A historical journey of US technology education leading to STEM pathways

Abstract

The field of technology education in the United States has evolved from manual training, manual arts, industrial arts, technology education, to the current technology and engineering education. This historical review examines how the purposes of these approaches to K-12 STEM education in the United States have changed over time. In this paper, several key initiatives, including national learning standards for technology education, are identified, and the impacts of each milestone on current US technology and engineering education are investigated. Finally, the way in which the field of technology and engineering education has embraced and integrated other fields of study, as well as the current position of ‘T’ (Technology) and ‘E’ (Engineering) in STEM, is explored. This review will provide K-12 STEM educators with insights into the American historical development of problem- and project-based learning in technology and engineering education, helping them better understand how the contemporary integrated STEM education movement has evolved into its current state.

ARTICLE HISTORY:

• Received 23 August 2022; Accepted 16 April 2024

Keywords:

• Technology education
• engineering education
• STEM education
• project-based learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

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2  T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), 34.

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6 J. R. Johnson, Technology: Report of the Project 2061 Phase I Technology Panel (AAAS Books, 1989), p. 4.

7 International Technology and Engineering Educators Association [ITEEA], Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (VA: ITEEA, 2020), p. 162.

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9 D. Smith, ‘Industrial arts founded,’ in An interpretive history of industrial arts. 30th Yearbook of the American Council on Industrial Arts Teacher Education, ed. by R. Wright and R. Barella (Bloomington, IL: McKnight, 1981), pp. 165–204.

10 C. A. Bennett, History of Manual and Industrial Education, 1870 to 1917 (Illinois: Charles A. Bennett Company, 1937).

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41 T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), pp. 34–42.

42 International Technology Education Association [ITEA], Standards for technological literacy: Content for the study of technology, 3rd ed. (Reston, VA: ITEA, 2007); International Technology and Engineering Educators Association [ITEEA], Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (VA: ITEEA, 2020); T. R. Kelley and J. G. Knowles, ‘A conceptual framework for integrated STEM education,’ International Journal of STEM Education, 3, no. 1 (2016), pp. 1–11.

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48 K. F. Zuga, ‘An analysis of technology education in the United States based upon an historical overview and review of contemporary curriculum research,’ International Journal of Technology and Design Education, 7, no. 3 (1997), pp. 203–217.

49 T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), pp. 34–42. 

50 T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), p. 34.

51 P. Foster, ‘Technology Education: AKA Industrial Arts,’ Journal of Technology Education, 5, no. 2 (1994), pp. 15–30.

52  T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), pp. 34–42. 

53 T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), pp. 34–42. 

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59 International Technology and Engineering Educators Association [ITEEA], Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (VA: ITEEA, 2020).

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64 L. Nadelson and A. Seifert, ‘Integrated STEM defined: Contexts, challenges, and the future,’ The Journal of Educational Research: Teaching and Learning Integrated STEM Using Evidence-Based Practices, 110, no. 3 (2017), 221–223; T. Kelley, ‘Staking the Claim for the "T" in STEM,’ Journal of Technology Studies, 36, no. 1 (2010), pp. 2–11. 

65 T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), pp. 34–42. 

66 T. Kelley, ‘Voices from the Past: Messages for a STEM Future,’ Journal of Technology Studies, 38, no. 1 (2012), p. 34. 

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70 International Technology and Engineering Educators Association [ITEEA], Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (VA: ITEEA, 2020).

71 International Technology and Engineering Educators Association [ITEEA], Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (VA: ITEEA, 2020), p. 17.

72 C. A. Bennett, History of Manual and Industrial Education, 1870 to 1917 (Illinois: Charles A. Bennett Company, 1937).

73 C. A. Bennett, History of Manual and Industrial Education, 1870 to 1917 (Illinois: Charles A. Bennett Company, 1937).

74 D. Smith, ‘Industrial arts founded,’ in An interpretive history of industrial arts. 30^th Yearbook of the American Council on Industrial Arts Teacher Education, ed. by R. Wright and R. Barella (Bloomington, IL: McKnight, 1981), pp. 165–204.

75 D. Smith, ‘Industrial arts founded,’ in An interpretive history of industrial arts. 30^th Yearbook of the American Council on Industrial Arts Teacher Education, ed. by R. Wright and R. Barella (Bloomington, IL: McKnight, 1981), p 185.

76 D. Smith, ‘Industrial arts founded,’ in An interpretive history of industrial arts. 30^th Yearbook of the American Council on Industrial Arts Teacher Education, ed. by R. Wright and R. Barella (Bloomington, IL: McKnight, 1981), pp. 165–204.

77 F. G. Bonser and L. C. Mossman, Industrial arts for elementary schools (Macmillan, 1923).

Additional information

Notes on contributors

Jung Han

Jung Han, Ph.D., is a postdoctoral researcher in the Department of Technology Leadership Innovation, Purdue University and can be reached at [email protected].

Correspondence to: Jung Han. Email: [email protected].

Todd Kelley

Todd Kelley, Ph.D., is a professor in the Department of Technology Leadership Innovation, Purdue University. He can be reached at [email protected].

Yunjin Lim

Yunjin Lim, Ph.D., is a associate research fellow in the Department of Digital and Future Education Research, Korea Institute for Curriculum and Evaluation. He can be reached at [email protected].