Technological Education in the Year 2000 [microform] : Rethinking the Official Future / Craig J. Greenhill.
Alternative views of technological education in the year 2000 are presented in this paper. First, a discussion of futuristic thinking highlights arguments that the world's progress is non-linear, that major changes are made in quantum leaps and at unpredictable times, and that the "officia...
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| Language: | English |
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1984.
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| 100 | 1 | |a Greenhill, Craig J. | |
| 245 | 1 | 0 | |a Technological Education in the Year 2000 |h [microform] : |b Rethinking the Official Future / |c Craig J. Greenhill. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1984. | ||
| 300 | |a 10 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
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| 500 | |a ERIC Note: Paper presented at the Joint Conference of the Canadian Vocational Association and the Association of Canadian Community Colleges (Vancouver, British Columbia, May 28-31, 1984). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED244665. | ||
| 520 | |a Alternative views of technological education in the year 2000 are presented in this paper. First, a discussion of futuristic thinking highlights arguments that the world's progress is non-linear, that major changes are made in quantum leaps and at unpredictable times, and that the "official future" (i.e., a vision shared by members of an industry, organization, or a society that serves as the basis for decisions and initiatives) tends to ignore the surprises and non-linear events that are likely to occur. Next, assumptions about the role of technology in industrial societies are presented. Then, the following six questions concerning technological education in the year 2000 are answered on the basis of the "official future" and of opposing alternatives: (1) What is the primary impact of technological change on the curriculum? (2) What is the educator's primary view of the educational enterprise? (3) Will many non-traditional competitors be present in the educational marketplace? (4) What is the primary impact of technological change on students' life style? (5) How may the primary learning style of the student-client be characterized? (6) What is the learner's conception of the payoff to his/her primary life style made by education? Finally, a matrix summarizing the range of the alternative futures is presented. (HB) | ||
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| 650 | 0 | 7 | |a Curriculum Development. |2 ericd |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd |
| 650 | 1 | 7 | |a Futures (of Society) |2 ericd |
| 650 | 1 | 7 | |a Student Educational Objectives. |2 ericd |
| 650 | 1 | 7 | |a Technical Education. |2 ericd |
| 650 | 1 | 7 | |a Technological Advancement. |2 ericd |
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