of Technology
Education.
The Maryland Plan (1950’s)
-- Don Maley
A Study of Technology and Industry
with their Implications for Man and
Society.
-- 1970 Pamphlet
Technology:
An Intellectual
Discipline
(1964)
-- Paul DeVore
Educate the
youth of today
for a culture
dominated by
technology.
The Industrial Arts Curriculum Project
– IACP (Late 1960’s) -- Don Lux and Willis Ray
Development of an in-depth rationale and structure for a body of knowledge
called Industrial Technology.
Based on this body of knowledge, the content for Junior High Industrial Arts
courses were identified:
The World of Construction (1st Year)
The World of Manufacturing (2nd Year)
The World of Construction & The
World of Manufacturing
Complete Educational Program:
• Textbooks
• Laboratory Manuals
• Workbooks
• Teacher’s Guides
• Motion Picture Films & Filmstrips
• Models & Demonstration Devices
In the 1950 and 60s, students
enrolled in Industrial Arts, learned
how to “safely” use power and
hand tools to make projects.
The Standards Project
(1978 - 1981)
-- Virginia Polytechnic Institute
 10 Standards developed to evaluate
Industrial Arts Programs
 3 additional guides dealing with: Student
Associations, Sex Equity & Special Needs
10 Standard Topics Used to Evaluate
Industrial Arts Programs:
1.
Philosophy
2.
Instructional Program
3.
Student Populations Served
4.
Instructional Staff
5.
Administration and Supervision
6.
Support Systems
7.
Instructional Strategies
8.
Public Relations
9.
Safety and Health
10. Evaluation Process
Jackson’s Mill Industrial Arts Curriculum
Theory (1981)- J. Hales & J. Snyder
"Industrial Arts is a comprehensive educational
program concerned with technology, its evolution,
utilization, and significance; with industry, its
organization, personnel, systems, techniques,
resources, and products; and their social/cultural
impact”
Suggested Curricular Areas
Manufacturing
Communication
Construction
Transportation
A Conceptual Framework for Technology
Education (1990)- E. Savage & L. Sterry
Technology is a body of knowledge and the
application of resources using a systematic
approach (the technological method) to produce
outcomes in response to human
needs and wants.
Technological knowledge can be classified as:
• Bio-Related Technology
• Communication Technology
• Production Technology
• Transportation Technology
The Technology For All
Americans Project
(1994 – 1996)
Technology is Human Innovation in
Action. It involves the generation of
knowledge and processes to
develop systems that solve
problems and extend human
capabilities
Developed by the ITEA’s
Technology for All Americans
Project, the Rationale &
Structure provided a new vision
for the study of technology.
It made a challenge to all
concerned to take action to
establish technology education
STANDARDS and make
technological literacy an
educational priority.
Funded by
National Science
Foundation
(NSF) and
National
Aeronautics and
Space
Administration
(NASA) and
Administered by
ITEA
Released in the Spring of
2000 by the International
Technology Education
Association (ITEA) and its
Technology for All Americans
Project, the Standards for
Technological Literacy:
Content for the Study of
Technology (STL) were
developed to assist
curriculum developers as
they develop K-12 technology
education curricula.
Released in 2003 by the
International Technology
Education Association
(ITEA) and its Technology
for All Americans Project,
Advancing Excellence in Technological Literacy: Student Assessment,
Professional Development, and Program Standards (AETL) identifies
criteria for student assessment, professional development, and programs
that facilitate student attainment of technological literacy.
www.iteawww.org
Standards
• Standards state what “every student should know
and be able to do in that area of study.”
• Standards offer a common set of expectations for
what students should learn in the study of a
course or program and provide a basis for
developing meaningful, relevant, and articulated
curricula.
• Standards are not a curriculum, but rather a
framework for curriculum development
Standards for
Technological Literacy
has been developed in
close cooperation with
science, mathematics,
and engineering.
National Research Council
National Academy of Engineering
National Science Foundation
National Aeronautics and Space Administration
International Technology Education Association
Standards for Technological Literacy
Table of Contents: Chapters
1. Preparing Students for a Technological World
2. Overview of Technology Content Standards
3. The Nature of Technology
4. Technology and Society
5. Design
6. Abilities for a Technological World
7. The Designed World
8. Call to Action
The Future?
Engineering and
Technology Education
http://www.pltw.org
http://www.engineeringk12.org