Positioning Technology Education in the Curriculum

  • Marc J. de Vries

Part of the International Technology Education Studies book series (ITES, volume 8)

Table of contents

  1. Front Matter
    Pages i-viii
    1. Marc J. De Vries
      Pages 1-7
  2. Developmental Aspects

    1. Front Matter
      Pages 9-9
    2. Jonas Hallström
      Pages 21-38
  3. Defining Technology Education

    1. Front Matter
      Pages 39-39
    2. Lars Adiels
      Pages 53-60
  4. Technology, Engineering and Science Education

    1. Front Matter
      Pages 61-61
    2. David Barlex
      Pages 63-74
    3. P John Williams, P John Williams
      Pages 87-99
  5. Formal and Informal Technology Education

    1. Front Matter
      Pages 101-101
    2. Peter Hantson, Didier Van de Velde
      Pages 119-129
  6. Responsible Citizenship

    1. Front Matter
      Pages 131-131
    2. Matti Parikka, Aki Rasinen, Arto Ojala
      Pages 133-143
    3. Leo Elshof
      Pages 145-162
  7. Relation with Literacy

    1. Front Matter
      Pages 163-163
    2. Gerald van Dijk
      Pages 165-178
    3. Didier Van de Velde
      Pages 179-188
  8. Progression in the Curriculum

    1. Front Matter
      Pages 189-189
    2. Vicki Compton, Angela Compton
      Pages 191-216
  9. Developing Countries

    1. Front Matter
      Pages 217-217
    2. Wei-wei Feng, Kin Wai Michael Siu, Jianjun Gu
      Pages 227-242

About this book


The position of technology education in the school curriculum is a topic of continuous discussions. This book offers a number of research-based contributions to that discussion. A number of aspects have been identified that are related to the way technology education can be embedded in the curriculum: The historical development of the subject, its disciplinary character, its relation to other parts of the curriculum, and in particular with science and language education, the relation between the formal school curriculum and informal learning, forms of progression over the grades, and its contribution to citizenship, forms of literacy and ethics. The final chapter deals with specific issues for developing countries. The book can support decision making on the curriculum and the development of technology education as a part of that by providing theoretical and empirical insights on this topic.

Editors and affiliations

  • Marc J. de Vries
    • 1
  1. 1.Delft University of TechnologyThe Netherlands

Bibliographic information