Engineering and Technology Education Fields: Providing Synthesis and Knowledge through Historical Perspectives

The purpose of this paper is to address misconceptions that exist in the educational community in regards to the definitions of engineering education, technology education, and engineering & technology education. The misconceptions can be addressed by exploring how these occupational fields have emerged and how the terminology, associated with each field, is defined. Identifying these fields in a historical perspective, and the co-existing associated fields, will show the misconceptions and bridge professional knowledge about these complex and collective fields. If misconceptions exist, how the community values these fields and how they can be subjective toward the roles of the professionals and educators involved. There exists evidence that the community confuses these fields’ terminologies as well. An example could be how the term “technology” is understood. In 2004, 68% of the American population interpreted the word “technology” synonymously with the concepts of computers, electronics, and the Internet. Misconceptions and skewed assumptions of these educational fields and associated terms can be due to lack of knowledge about the foundations of these fields. Because the foundations are confused, conflict, disagreement, and differences of opinion in academia and work environments seem prevalent. To distinguish the roles of the professionals involved in engineering education, technology education, and engineering & technology education fields will allow an understanding for how the community should interprets and interacts with these fields. Historical perspectives can be utilized to form an understanding of the collective natures of these fields. Dating back to the first professional associations, and chronologically advancing to the present, historical research will uncover the terms and distinctions necessary to establish both an understanding and a synthesis of how these current fields have emerged. Chronological events can be linked to provide the foundations of engineering education, technology education, and engineering & technology education.