Teachers' perceptions of their technology education curricula
Kenneth E. Lyle, Immaculata College, United States
Immaculata College . Awarded
The purpose of this study was to qualitatively assess teachers' perceptions of their technology education curriculums in general, determine the technological literacy provisions addressed, and observe teacher's implementation of standards as suggested by Standards for Technological Literacy: Content for the Study of Technology (STL). Four instruments were used for data collection: The Technology Education Activity Content Rating Matrix (survey), Technology Education Classroom Observation Form, Interview Questionnaire, and Technology Education Curriculum Review. Twenty-five teachers responded to the Matrix, nine of whom agreed to participate in classroom observations, interviews and curriculum reviews.
Teachers indicated use of technology education concepts in their curriculums by selecting specific items on the Matrix. For example, teachers chose 32 (61.5%) technology education strategies that were rated essential, most desirable or desirable, compared to 18 (34.6%) industrial arts statements perceived as important for their programs. The second part of the study which included classroom observations, interviews, and curriculum reviews of nine selected teachers revealed consistent results. Classroom observations confirmed that technology education methods were being taught. Teachers supported use of technology education strategies during their interview sessions. A review of curricula revealed that technology education strategies were planned and addressed. Overall, data showed that teachers appropriately use technology education concept skills for instruction, follow technology literacy provisions, and subscribe to proper Standards in their teaching of technology education.
Lyle, K.E. Teachers' perceptions of their technology education curricula. Ph.D. thesis, Immaculata College.
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