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Over the past 40 years there have been several initiatives by leaders in the profession to make revolutionary changes in philosophy, curriculum, methods, and facilities in the transition from industrial arts to technology education. The transition to technology education has been grounded in the dramatic changes that technology and technological innovations have brought to all aspects of society. It has been postulated that to fully participate in a technologically-based society, people must be technologically literate (Pearson & Young, 2002). Thus, the need arose to assure that all students have experience in technology education in order to acquire technological literacy. The goal of technological literacy has general acceptance in the profession, however no consistent plan has emerged for organizing and teaching technology education across states and school districts. The debate continues concerning which curriculum theory, or organizing pattern, “best” fits technology education (Zuga, 1989; Herschbach, 1992). The result has been a diverse array of plans and models for the delivery of technology education in K-12 education. The result, as indicated by Wright (1995) in a CTTE Yearbook chapter entitled “Technology Education Curriculum Development Efforts,” has been a diverse array of plans and models for the delivery of technology education in K-12 education. While there are many of models for technology education, organizing technology education as separate and distinct courses is the most common approach at the middle and high school levels. The distinct course, or separate subject, approach is grounded in academic rationalism that identifies technology education as an academic discipline (DeVore, 1965; Erekson, 1992; Zuga, 1989). Likewise, a major purpose for the Technology for All Americans Project was to establish technology education as a core subject in the curriculum (Satchwell and Dugger, 1996). While there are many examples of successful technology education programs that are grounded in the separate subject approach, it may take decades for technology education to gain acceptance as a new academic discipline, if it is

Integrating the Study of Technology into the Curriculum: A Consulting Teacher Model