@article{oai:aue.repo.nii.ac.jp:00002188,
 author = {Miranda, Michael A. De and Miyakawa, Hidetoshi},
 journal = {愛知教育大学教育実践総合センター紀要},
 month = {Feb},
 note = {text, The past 25 years has brought significant changes in the field of technology education. Contributing to these changes has been the evolution of a curriculum from the early days of industrial arts that addressed human productive practice to an emerging contemporary technological curriculum shaped by the exponential growth of technology and its impact on the extension of human capabilities, society, and the environment. The recent literature that focuses on the exponential growth of technology and its impact on the extension of human capabilities has a relatively brief history. Therefore, it is the interpretive historical evolution of technology education and the philosophical interpretation of the pervasiveness of technology in American society that have combine to constitute the diverse images of the role technology education has been called upon to play in American schools. The progress towards shifting from an industrial arts focus, to building and educating a technologically literate society as its outcome has shaped the progress of technology education in American schools. This manuscript helps to describe and contextualize the evolution of technology education. From the formative pre-1999 years marked by a standards development effort designed to identify the content for the study of technology, through the progress and organization of curriculum delivery models at the elementary, middle/junior high school, and high school. The general path and development of an articulated curriculum for the field of technology education is illustrated and discussed.},
 pages = {197--205},
 title = {Technology Education: Twenty-five years of progress},
 volume = {8},
 year = {2005}
}