W. J. Haynie North Carolina State University College of Education

1. Forty Years of Change – What’s Next? W. J. Haynie North Carolina State University College of Education Department of Mathematics, Science and Technology Education Technology, Engineering and Design Education Program

2. YES! That’s me at the top! The world looks much different from 60 feet up.

3. Early History Before I came along, our field, Industrial Arts, had evolved from several movements including: Industrial Education Sloyd Imperial Technical School Moscow Manual Training Manual Arts

4. A Typical 1950’s IA Project

5. Biggest Contemporary Influences • Dewey • Olson  • Warner

6. Olson’s Definition of Industrial Arts Industrial Arts is a study of the technology, its origin and development; its technical, consumer, occupational, recreational, social, and cultural nature; and its influences through experimenting, creating, designing, inventing, constructing and operating with industrial materials, processes, and products. Its purposes are to aquaint the student with his technological environment and to aid him in the discovery and development of his own human potential.

7. Jimmie took Jr Hi Industrial Arts • Built a cutting board • A chess board • A lamp • Turned a wooden bowl • Hand carved a serving tray • Turned a toy cannon of brass

10. Background Information • In High School Jimmie built a desk

11. Required Coursework ODU -- IAE 1970 • Drafting I • Woodwork I • Metals I • Graphic Arts I • Electronics I & II • Photography • One of three crafts courses • Two technical electives

12. Technical Electives • Electronics III & IV • Architectural drafting • Advanced Machine drafting • Woods II • Metals II • Advanced Graphic Arts • Power & Mechanics • Ceramics • Leather and Plastics • Special Topics

13. The Old Shop Teacher

14. Tool Storage

15. A Lockable Tool Panel

16. 1950’s shops were huge & so were the machines!

17. By the 60’s we were already downsizing equipment

18. Many of the procedures were hazardous

19. I had Junior High kids brazing and gas welding

20. Universities prepared teachers with high skill levels and versatility • An article in School Shop was a good contribution to the field for a professor to make

22. The courses developed lots of hands-on skills • Teachers were extremely versatile and could do a little bit in any trade areas • Courses were viewed as pre-vocational by the public if not purely vocational • But look at what I was able to do with these skills …

23. Our House Before & After our Addition I designed and built the whole second floor

24. Racing with Darrell

26. Then, 1970’s, Big Changes • Biggest Influences were IACP and Don Maley • New “cluster” courses like Manufacturing, Construction, Exploring Technology

27. Shops became Laboratories • Big old equipment was not needed • More group work was included • Models replaced furniture in many classes • But the “old guard” held on to old classes and facilities scoffingly

28. Olson had been ignored in his heyday • But now many of the things he projected actually came to fruition in both IACP and Maley’s plans • The word “technology” was coming into vogue

29. Modern modular labs were popular in the 70’s-90’s.

31. These labs allowed us to teach in small scale what was going on in industry as automation and robotics began to change our nation’s manufacturing and jobs from skills to machine tending and watching. The trouble was, once the students finally got the machine to do its job, they just waited and watched it whirrr.

32. Mini Robots taught new concepts

33. A Tool Cart

34. More Group Work, Fewer Individual Projects • A big impact of IACP was the initial move away from individual take-home projects • Maley’s approach was termed by some as “science fair copies in the shop” – Though uncomplimentary, such statements had some truth

35. University Professors had to publish in refereed journals. University curricula included the new ideas and courses

36. Technical Coursework 1975 at Penn State Included • Drafting I • Woods I • Metals I (taught by Industrial Engineering) • Graphic Arts • Manufacturing • Construction • Electronics I

37. A typical Group Project A typical group project in Construction 1970’s-80’s

38. The 1980’s brought more • Group Work • Emphasis on Technology • Robotics • Table Top Technology • Integration with core subjects • Modular Labs and Equipment • Vendors took lead in curriculum development for public schools

40. Ah yes, Ye Olde Plastics Center, What woodshop wasn’t complete without it?

41. The hobbyshop movement of the 80’s and beyond

42. Late 1980’s name change from Industrial Arts to Technology Education • Had good and bad effects • Mom and dad wanted kids to take technology • But we became confused with instructional media

43. ITEA’s new definition compared to Olson’s Definition Industrial Arts is a study of the technology, its origin and development; its technical, consumer, occupational, recreational, social, and cultural nature; and its influences through experimenting, creating, designing, inventing, constructing and operating with industrial materials, processes, and products. Its purposes are to acquaint the student with his technological environment and to aid him in the discovery and development of his own human potential. Technology Education – A comprehensive, action-based educational program concerned with technical means, their evolution, utilization and significance with industry, its organization, personnel, systems, techniques, resources and products and their social and cultural impact. ITEA late 80’s

44. The Obedient Skeptic

45. Ah, Yes, The 1990’s • Modules less highly prised • Groupwork still growing • More Females • Computers everywhere now • Communication big subject • Lasers, TV production, modeling -- SYSTEMS

46. NCSU TED Curriculum 1990’s • Sketching and CAD • Woods I • Metals I • Electronics I • Graphic Arts I • Manufacturing • Construction • Transportation • Communication • Architectural CAD

47. Transitioned from hands-on to computer simulations

48. There were still technical and safety issues, but they were differentA Rat’s Nest of Wires

49. How I Feel Much of the Time

50. Methods • Young adults from TED 481 at NC State University, N=25. • Typical rather than prompted behavior desired, so no direct instruction concerning design logs and little reference to contents. • Logs copied for assessment, originals returned to students after grading • Team of 3 assessors using instruments from previous study revised. • Universities stressed RESEARCH • And required a research theme