Technology Education: AKA Industrial Arts

Pullias (1989) identified three viewpoints individuals may take regarding the implementation of technology education. One, which will be referred to as the “revolutionary” position here, proposes “to discard the old and begin fresh.” (p. 3-4). Another, perhaps “evolutionary,” view prefers “to keep part of the old, install part of the new, and ‘ease’ into full implementation” (p. 3). The third position “is to disguise what we have been doing for years and try to make it look like a new curriculum” (p. 3).