Date of Graduation

5-2011

Document Type

Dissertation

Degree Name

Doctor of Education in Workforce Development Education (EdD)

Degree Level

Graduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor/Mentor

Michael Daugherty

Committee Member

Michael Miller

Second Committee Member

Greg Belcher

Third Committee Member

Kit Kacirek

Keywords

Facility design, Laboratory design, Standards-based, Technology and engineering education, Technology education, Technology education facility, Technology education lab

Abstract

This research established the essential equipment, tools, hardware and software needed to teach a contemporary standards-based Technology Education program at the high school level with one teacher. A three round Delphi study established what a contemporary Technology Education lab should ideally include utilizing the expert opinion of teachers in the field, teacher educators and administrators with direct roles in program development. The research also suggests types of activities which could be utilized in such a facility. Equipping a facility with these essential items could assist teachers in preparing students to become technologically literate, by addressing all of the Standards for Technological Literacy to include engineering and design concepts. Most Americans believe all citizens should be technologically literate and should have adequate facilities to accomplish that goal (Rose, Gallup, Dugger and Starkweather, 2004). Shields and Harris (2007) indicated Technology Education facilities and components have been less defined over the past 26 years creating confusion when identifying Technology Education facilities and programs. The panel of experts chosen for this Delphi study established three categories: essential items, moderately important items and non-essential items. The panel identified equipment, tools, hardware and software needed to equip a contemporary Technology Education facility giving the teacher laboratory capabilities to teach a standards based curriculum. Such a facility might provide a setting in which high school students could graduate with a basic understanding of technology; how to assess, use and manage technology in a facility with similar tools, equipment, hardware, and software; or in other words, achieve technological literacy (ITEA, 2000). Such a list gives school administrators a tool to better understand facility needs, curricular areas, examples of activities, as well as the equipment, tools and materials necessary to implement a standards-based program within their respective districts.

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