Four-category categorical system for organizing technology content into teachable units¶

Theory · All theories
Evidence · no claims cited

Description¶

The monograph proposes a scheme for cutting "the technological pie into digestable pieces" for general education, organizing content about technology under four headings: "energy conversion and power transmissicm,materials awn processes, viallal communications, and electronics and systems." The categories are described as broad, not mutually exclusive, but with distinct boundaries, yielding manageable units of content drawn from emerging aspects of technology. The authors state that all human or machine activity incorporates each of the four at some level of sophistication.

Design Implications¶

Context¶

Requirements¶

• A method is needed for organizing content about technology into teachable units for general education rather than strictly utilitarian purposes

Constraints¶

• The categories are not mutually exclusive, though the article says they have rather distinct boundaries

Target Learners¶

• secondary school youth in industrial arts

Target Learning Objectives¶

• understanding of technology and its impact on man

Claims¶

Related Theories¶

• Four skill categories for technology use: Digital Skills, Media and Meaning, Point of View, and Audience
• Bloom's Taxonomy as a six-level scheme for classifying the cognitive level of multiple-choice questions

Examples¶

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Key Sources¶

• Stadt, Ronald W.; Kenneke, Larry J. (1970). Teacher Competencies for the Cybernated Age. American Council on Industrial Arts Teacher Education. https://eric.ed.gov/?id=ED055227