The process of technology presented activities that students may do; these activities can vary depending upon the student or the problem being solved. Activities which are important for students are evaluation, communication, modeling, idea generation, researching, and documenting (Williams). Technology processes are not the only goals; students� cognitive development should allow for creativity, reflection, expression, and criticism. These are general skills that are needed by all students (Mayer, 1992). The processes in technology include: design, systems approach, invention, and manufacturing. Design is the most common and popular; �from an educational perspective it is an ideal methodology to use as a vehicle to achieve the desired competencies� (Williams, 2000, p. 52).
The teaching of the processes was a key idea and a wide range of activities can be utilized. Several advantages for learners are the appeal to different learning styles, technology is reflected, and teaching and learning are more exciting (Williams). Guidelines for teaching technology gave suggestions to address various situations. As an example, students will be involved in different activities as they find different solutions.
The information provided on technology education is beneficial to reach an understanding of the components necessary in both procedural and cognitive design. Teachers can utilize the design principles that will address different learning styles in conjunction with technology processes. By acquiring this knowledge, the education needs of students can be met. As technology evolves, the methods can be adapted to the changes that occur. A thorough understanding of the goals of technology will be crucial for educators as they utilize a range of processes for teaching.
I found this article to be informative as it addresses both the processes for technology education as well as the cognitive aspect that must be considered. The explanation of the activities for the procedural component was comprehensive and could be applied to any curriculum. The focus on cognitive skill development was stressed for students. I agree that �there is no other curriculum area in which students have a significant opportunity to think and reflect and develop ideas, and then to test their ideas in a practical context� (Williams, 2000, p. 48). This is an outcome of learning that I would want all students to achieve and technology can be the means for this educational goal.
Williams, P. (Spring 2000). Design: The only methodology
of technology? Journal of Technology Education 11, 2.
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