scholarly journals Perceptions of Korean Technology Education Experts on the Future Technology Education Directions in Relation to Current technology education in the United States and Japan : Focusing on “STEL” in the United States and “Technology Education in the 21st Century” in Japan

2021 ◽  
Vol 46 (2) ◽  
pp. 40-68
Author(s):  
Yu-Hyun Choi ◽  
Yun-Jin Lim ◽  
Seung-Hyun Kim ◽  
Kwang-Jae Lee
Keyword(s):  
United States ◽  
Technology Education ◽  
21St Century ◽  
The United States ◽  
Current Technology ◽  
Future Technology ◽  
The Future

Future of Engineering Technology Education

2002 ◽  
Author(s):  
Kenneth E. Rennels
Keyword(s):  
United States ◽  
Technology Education ◽  
State Government ◽  
Rapid Evolution ◽  
The United States ◽  
Educational Process ◽  
Engineering Technology ◽  
The Future ◽  
Technology Programs ◽  
The University

Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.

Women and STEM

2014 ◽  
pp. 703-713
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
United States ◽  
Technology Education ◽  
21St Century ◽  
The United States ◽  
Communications Technology ◽  
Biological Functions ◽  
Science Technology ◽  
Gender Based ◽  
And Mathematics ◽  
Great Odds

While battling great odds in terms of discrimination and bias, women within the United States have made valuable contributions to the workforce. Now that the second decade of the 21st century is upon us, women have come into all facets of the workforce, finding a niche in Internet Communications Technology (ICT) as well as within Science, Technology, Engineering, and Mathematics (STEM), which should allow women more of an opportunity to pursue occupations. However, it seems that women are lagging in this part of the workforce within the constructs of science, technology, education, and mathematics also known as STEM. This glass ceiling, or gender barrier, may make matters worse in terms of reporting these kinds of women's issues because these reports are often written by men. In addition, the ideas and perceptions of masculinity and femininity have been scrutinized and analyzed in this chapter, and it is not difficult to realize the differences in gender based on biological functions.

The Chicano Movement in the New America

2018 ◽  
pp. 125-147
Author(s):  
Mario T. García
Keyword(s):  
United States ◽  
Civil Rights ◽  
21St Century ◽  
The United States ◽  
Mexican Descent ◽  
Chicano Movement ◽  
Political Actors ◽  
The Future ◽  
1960S And 1970S ◽  
The 1960S

The Chicano movement was the largest and most widespread civil rights and empowerment movement by people of Mexican descent in the United States. As part of the 1960s and 1970s social movements, the movement made Chicanos and other Latinos national political actors and laid the foundation for contemporary Latino political power in the 21st century. It assured that the old America would no longer survive. Chicanos and other minorities were the future and still are the future.

scholarly journals The Future of Aging is Florida

EDIS ◽  
1969 ◽  
Vol 2003 (17) ◽  
Author(s):  
Jeffrey Dwyer
Keyword(s):  
United States ◽  
Distance Education ◽  
21St Century ◽  
The United States ◽  
Full Time ◽  
The Future

Currently, Florida ranks first in the United States in the percent of the population who is full-time and seasonal residents over the age of 65. Older Floridians, their families and communities face a myriad of issues related to aging. This document is FCS2209 FY624, one of a series of publications from the distance education in-service "Aging in the 21st Century." First published: September 2003. FCS2209/FY624: The Future of Aging Is Florida (ufl.edu)

Education in the 21st Century

10.12737/2618 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 57-64
Author(s):  
Оеверинг ◽  
Benjamin Oevering ◽  
Мехтабдин ◽  
Khalid Mehtabdin ◽  
Кочиэн ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
Developing Countries ◽  
21St Century ◽  
New Ventures ◽  
Well Being ◽  
The United States ◽  
The World ◽  
The Future ◽  
Modern Era

Higher Education has become the backbone of economic success in rapidly developing countries such as the United States. This paper looks to analyze the strengths, weaknesses, and opportunities associated with bettering our educational system in hopes of having a predeveloped workforce for the 21st century and beyond. The ability to develop and manage knowledge and practical skills in conjunction with what real world employers are looking for, would close the gap between higher education and job success. This streamlining of the education system would better support businesses as they look to expand, start new ventures, and develop into companies that supply services or products in demand by the rest of the world. It is important that when implementing these recommendations, one does not restrict students from thinking constructively and innovatively. Innovative knowledge is critical to the development of processes that will make companies more efficient in the future. The goal is to enable higher education to foster the development of workforce better suited for business in the 21st century and a citizenry able to contribute to the overall well being of society. This paper does make recommendations that will develop students in a way that will better prepare them to play integral roles in companies immediately, which in turn will help build companies and the communities in which they operate. This will promote a cyclical development of individuals, businesses, communities, and finally the schools themselves- all which will be critically important in our modern era and ahead into the future. Overall economic wellbeing, happiness, and unity among citizens would be the goal with businesses and schools standing to gain overall cutting edge performance from their employees and students.

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