English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Background In the quest to improve public schools, an education in basic technological concepts and systems, or “technological literacy,” has been viewed as an important part of a school curriculum (Dugger & Yung, 1995, pp. 7-8). Proponents of technology education have claimed that technological knowledge may be critical to the future needs of all students in the United States. However, proponents of technology education have gone beyond technological literacy to cite even greater benefits for students educated in technology. Many technology educators have claimed that instruction in technological concepts is crucial in fully understanding the concepts in other academic subjects, particularly science and mathematics. These educators have argued that technology education allows students to apply the information that is received in other subjects to real-world situations, thereby increasing their comprehension of the subject matter (Dugger & Yung, 1995; LaPorte & Sanders, 1995; Lewis, 1999; Moss 1999). They also claim that technology education helps students to build and reinforce new patterns of knowledge that make better use of the information that is received in the classroom (Loepp, 1999). Repeatedly, experts in the technology education field have argued that technology education has the ability to strengthen students' achievement in other subjects by providing realistic and practical situations in which students can apply science, mathematics, and other skills. Some commercial curriculum vendors have adopted this argument as well, asserting that a given curriculum will help to boost student performance in mathematics, science, reading, or other areas. As high-stakes testing in basic skills continues to be implemented, it can be expected that educators and administrators will look more closely at any curriculum claiming achievement gains in core academic subjects. Technology education, then, may come under increased scrutiny for its purported benefits to core academic subjects.

Effects of Modular Technology Education on Junior High Students' Achievement Scores