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Determining tends and issues is important for the health of any profession. The purpose of this research was to determine the current and future trends and issues facing technology and engineering education (TEE) in the United States (U.S.). The researchers used a three-round Modified-Delphi method to solicit information from technology and engineering education stakeholders across the U.S. In the first round, participants listed what they felt were current trends, future trends, current issues, and future issues facing TEE. The second rounds was designed to prioritize trends and issues. In the third rounds, participants were presented with one table for each current and future trend and issue and asked to identify if they felt each was essential or non-essential for technology and engineering leaders to ask. Two hundred sixty-eight participants responded in the third round, and the resulting trends and issues were categorized into eight themes: (1) teacher shortage; (2) secondary and university TEE programs; (3) funding programs and teachers; (4) curriculum; (5) technology and engineering education identity and relevance; (6) collaborative efforts; (7) teacher certification and development; and (8) student-centered foci.

The ITEEA's Council for Technology and Engineering Teacher Education (CTETE) Curriculum Committee solicited, collected, and analyzed several examples of international lesson plans to find out how various countries understand and/or apply the "Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education" (STEL) in their own technology and engineering education classrooms. Several overarching themes--achieved independently and then confirmed through follow-up discussions among curriculum committee members--appeared in the analysis. These included: (1) Technology and Engineering Education is hands-on; (2) Problem-based learning (PBL) is a central tenet of the curriculum; (3) the STEL standards are/were not equally (or widely) utilized in lesson planning; rather, an emphasis on local (state, region, district, school) standards was evident; and (4) TEE learning is context-driven with an emphasis on the application of knowledge in specific settings/scenarios. As a means of broadening the understanding of what TEE "looks like" around the world, the lessons shared here are brief synopses of the collected lesson plans in addition to a summary of additional findings explored through the means of a follow-up survey sent to each of the contributing teachers.

The article discusses that the plight of Covid-19 has impacted our society like a tidal wave with recurring ripples being felt everywhere from the economy to education. It mentions that K-12 schools transitioned to fully online learning or a hybrid model of online and face-to-face instruction. Based on data from the U.S. Census Bureau's Household Pulse Survey in late October 2020.