An Analysis of Technology Education at High School During ...technology and that almost 60% have inadequate or outdated technology. Technology experts locally and nationally agree

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?


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


Paimyra High School were interested in pursuing careers as technicians and





Research Questions



I. Are graduating seniors in Technology Education Programs at Palmyra


2* Does the Technology Education Program at Palmyra High School




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







Research Questions



1. Are graduating seniors in Technology Education Programs at Palmyra


2. Does the Technology Education Program at- Palmyra High School




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







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.


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







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.


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.


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.

Documents

An Analysis of Technology Education at High School During ...technology and that almost 60% have inadequate or outdated technology. Technology experts locally and nationally agree