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Students Attitudes Toward Technology in Selected Technology Education Programs

Students Attitudes Toward Technology in Selected Technology Education Programs

The paradigms for teaching technology education are changing. Technology education teachers and curriculum experts recommend a variety of differing instructional approaches such as self-paced modules, interdisciplinary methodology, and problem solving to inform students about technology and its affects on society. These instructional approaches all have their advantages and disadvantages. Gloeckner (1990), Thode (1989), and others have argued that self-paced modular instruction is an appropriate method that best accommodates diversity in both learning styles and learning levels. Others (Illinois State Board of Education, 1992; Wicklein, Hammer, Balistreri, DeVore, Scherr, Boudreau & Wright, 1991) suggest that technology is interrelated to other disciplines and that students need to see the connection between math, science, technology, social studies, and English; therefore, teachers should use interdisciplinary instruction. Other educators, DeLuca (1992) and James (1991), plead the case for problem-centered instruction as an authentic way to focus on the development of students' higher-level cognitive skills. Target Audience: 2-4 Year College Faculty/Administrators

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