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23 Oct 08
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n spite of this, similar curriculum offerings evolved in Canadian schools and by the mid 1960s all Provinces offered similar industrial arts and/or craft type programs. -
were the technology education views of the Canadian pioneer of technology education, Henry Ziel, -
“Ziel Philosophy”
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Ontario adapted a British style design-technology program and the American based “Material and Manufacturing” style of technology education became the focus for inclusion in New Brunswick middle schools. -
Computers, and their allied components, were introduced into school subjects and quickly became perceived as the type of technology most needed, largely underpinned by their rapid growth in all segments of the Canadian economy (Milton, 2005). -
Throughout the 1980s the only consensus that prevailed among Technology Education professionals on how to view this curriculum existed only within Provinces by proponents of Technology Education. -
views that promoted Technology Education as founded in skill attainment, career selection, problem solving with the use of tools and acquire familiarity with technological processes. -
They reported that schools based technological literacy was evident, empowering and rooted in essential skill development needed by any advancing economy. -
the base for any technology program was not unrelated to technological literacy, and provided a strong rationale for replacing the traditional Industrial Arts programs with modern Technology Education -
also noted a “low priority in retraining of teachers for new technology”
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trend risked “… overemphasizing the use of computer technology in the curriculum, …” -
In another article Hill described a view of constructivism as a vital element for emerging Technology Education programs (1997). -
A review of the information contained in the above show that crafts, industrial art, industrial arts combined with technological education, technological education (design technology), computer technology education, science and technology, technology integration in a host of curricular areas, technology and vocational education hybrid, and vocational type education with technological enhancement continue to exist in Canadian schools. -
Also evident in the above information is indication of a movement to establish commonality for a Technology Education offering that could be applied in eastern Canadian Provinces, defying the long standing practice of maintaining non-similarity (Atlantic Canada Education Foundation, 2005). -
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Accessing these will provide ample evidence of the manner that technological information is entering Canadian schools -
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After a review of some of the above links one can easily see that an ability to find, collect, review, and contextualize the information has become the main challenge for teachers who integrate technology in their teaching. -
In writing this article, this author recognized that what might constitute a legitimate description of Technology Education in Canada is arguable at best, as it has taken on a number of interpretations and directions in recent years in Canada. -
Older crafts and industrial arts programs are still sustained in communities where the is a perceived need to feature such program while programs that have industry as their central theme thrive in centers in locations where industry dominates the regional economy. -
In accepting diversity and change they continue to provide more opportunity, for more folks, to do more technological things, in any number of different settings than had previously been the case.
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