A Profile of Technology Education in Taiwan [electronic resource] / Lung-Sheng Lee.
Technology education (TE) in Taiwan is implemented in elementary, junior high, senior high, and comprehensive high schools. Since 2001, the new curriculum syllabus for grades 1-9 reflects the call for educational reform in such areas as articulation, integration, and flexibility of reform. The natio...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2002.
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| 245 | 1 | 2 | |a A Profile of Technology Education in Taiwan |h [electronic resource] / |c Lung-Sheng Lee. |
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| 500 | |a ERIC Note: Paper prepared for a visiting group from Japan to Taiwan, December 11-14, 2002. |5 ericd. | ||
| 520 | |a Technology education (TE) in Taiwan is implemented in elementary, junior high, senior high, and comprehensive high schools. Since 2001, the new curriculum syllabus for grades 1-9 reflects the call for educational reform in such areas as articulation, integration, and flexibility of reform. The national curriculum for grades 10-12 is being revised; technology is being considered as an independent subject at the upper secondary level. TE programs are not institutionalized in teachers' colleges for elementary teachers. Secondary school living technology teachers are certified after four years of on-campus training and a one-year field internship in a secondary school. In the future, the internship will be shortened to a half year and more course credits will be required. Technology teacher educators are working on these efforts to promote present and emerging TE: research projects, unit plans with technology learning activities, TE periodicals, a students' technology performance contest, teacher's professional development workshops, and a technology professional association. Major problems in TE and technology teacher education that need to be resolved are that technology is not well understood; TE at the elementary level is still not universal; TE is not considered as important as other courses; differences exist between the curriculum standard and the realistic learning environment; and technology teacher education programs are diluting their professional roles. (YLB) | ||
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