An evaluation of commercially prepared modules used in technology education

Abstract

Many technology education departments are moving from the traditional method of instruction to a modular based type of instruction. There are many modules that are available for schools to implement and many vendors to choose from. The problem for the technology education teacher, who is implementing a modular technology classroom, is deciding what modules meet the standards for technology education. The modular classroom is a relatively new concept in technology education. The introduction of standards is also new to technology education in Wisconsin. The purpose of this study is to evaluate how well commercially prepared modules meet Wisconsin Model Academic Standards for Technology Education, published by the Wisconsin Department of Public Instruction (1998). There are two main reasons this research is important. First, modules are relatively new to technology education. Secondly, academic standards have recently been released for technology education by the Wisconsin DPI. Many technology education departments across the state are implementing modular classrooms. This study will be helpful to those schools in determining which commercially prepared modules best meet the standards for technology education. The Wisconsin Model Academic Standards for Technology Education are broken into four main content standards: Human Ingenuity, Systems, The Nature of Technology, and The Impact of Technology. These categories each contain performance standards that students should meet by the end of the fourth, eighth, and twelfth grades. Because of the many vendors of technology modules, only one vendor was selected. Lab-Volt, Inc. was chosen for the study because of their prevalence in Wisconsin. The modules that are used in their middle school course, called tech design, were chosen for this study. The competencies for each module were evaluated as to whether they met the Wisconsin standards.