A Century of Perspectives that Influenced the Consideration of Technology as a Critical Component of STEM Education in the United States

Technology and engineering education is recognized as a way to integrate disciplines, such as math and science, using hands-on learning activities to solve problems. Doing so helps students become technologically literate and work productively in society. Historically, many different views evolved regarding the need for instruction related to technology and technical processes. Numerous systems and methods were devised to achieve this goal in the United States. During the early part of the 20th century, a number of education professionals theorized about the implications of technology as it related to the study of industry.

These leaders eventually declared technology as integral to their field. Especially during the period of economic growth that followed World War II, many considered the study of technology, and the man-made world, a vital concern in the curriculum of industrial education. Increased foreign competition, characterized by events such as the launching of the first Soviet “Sputnik,” resulted in private support and government initiatives for improvement in education, particularly math and science, but eventually in other content areas, including industrial education.

In the 21st century, the study and integration of technology is accepted as a key component in the Science, Technology, Engineering and Mathematics (STEM) movement. Familiarity with the evolution of general education related to technology in the United States helps us understand the rationale behind the inclusion of technology in the STEM acronym. This historical review identifies key perspectives and practices that led to the inception of technology education at the end of the 20th century – which, in turn, contributed to the integrated STEM movement. But what is the impetus for including “technology” in STEM education? What is the role of technology and engineering in STEM education?