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These eleven papers focus on the need for technology education (TE) to address technological problem solving from a more holistic and appropriate level--less high tech, more thoughtful, and using available resources. "Philosophical Rationale for Appropriate Technology (AT)" (Robert C. Wicklein, Charles J. Kachmar) discusses concerns and issues that AT addresses. "Economics of AT" (Stephen Petrina, Patricia O'Riley) describes AT practices as decentralizing alternatives to large-scale and global market economies. "Ramifications of Failure to Use AT" (Charles H.McLaughlin, Jr.) describes resultant challenging problems related to land use and fisheries exploitation. "Moral and Ethical Issues Related to AT" (Roger B. Hill, Garner Dewey) focuses on environmental pollution, labor issues, and nonrenewable energy resources. "Design Criteria for Developing AT" (Marie Hoepfl) explores the role of design in creating technological solutions in keeping with AT goals and tenets. "Cultural and Gender Issues in AT" (Edward C. Pytlik et al.) discusses difficulties in transferring technology between more and less developed nations. "School-Based Issues and AT" (Peter Wright) argues that AT content and themes should be part of every TE classroom. "Multidisciplinary (MD)Curriculum and AT" (Vincent W. Childress) illustrates the MD nature of AT and provides a rationale for MD study of AT in TE. "Problem Solving in AT" (Michael Daugherty) discusses preparing TE students to comprehend and respect the power of technology to solve problems and create new problems. "AT Case Studies: Lessons Learned" (Charles Linnell, Dennis Scanlin) provides comparative information for TE teachers to make informed decisions concerning AT's value, uses, and relevance. "Future Directions for AT in the TE Curriculum" (Anthony F. Gilberti) addresses implementing TE curricula promoting social responsibility. Chapters may conclude with any or all of these: summary, review questions, activities, and references. An index is appended. (YLB)

These 38 essays in 4 units are directed toward the future of technology education. Unit I: Evolving into the 21st Century has one essay, entitled "The Past Defines the Paths to be Taken" (Jerry Streichler). Essays 2-18, in Unit II: Exemplary Practices for the 21st Century, are "Developing a Curriculum Process" (Bryan Albrecht); "Design Problem Solving: The Signature of Technology Education" (Allen Bame, Robert Booth); "Primary Design and Technology--10 Years On" (Clare Benson); "Why Can't the Sun Shine Everywhere at the Same Time?" (Robert Booth, Allen Bame); "Hands-On, Minds-On Learning: Putting It All Together" (Barry N. Burke); "Imagineering: Creating the Future (Barry N. Burke); "Technology Modeling" (Robert A. Daiber); "Technology Education Is Powerful Teaching" (Michael A. De Miranda); "A School within a School: Teamwork at its Best" (W. Tad Foster); "Igniting the Passion through the Technology Education Collegiate Association" (William L. Havice, Gerald G. Lovedahl); "Making Connections: Situated Learning in Technology Education" (Roger B. Hill); "Of Artifacts and Emotions" (James E. LaPorte); "Design the Creative Soul of Technology" (James R. McCracken); "Electronic Portfolios" (Edward M. Reeve); "Service Learning" (Edward M. Reeve); "Systems Approach: A Clear View from the Mind's Eye" (Brigitte G. Valesey); and "The American Technology Honor Society" (Rosanne T. White). Unit III: Our 21st Century Agenda consists of Essays 19-37, entitled "Technology Education Supervisors: An Endangered Species?" (Jerry Balistreri); "Self-Renewal: Appreciating Yesterday, Celebrating Today, Anticipating Tomorrow" (M. James Bensen); "Blurring the Boundaries" (Rodney L. Custer); "Standards-Based Reform for Technology Education" (William E. Dugger, Jr.); "Teachers for Tomorrow" (William D. Greer); "The Age of Virtual Reality" (Richard Grimsley); "Envisioning the Whole Technologist" (Patricia A. Hutchinson); "The State Supervisor's Role in Managing National Change" (Gregory C. Kane); "A Curriculum at Risk? The Identity Crisis Continues..." (Linda Rae Markert); "The Changing Demographics in Technology Education" (Charles A. Pinder); "From Fluid Mechanics to Fluid Intelligence" (William S. Pretzer); "Power Play or No Play?" (Mark Sanders); "Know Where You're Going!" (Anthony E. Schwaller); "Technology Education for Some Americans?" (Michael L. Scott); "Do We Teach Technology? Yes, But We Also Teach Kids!" (Richard D. Seymour); "Concepts in Technology: Seeing the Order in the Chaos" (Marc J. de Vries); "Pursuing Profound Understandings in Technology" (Kenneth Welty); "Technology with a Human Face" (Robert C. Wicklein); and "Technology Education as an Integrator of Science and Mathematics" (Karen F. Zuga). Unit IV: A Call to Action has Essay 38, entitled "The New Millennium: A Time for Change" (G. Eugene Martin). An index is provided. (YLB)

This yearbook contains 14 chapters, each by different authors, collected to assist in advancing professionalism within technology education. The 14 chapters are organized in five sections. Section 1: The Need for Professionalism in Technology Education contains "The Need for Professionalism in Technology Education: Challenges for the Future" (Anthony F. Gilberti). Section 2: Defining Professionalism and Leadership contains "Professionalism and Leadership in Technology Education" (David L. Rouch) and "Conceptual Explanations of Leadership" (Roy A. Buckingham). Section 3: Opportunities for Improvement in Professionalism and Leadership" contains: "Strategies for Improving Professionals" (James E. Smallwood); "Professional Associations, Organizations and Other Growth Opportunities" (Edward M. Reeve); "Developing Effective In-Service for Technology Education" (John C. Larkin); "Professionalism, Public Relations, and Politics" (Brigitte G. Valesey); and "Identifying and Solving Professional Problems" (Ronald D. Todd, John R. Karsnitz). Section 4: Professionalism at Various Educational Levels contains: "Teacher Professionalism in Primary and Secondary Education" (Anthony Korwin, Joan Haas); "Teacher Professionalism in Higher Education" (John R. Wright); "The Chairperson's Role as a Professional in Higher Education" (Michael L. Scott); and "The Administrator's Role as a Professional in Higher Education" (M. James Bensen). Section 5: Professionalism for the Future contains: "The Professional's Role in Strategic Planning" (A. J. "Art" Rosser) and "Fostering a Professional Culture in Technology Education" (David H. Devier). Keynote addresses and papers include reference lists, and the book is indexed. (KC)

This yearbook explores the issues of representation, inclusion, access, and equity in technology education. Contents include an introductory chapter; nine chapters in three sections; and a summary chapter. Chapter 1, "Society, Diversity, and Technology Education" (Donna K. Trautman) examines important demographics of our global society, the effects diversity will have on the social and economic support systems, and the status of technology education in comparison to society and diversity. Section I, "Historical Influences of Underrepresented Groups in Technology Education, includes chapters 2 and 3: "A Historical View of Women's Roles in Technology Education" (Karen F. Zuga); and "Contributions of African-Americans to Technology Education" (Michael L. Scott, Keith V. Johnson). Section II, "Underrepresented Groups as Technology Students and Educators," includes chapters 4 and 5: "Women as Technology Educators" (Colleen E. Hill); and "Minority Students" (Elazer J. Barnette). Section III, "Increasing and Supporting Diversity," includes chapters 6-9: "Reading, Writing, and Technology" (Karen Coale Tracey); "Mentors for Women in Technology" (Daniel L. Householder); "Effective Leadership for All" (Elizabeth Smith); and "Environmental and Climate Challenges in Technology Education" (Jane A. Liedtke). Chapter 10, "Diversity in Technology Education" (Janet L. Robb) outlines four positive steps that need to be taken and three dangers to be avoided to accept and encourage a heterogeneous population in technology education. (YLB)

This yearbook explores the relationship between elementary school technology education (ESTE) and the traditional subjects of the curriculum, reports on methods of ESTE implementation, and describes roles of teacher preparation and inservice professional development activities for promoting ESTE. Contents include an introductory chapter; 11 chapters in 3 sections, each section beginning with an overview; and a summary. Chapter 1, "The Child, the School, and the World" (Patrick N. Foster, James J. Kirkwood), addresses the three most important components of ESTE. Michael D. Wright's overview of section I introduces a focus on content integration. Chapters 2-5 investigate ways in which technology can be interfaced with school subjects: "Technology as a Social Study" (Cynthia Szymanski Sunal, Dennis W. Sunal); "Mathematics, Science, and Technology" (Vincent W. Childress, James E. LaPorte); "Reading, Writing, and Technology" (J. Fred Ilott, Helen G. Ilott); and "Technology and Children's Literature" (Michael J. Kleeberg, James J. Kirkwood). In the overview of section II, Patrick N. Foster introduces the view of ESTE as a process. Chapters 6-9 explore engaging learners through use of their senses in explorations with technology in the quest to expand their memories and enhance their understanding: "Engaging the Senses in a Quest for Meaning" (Kenneth Welty); "A New Paradigm for Schooling" (Ronald D. Todd); "Implementing a National Program" (Steven Barbato); and "An Articulated Whole-School Approach" (Michael D. Wright, Chip Miller). The overview of section III by James McCracken introduces three chapters that give insight into methods of determining content and application for ESTE. Chapters 10-12 provide direction for training teachers to teach technology to elementary-aged children: "Teacher Education" (Lewis D. Kieft); "Inservicing Teachers" (Barry David); and "Review and Synthesis of Research" (Karen F. Zuga). "Summary and Reflections" (Sharon Brusic) identifies recurrent themes and ideas. Appendixes include the following: "Characteristics of Technology Activities" (Patrick N. Foster), "Snapshots from Practice" (Kenneth Welty), and subject index. (YLB)