Determining the instructional laboratory facility requirements critical for including engineering design in the technology education program

Abstract

Engineering design as a focus for technology education is beginning to find its way into the technology education curriculum (Dearing & Daugherty, 2004; Hailey, Erekson, Becker, & Thomas, 2005; International Technology Education Association [ITEA], 2000; Wicklein, Smith, & Kim, 2008). This focus is designed to help students achieve technological literacy as well as provide opportunities for incorporating cross-disciplinary standards-based instruction. In order to create an environment conducive for teaching engineering design focused curriculum, new facility requirements must develop. With this new facility design, technology education instructors will have the ability to apply rigorous curriculum components that assist students in developing the mental processes necessary for problem solving. These problem solving skills will enhance the students’ ability to attain high-skill, high-demand, and high-wage careers. This Delphi study solicited expert opinion to determine the instructional facility requirements critical to teach engineering design content within high school technology education environments. Panel members emerged from five critical areas that had vested interests in engineering design focused technology education programs. One set of panel members were university professors specializing in teaching engineering design concepts to future technology education teachers. A second area consisted of university professors specializing in teaching engineering to future engineers. A third area consisted of individuals specializing in the construction of school facilities. A fourth area of participants consisted of expert technology education high school teachers identified by the International Technology Education Association (ITEA). A fifth group of participants came from career and technical education (CTE) administrators. The study was conducted via the Internet and participants completed and submitted all survey instruments electronically. It is important to note that each of the participants completing all rounds in this Delphi research process brought expert knowledge from a variety of fields. Participants were able to utilize their professional familiarity with implementing, teaching, supervising, curriculum development, and designing and constructing of technology education programs.