June 23, 2013
June 23, 2013
June 26, 2013
Technological and Engineering Literacy/Philosophy of Engineering
23.500.1 - 23.500.8
Bridging Engineering and Technology Education fields: Providing Synthesis and Knowledge through Historical Perspectives The purpose of this paper is to address misconceptions that exist in the educationalcommunity in regards to the definitions of engineering education, technology education, andengineering & technology education. The misconceptions can be addressed by exploring howthese occupational fields have emerged and how the terminology, associated with each field, isdefined. Identifying these fields in a historical perspective, and the co-existing associated fields,will show the misconceptions and bridge professional knowledge about these complex andcollective fields. If misunderstandings exist, how the community values these fields and how they can besubjective toward the roles of the professionals and educators involved. There exists evidencethat the community confuses these fields’ terminologies as well. An example could be how theterm “technology” is understood. In 2004, 68% of the American population interpreted the word“technology” synonymously with the concepts of computers, electronics, and the Internet. The misunderstanding and skewed assumptions of these educational fields and associatedterms can be due to lack of knowledge about the foundations of these fields. Because thefoundations are confused, conflict, disagreement, and differences of opinion in academia andwork environments seem prevalent. To distinguish the roles of the professionals involved inengineering education, technology education, and engineering & technology education fields willallow an understanding for how the community interprets and interacts with these fields. Historical perspectives can be utilized to form an understanding of the collective natures ofthese fields. Dating back to the guilds, and chronologically advancing to the present, historicalresearch will uncover the terms and distinctions necessary to establish both an understanding anda synthesis of how these current fields have emerged. Chronological events can be linked toprovide the foundations of engineering education, technology education, and engineering &technology education.
Rivera-Reyes, P., & Lawanto, O., & Boyles, R. E. (2013, June), Engineering and Technology Education Fields: Providing Synthesis and Knowledge through Historical Perspectives Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19514
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