Paradigms And Scope Of Engineering Technology Education

The scope of thinking skills required of Engineering Technology graduates is not often fully appreciated. Engineering Technology is frequently defined by critics and practitioners alike in terms of its pragmatic approach to education. Phrases such as “hands-on” “application-oriented” and “implementation-focused” are widely used. While this aspect is an essential component of Engineering Technology, it falls far short of the critical thinking skills and breadth of understanding and performance needed for a competent professional four-year engineering technologist. Merely identifying Engineering Technology in terms of an experiential approach to problem solving provides no useful paradigm to distinguish amongst craftsmen, technicians, four-year technologists or even engineers. Focusing only on the “hands-on” aspects of Engineering Technology can also lead to minimizing important topics of theoretical understanding, professionalism, communication and breadth of vision, among others. Different models of the scope of engineering technology education exist. This paper describes a modified form of the “Knowing, Thinking, Doing” model and then describes a new model called the “Vision, Structure, Detail” model. The two models are complementary rather than competitive. Each has different strengths and limitations. Each emphasizes different aspects of technology education. The “Vision, Structure, Detail” model helps to emphasize creativity, communication and leadership aspects. From the two models a more complete description of the thinking skills necessary to define fouryear Engineering Technology programs is developed. This gives insight into Engineering Technology education and the goals we need to develop and strive for as Engineering Technology educators. When applied together these two educational models lead towards a much clearer and grander vision of Engineering Technology education.