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An overarching objective of Technology Education in the U.S. is to improve technological literacy among K-12 students (DeVore, 1964; Savage and Sterry, 1990; International Technology Education Association, 1996, 2000, 2003). This is addressed in part through a focus on end-product technology and the use and importance of various technologies in society (Savage and Sterry, 1990). While such a focus is certainly necessary, it may not be sufficient if the objective is to infuse engineering into the technology education field. Current efforts at the University of Georgia propose adjusting the focus of Technology Education to a defined emphasis on engineering design and the general process by which technology is developed. Such an emphasis has the potential for providing a framework to: 1) increase interest and improve competence in mathematics and science among K-12 students by providing an arena for synthesizing mathematics and science principles, and 2) improve technological literacy by exposing students to a more comprehensive methodology that generates the technology. This will inherently raise mathematics and science requirements for technology teachers and technology teacher educators. Moreover, general textbook and instructional material needs for teaching technology education with an engineering design focus will undergo change. Among the National Science Board’s key recommendations in its report on the science and engineering workforce is an emphasis on in-service training and support for pre-college teachers of mathematics, science, and technology as an integral part of the scientific and engineering professions (National Science Board, 2003). This recommendation emphasizes a critical need to develop experiences for K-12 students in engineering. Furthermore, it accentuates the

Curricular Value and Instructional Needs for Infusing Engineering Design into K-12 Technology Education