View
0
Download
0
Category
Preview:
Citation preview
An Analysis of Technology Education at High School During the 1998-99 School Year;With Emphasis on Technician Training
BYCurtis A. Rehm
A Research Paper
Submitted in Partial Fulfillment of theRequirements for the
Masters of Science DegreeWith a Major in
Technology Education
Approved 2 Semester Credits
The Graduate CollegeUniversity of Wisconsin-StoutMenomonie, Wisconsin 54751
ABSTRACT
Rehm Curtis(Writer) (Name)
A.(First) (Initial)
An Analvsis of Technoloov Education at Palmvra Hich School During the(Title)1998-99 School Year; With Emphasis on Technician Training.
TechnicalEducation(GraduateMajor)
Dr. Michael Galloy(Research Advisor)
June, 1999(Month/Year)
25(No.Pages)
A. P.A.(Name of Style Manual used in this report)
The purpose of this study was to identify the career choices of graduating
seniors at Palmyra High School, in Palmyra, WI, .and to better understand the
impact and influence Technology Education has had on their career choices.
High School seniors were given a survey that specifically examined their
knowledge and interest of “Technician” as a possible career choice.
Kevword Descriptors:
“Technician’- Technically skilled worker, a specialist in the technical details in a
subject or occupation such as Computer Specialist/Technician, Engineer,
3
Drafter/Designer, Materials Specialist, Medical Technician, Electronic
Technician, etc.
“Technology”- The generation of knowledge and processes to develop systems
that solve problems and extend human capabilities (Technology for All
Americans, 1996).
“Technology Education”- A hands-on problem and design problem-solving-
based program of studies that leads to technological literacy. Such a program
should begin in the elementary school through integrated activities that
demonstrate and give students experience with basic technology concepts. It
continues through middle school by enhancing technical and higher order
thinking skills while providing a means of applying knowledge from other
disciplines. It culminates in high school with a broad understanding of the
nature, impact, and potential of technology and an ability by students to create,
manage, and use technology to solve problems and create opportunities
(Technical Education and Training, 1999).
Table of Contents
Abstract
Table of Contents
Chapter 1 Introduction of StudyIntroductionStatement of the problemPurpose of the StudyResearch QuestionsSignificance of the StudyLimitationsDefinition of Terms
Chapter 2 Literature ReviewIntroductionLiterature Review
Chapter 3 MethodologyIntroductionSubjectsInstrumentProcedureData Analysis
Chapter 4 Analysis of FindingsIntroductionResearch Question AnalysisTables
Chapter 5 SummaryIntroductionConclusion/RecommendationsSummary
2
4
II11
1818191920
222223
252527
Appendix A 29
References 30
Chapter I
Introduction
The need for qualified technicians is steadily increasing in the State of
Wisconsin. In fact, meeting the challenges of creating a technically skilled
workforce is a growing concern among members of government, education, and
business. Governor Tommy G. Thompson recognizes the intrinsic and
economic value of technical occupations and careers and has decided to take
action.
In February of 1999, Governor Thompson had assembled a task force that
developed innovative future-focused recommendations for building tomorrow’s
workforce. Their accomplishment was a future-focused composition called
Technical Education and Training (1999). It confirmed that the shortage of
technically skilled workers is nearing a crisis in Wisconsin.
Waukesha County Technical College, located in Southeastern Wisconsin,
began preparing for increased demand for technically skilled workers by
expanding its Technical Training Operations. Johnson (1999) added that a lack
of classroom and laboratory space is jeopardizing Waukesha County Technical
College’s ability to meet industry’s demand for workers at a time when there is
an urgent need for a skilled work force.
In addition, Press (1999) confirmed that at least three-fourths of Wisconsin’s
job openings required technical knowledge, skilled training, or on-the-job
learning. The article goes on to emphasize Wisconsin’s need to equip its
workers with specific technical skills. “Expanding our pool of skilled workers is
becoming our number one economic challenge,” Thompson said in a prepared
statement.
With documented shortages of skilled technical labor, Waukesha County
faces a predicament...How will they develop technical workers for tomorrow with
the necessary skills required presently and in the future in business?
The most obvious suggestion is to market and recruit graduating high school
seniors into becoming future technicians. High school students presently
enrolled in Technology Education courses are likely candidates to fill many of
the projected technician openings in the next few years; assuming they graduate
from a technical college. If the demand for technically skilled workers is to be
satisfied by students presently attending high school, then, it is critical that
Technology Education programs incorporate skills and technology required for
technical enhancement.
Unfortunately, studies revealed that secondary education is insufficiently
providing necessary skills in technology. Sokoloff (1997) speaks of national
forums addressing the need for better ways to integrate technology into
American classrooms by stating that only 3% of our schools effectively use
technology and that almost 60% have inadequate or outdated technology.
Technology experts locally and nationally agree that educational programs
involving technology are in a transitional phase. As we approach the end of the
millenium, demands and expectations placed on our school systems will
7
intensify. According to Collins (1994), teachers in technology programs must be
well-prepared to teach students, thereby, ensuring the cooperation of all
stakeholders in Technology Education and enabling the nation to provide a
highty qualified workforce for tomorrow.
The current system of education requires a reform movement, most notably
in areas of technology training and instruction. According to Collins (1994)
studies indicated that the education of those entering the workforce as
technicians and plant workers is particularly deficient at the secondary school
level. Ellis (1993) goes on to say that the current reform movement calls for a
systematic change - reform of all components of the educational system
including curriculum, instruction, assessment, educational technology, teacher
education, school organization, instructional support, and school culture.
Problem Statement
Waukesha County employers are experiencing difficulty with filling
vacancies due to severe shortages of qualified technicians. There are many
more jobs available than there are applicants pursuing them. What is happening
at the secondary level of education to stimulate interest levels in technical
careers, specifically, what can the Technology Education Program at Palmyra
High School do to prepare students and fill these vacancies?
Purpose Statement
The purpose of this study was to identify how many graduating seniors at
Palmyra High School were interested in pursuing careers as technicians and
identify the impact and influence Technology Education at the secondary level
has had on those career choices. This study will provide some information and
data that can assist the Technology Education Program at Palmyra High School
in preparing students for technical careers.
Research Questions
In order to address the purpose of this study the following research
questions were asked:
I. Are graduating seniors in Technology Education Programs at Palmyra
High School interested in pursuing careers as technicians?
2. Does the Technology Education Program at Palmyra High School
prepare students for careers as technicians?
3. Does the Technology Education Program at Palmyra High School
adequately prepare students to make career choices?
Sionificance of Studv
This study demonstrated the overall effectiveness of Palmyra’s
Technology Educational program and may be representative and generalizable
nationally. A significant finding will result based on what students have to say
about their educ&ion. A determination will result from the study to establish if
the school is providing the proper direction for students with regard to
technology, technical information, careers, and their futures.
The study intended to make suggestions and recommendations based on
its findings. Reform may be necessary for school and program improvements.
9
Limitations of Studv
One limitation of the study is that results are intended to represent only
the opinions of the students at Palmyra High School who have taken Technology
Education courses. These results are useful for evaluating and improving
Palmyra High School’s Technology Education curriculum. The second limitation
of the study is that the respondents of the survey answer truthfully.
Definitions
“2+2” - A sequence of courses that links the last two years of secondary
education with two years of post-secondary education.
2+2+2 - The extension to 2+2 curricular sequence that include two additional
years of post-secondary degree-granting institution.
Constructivist Learning Theorv- suggests that students learn best when they are
allowed to construct their understanding of concepts, wrestle with new ideas,
discuss with classmates and teachers, collect data and use data to draw
con&&ions, and relate what they learning to the world around them.
Contextual knowledoe - parts that throw light on meaning. Experience for most
technicians serve as shorthand for contextual knowledge: better than formal
knowledge.
Technician - Technically skilled worker; a specialist in the technical details in a
subject or occupation such as Computer Specialist/Technician, Engineer,
Drafter/Designer, Materials Specialist, Medical Technician, Electronic
Technician, etc.
10
Technoloov - The generation of knowledge and processes to develop systems
that solve problems and extend human capabilities (Technology for All
Americans, 1996).
Technology Education - A hands-on problems and design and problem-solving-
based program of studies that leads to technological literacy. Such a program
should begin in the elementary school through integrated activities that
demonstrate and give students experience with basic technology concepts. It
continues through middle school by enhancing technical and higher order
thinking skills while providing a means of applying knowledge from other
disciplines. It culminates in high school with a broad understanding of the
nature, impact, and potential of technology and an ability by students to create,
manage, and use technology to solve problems and create opportunities
(Technical Education and Training, 1999).
11
Chapter 2
Review of Literature
Introduction
The purpose of this study was to identify how many graduating seniors at
Paimyra High School were interested in pursuing careers as technicians and
identify the impact and influence Technology Education at the secondary level
has had on those career choices. This study will provide some information and
data that can assist the Technology Education Program at Palmyra High School
in preparing students for technical careers.
Research Questions
In order to address the purpose of this study the following research
questions were asked:
I. Are graduating seniors in Technology Education Programs at Palmyra
High School interested in pursuing careers as technicians?
2* Does the Technology Education Program at Palmyra High School
prepare students for careers as technicians?
3. Does the Technology Education Program at Palmyra High School
adequately prepare students to make career choices?
Literature Review
The need for skilled workers is on the rise. Press (1999) stated that
between the 1996 and 2006, more than a million jobs will open up because of
people leaving the workforce or the creation of new jobs.Each year there is
expected to be an average of 103,000 job openings. Technical Education and
12
Training (1999) reported that 40 percent of the current skilled trade workers
have or wilt reach retirement age between 1995 and 2001, which leaves us an
even more acute shortage of technicatty trained workers. The report stated that
we must refocus our strategies in marketing technical occupations to today’s
students.
Students must be prepared for increased expectations and continuous
change. Trends indicate that society is in the state of changing the nature of
work. Sterry and Hendricks (I 997) stated that as work becomes more of a
mentat activity, workers must be better prepared for this kind of work
environment. They wiIl need to bring more knowledge to their work
responsibltity. Many witt fit the description of a technical professional such as
architects, engineers, teachers, physicians, technicians, etc.
The required technicat skill of today’s worker is changing. Because the
world of work is changing, the U.S. Departments of Labor and Education formed
the Secretary’s Commission on Achieving Necessary Skitts (SCANS) to study
the kinds of competencies and skitts that workers must have to succeed in
today’s workplace. The results of the study were published in a document
entitled What Work Requires of Schools: A SCANS Report for America 2000
(1999). A competency summary is provided betow.
I. Resources: Work weI with time, material and facilities. Understands
human resources, evaluates performance and provides feedback.
tdentifies, organizes, plans, and attocates resources.
13
2. Interpersonal: Works well with others. Participates as member of a
team - contributes to group effort. Services clients/customers - works to
satisfy customers expectations: Works with diversity.
3. information: Acquires and evaluates information. Organizes and
maintains information. Interprets and communicates information. Uses
computers to process information.
4. Systems: Understands complex interrelationships. Understands
systems- knows how social, organizational, and technological systems
work and operates effectively with them. Monitors and corrects
performance -distinguishes trends, predicts impacts on system
operations, diagnoses deviations in systems performance and corrects
malfunctions. Improves or designs systems - suggests modifications to
existing systems and develops new or alternative systems to improve
performance.
Y. Technology: Works with a variety of technologies. Chooses the
procedures, tools, or equipment including computers and related
technologies. Applies technology to task - understands intent and
proper procedures for setup and operation of equipment. Maintains
and troubleshoots equipment - prevents, identifies, or solves
problems with equipment, including computers and other
technologies.
The demands and expectations placed on today’s worker are lofty. These
skills, which are necessary for business, must be learned in secondary
14
educational system. Determining how Technology Education programs provide
technical skills to students involves reviewing the recently developed State
Technology Education Standards and comparing them to SCANS competencies.
Upon review, the State Technology Standards have many similarities with
SCANS competencies. The Technology Standards Model (I 999) reads as
follows:
Course offerings must include elements to ensure all students
graduate technologically literate. More in-depth courses may be
offered to those students interested in engineering material
science, electronics production systems, biotechnology, energy,
and transportation systems and construction systems. Team -
work and collaboration are important parts of the learning process
in High School Technology courses. Another method to prepare
students for post-secondary education includes school supervised
work experiences. The Content Standards are as follows:
A. Nature of Technology - Students in Wisconsin will understand
that technology is an extension of human capability.
B. Systems - Students in Wisconsin will recognize that systems
are made up of individual components and that each
component affects the operation of the system and it
relationship to the other system.
15
C. Human ingenuity - Students in Wisconsin will be able to define
problems, gather information, explore options, devise a
solution, evaluate the outcome, and communicate the results.
D. Impact of Technology - Students in Wisconsin will understand
that technology affects society and the environment in ways
that are both planned and unplanned and desirable and
undesirable.
The State Standards incorporate many SCANS competencies, however,
not all schools comply with the standards and, perhaps, maybe they should.
Reform is necessary for the schools that do not have comprehensive programs.
A SCANS Report for America 2000 (1999) reported that few schools today
routinely follow precepts in the education of all the students that they teach. The
report stated that educators often depict learners as passive receptacles into
which knowledge may be “poured.”But learning actually occurs when the
learner constructs, invents, and solves problems.
There are various reasons for non-compliance to standards. One reason
could be that they were just recently introduced.If High Schools today would
follow these standards, and there was uniformity across the board in Technology
Education, the reform movement for education might ease up a little bit. All
schools must be on the same page with regard to teaching ideologies and
standards. The Technology Standards Model, (DPI 1999) has described
Technology Education as going beyond just constructing physical objects.
16
According to Collins (I 994), Technology Education should emphasize
design, problem solving, decision making involved in human values, material
resources, and technological systems and processes. Connecting student
learning across the curriculum in mathematics, science, communications, social
studies and other subjects with an organized set of concepts, processes,
applications, and systems utilizes modern technology and enhances career
development.
Technology Education must become a core subject if it is to make an
impact on Technical Education. The people involved in Technology Education,
Technical Education, and business must operate closely with one another. One
wit1 not be strong without the strength of the other. Technical Education and
Training (1999) stated that today significantly more students in Wisconsin need
access to high-quality technical preparation at the secondary level than ever
before.
As students receive better career awareness instruction and career
guidance, they will begin identifying specific technical training needs as part of
their career and education plan. Schools must be able to provide such
opportunities along core academic and technology courses.
Career awareness and guidance in High Schools starts with informing
and marketing students to the available opportunities in technology, mentioned
in Technical Education and Training (1999) that today, significantly more
students in Wisconsin need to access to high-quality Technical Education
programs at the secondary level than ever before. As students receive better
17
career awareness instruction and career guidance in High School, they will
begin identifying specific technical training needs as part of their career and
education plan.
An excellent example of this is at Indiana County school districts.
According to Career Choices (1998), the Indiana County Partnerships are using
Choices career planning software at various grade levels to assist students in
putting together a career plan. Choices career planning software is easy to use,
inexpensive, and networkable. It allows students to do a career inventory, select
a career path, and plan secondary and post-secondary courses around that
path. The software shows students skills needed in a particular career area, and
it provides information on post-secondary institutions offering degrees in the
field- Parents like the software because it provides financial aid information.
The careers of particular interest to the students are the technical
careers. Technician careers provide excellent opportunities with better than
average pay and are high demand. Technical Education and Training (1999)
agreed by saying that schools should design and inform students of the value of
technical education and technical careers, particularly those in high demand.
18
Chapter 3
Methodoioov
Introduction
The purpose of this study was to identify how many graduating seniors at
Palmyra High School were interested in pursuing careers as technicians and
identify the impact and influence Technology Education at the secondary level
has had on those career choices. This study will provide some information and
data that can assist the Technology Education Program at Palmyra High School
in preparing students for technical careers.
Research Questions
In order to address the purpose of this study the following research
questions were asked:
1. Are graduating seniors in Technology Education Programs at Palmyra
High School interested in pursuing careers as technicians?
2. Does the Technology Education Program at- Palmyra High School
prepare students for careers as technicians?
3. Does the Technology Education Program at Palmyra High School
adequately prepare students to make career choices?
SubiectsIPopulation
The populations for this study were Palmyra High School seniors during
the 1998-99 school year. Palmyra is a rural town about 50 minutes from
Milwaukee, Wisconsin. All subjects were currently enrolled in at least one
Technology Education class and were seniors in high school. There were 24
19
Technology Education students in the graduating class. A description of class
gender consisted of 18 males and 6 females.
Questionnaires were administered in Technology Education classes. The
survey was not mandatory, however, all seniors in Technology Education
responded.
Instrument
The instrument was in the form of questionnaire- The intent of the survey
was to query the knowledge base of the class in technology with regard to
careers as technicians (refer to appendix A). The questionnaire was set up in a
likert scale format, whereby, each question ranged from strongly agree to
strongly disagree. The students were informed that names were optional on the
survey.
Procedures
The survey was administered to the students during their Technology
Education class. The students were given verbal instructions from the teacher
as to how to complete the questionnaire.Students were asked to turn in their
questionnaire upon completion. If the students were absent, they were
requested to complete it on the day of their return.
The survey had 100% response rate. The students were very
cooperative. Additional information was given to the students on as-needed
basis. The questionnaires were collected and compiled and described in the
next chapter.
20
The survey was specific to determining if students at Palmyra High School
understood the concept of technology and how it is incorporated into technician
training and instruction on the basis of their Technology Education experiences;
and if careers as technicians interested them.
The subjects of the survey were Technology Education students at
Palmyra High School in the graduating class of 1998-99. The survey was
administered at the end of the 1998-99 school year in a classroom setting.
Data Analvsis
The sample group surveyed were Palmyra High School seniors who had
Technology Education class during the 1998-99 school year. 100% response
rate was achieved. The primary goal of the survey was to analyze Technology
Education From that, it determined if current teaching methods and teaching
styles at Palmyra High School were acceptable for technician training, and
whether or not students were familiar with technician careers. Questions on the
questionnaire were made into a table.
The responses listed on the questionnaires provided validation to the
study that the students were either familiar with technology subject matter or not
familiar with technology. The questionnaire inquired if the individual had worked
with technological subject matter such as computers, computer applications, etc.
It also established the degree of knowledge students had in careers, more
specifically, technician careers.
Questions on the questionnaire were written in a Likert scale format. The
information was evaluated, statistically, on the basis that the answers on the
21
questionnaire had numeric value. The technique used jn descriptive statistic
calculations for likert scale findings required calculations of average or mean
scores of all the results. Subjects were also asked if they were male or female.
This information was used in the analysis as nominal information.
22
Chapter 4
Analysis of Findings
Introduction
The purpose of this study was to identify how many graduating seniors at
Palmyra High School were interested in pursuing careers as technicians and
identify the impact and influence Technology Education at the secondary level
has had on those career choices. This study will provide some information and
data that can assist the Technology Education Program at Palmyra High School
in preparing students for technical careers.
Research Question Analvsis
Research question number I asked if graduating seniors in Technology
Education Programs at Palmyra High School were interested in pursuing careers
as technicians? The survey question number 5 asked specifically if students
were interested in becoming technicians. The data on Table I showed that the
average score of the respondents had a numeric value of less than three. A
score of three or less on the Likert Scale is recorded as an undecided decision.
Therefore, students were not interested in becoming a technician based on the
mean score of less than three.
Research question number 2 asked if the Technology Education Program
at Palmyra High School prepared students for careers as technicians? The
survey question number 1 asked about skills learned and survey question
number 2 asked about technology learned in Technology Education class. The
data on Table 1 showed that the average scores of the respondents for both
23
Table 1
Table of Survey Questionnaire Responses is listed below.
Li kert resoonse
I =strongly disagree 2=disagree 3=undecided 4=agree 5=strongly agree
24
questions had numeric values of close to four. A score of four on the Likert
Scale is recorded as an agree decision. Therefore, the mean scores of the two
questions indicated that the students were prepared for technical training in their
respective technology education programs.
Research question number 3 asked if the Technology Education Program
at Palmyra High School adequately prepared students to make career choices?
Question number 3 on the survey asked about their ability to recognize various
careers and question number 4 on the survey asked about recognizing and
being familiar with careers as technicians. The data on Table I showed that the
average scores of the respondents for both questions had a numeric value close
to four. A score of four on the Likert Scale is recorded as an agree decision.
Therefore, the mean scores of the two questions indicated that the students
were prepared to make career choices based on their educational experiences.
It was interesting to note that the average scores of the students indicated
that they learned valuable skills and knowledge of career in their schools,
however, they were not very interested in becoming a technician.
25
Chapter 5
Summarv
Introduction
The purpose of this study was to identify how many graduating seniors at
Palmyra High School were interested in pursuing careers as technicians and
identify the impact and influence Technology Education at the secondary level
has had on those career choices. This study will provide some information and
data that can assist the Technology Education Program at Palmyra High School
in preparing students for technical careers.
Conclusions/Recommendations
Research question number I asked if graduating seniors in Technology
Education Programs at Palmyra High School were interested in pursuing careers
as technicians?
Findings indicated that students were not interested in careers as
technicians. Palmyra High School offers only traditional shop classes. Course
offerings consisted of Woods, Metals, and Drafting. These are good courses
however, by themselves, do not incorporate all the contextual learning that is
required of SCANS and the Wisconsin State standards. Without a
comprehensive program involving career development and career planning it is
difficult for the students to fully understand current trends and concepts,
consequently, diminishing any opportunity for developed student interest in
technical education and technician training.
26
Students may have demonstrated more interest in becoming a technician
at Palmyra High School if they incorporated more skill sets from SCANS and the
Wisconsin State Standards Palmyra must add courses involving more current
technologies such as communication and electronics. Suggested other
programs that stimulate interest in technical careers for High Schools in
Waukesha County are School-To-Work, satellite programs, or 2+2. All are great
programs for schools to stimulate interest in Technical Education.
Research question number 2 asked if the Technology Education Program
at Palmyra High School prepared students for careers as technicians?
Findings indicated that students were prepared for careers as technicians
based on their responses on the survey. Students may have demonstrated more
of the skills of a technician if Palmyra incorporated various skill sets from
SCANS and the State Standards. Palmyra High School offers only traditional
shop classes. Those classes do prepare for technician training, however, a
more comprehensive program involving problem-solving techniques and
technology would serve them better. Today, significantly more students in
Wisconsin need to access to high-quality Technical Education programs at the
secondary level than ever before.
Research question number 3 asked if the Technology Education Program
at Palmyra High School adequately prepared students to make career choices?
Findings indicated that students were knowledgeable of careers in
general, but not necessarily the career of technician. Students may have
demonstrated more interest in becoming a technician if Palmyra incorporated
27
more skill sets from SCANS and the State Standards. Palmyra High School
offers a traditional career-planning program to the students, consequently,
diminishing any opportunity for developed student interest in technical education
and technician training.
Summarv
With some degree of definitive commitment it can be stated that Palmyra
students understood Technology class content, but were not interested in
pursuing the technical position of technician. A brief summary of everything
covered in the first three chapters and in the findings portion of chapter 4 is that
Palmyra High School does not have the comprehensive Technology Education
programs in piace to develop students as technicians.
Recommendations for Further Study
Additional research is recommended for appropriate training and
instruction involving both “knowledge and know-how” in conducting
technological work. For the greatest impact, contextual learning should be
provided through concrete experiences that offer active ways of reinforcing
mathematics and science concepts. Further study is required for comparing
SCANS to the Wisconsin State Standards.
28
Survey Questionnaire
(Appendix-A)
Demographics
Name
M a l e
F e m a l e
Directions
Flease respond to the following questions with either a 1, 2, 3,4, 5 based on
the following:
l=strongly disagree 2=disagree 3=undecided 4=agree !j=strongly agree
Questions
I) I, as a student at Palmyra High School, learned many valuable skills in
Technology Education class.
2) As a result of my Technology Education classes at Palmyra High School, I am
familiar with technology and what technology stands for.
3) I, as a senior at Palmyra High School, recognize careers and which careers
are available to me upon graduation.
4) I, as a senior at Palmyra High School, recognize and am familiar with careers
as a UTechnician”.
5) Choosing a career as a “Technician” interests me as a Palmyra High School
senior.
Thank you for responding to the questionnaire.
29
References
Career Choice Planning, (I 998). Indiana School District [on-line].
Available: http://www.cavts.org/stw/school/choices.htm [I 999, August 81.
Collins, T. (1994). Gaining the Competitive Edge [on-line]. Available:
http://www.nsf.gov/pubs/stisl994/nsf9432/nsf9432.txt [1998, March 281.
Ellis, J. D., (1993) Biological Sciences curriculum study [on-line].
Available: http//wwwnsf.gov/pubs/nrcl993txt [1998, March 281.
International Technology Education Association, Technology for All
Americans: A Rationale and Structure for the Study for Technology, ITEA,
Virginia, 1996.
Johnson, M. (1999, March 28). Looking for Elbowroom. The Milwaukee
Journal, p. 1.
Press, Associated. (1999, May 21). For Jobs in State the Key Word is
Skill. Wisconsin State Journal, p. 1.
Sterry, L, & Hendricks, R. (1999). Exploring Technoloov (2ti ed.).
Menomonie, Wisconsin: T & E Publications.
Sokoloff, M. (1997, November). The making of a strong program and a
good school, Media and Methods, 4-5.
Tables excerpted from What Work Requires of Schools: A SCANS Report
for America 2000, U.S. Department of Labor, June 1999, pp. xvii-xviii.
30
Technical Education and Training: The Future of Wisconsin’s Workforce.
Governor Tommy G. Thompson’s Task Force on Technical Education, February,
1999.
Wisconsin Department of Public instruction, Model Academic Standards
for Technology Education, State of Wisconsin, Madison, 1998.
Recommended