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The purpose of this research was to determine the future critical issues and problems facing the K-12 technology and engineering education profession in the Commonwealth of Virginia. This study was based on the Wicklein nationwide studies (1993a, 2005). Even though this study did not exactly replicate the Wicklein studies--since it was limited to the Commonwealth of Virginia--the method and questions used were identical. The modified Delphi research design was used to draw consensus among technology and engineering education experts in the Commonwealth of Virginia. Seventy-five percent of the participants agreed with one another concerning the top five critical problems and issues that Virginia leaders should consider when planning future programs. This study identified what Virginia stakeholders felt were the most critical issues and problems facing the future of technology and engineering education programs in the Commonwealth of Virginia. Each of the critical issues and problems identified in this study bears further investigation and possible action to address the crisis (Wicklein, 2005). This research provides opinions of technology and engineering education teachers, administrators, and teacher educators, and it could be considered a starting point for future discussions. (Contains 5 tables.)

In this article, the author focuses on the importance of building teacher/student relationships. A successful teacher realizes that he or she must sometimes "trick" students into learning. That's why career and technical education (CTE) is so beneficial to students' academic success. Students learn science, technology, engineering and mathematics (STEM) as well as other core academics by completing project-based activities. He shares that effective teachers building positive relationships with students. Respect fosters respect. Barriers are removed once a student realizes that a teacher has the student's best interest in mind. The author reminds that a teacher must be passionate to do a great job and a truly passionate teacher enjoys what he or she is doing and provides students with enjoyable activities.

The author offers advice on starting a standards-based course about geospatial technology in Virginia. He emphasizes that teachers should focus on the development of student technological literacy when constructing the content for a new course. He claims that learning how to perform specific functions of a technological device is not necessarily the ultimate goal of technology education. He considers how to use a new course to encourage the development of student technological literacy.