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As the field of technology education evolves, its unique mission to provide relevant and experiential learning opportunities for students is becoming clear. Through well developed curricula, technology education programs are able to reinforce academic content, enhance higher order thinking skills, and promote active involvement with technology (Johnson, 1991). The development of curricula which addresses such goals is both difficult and complex. A variety of curriculum perspectives exist which greatly influence the direction and results of curriculum development efforts (Eisner & Vallance, 1974; Miller & Seller, 1985; Zuga, 1989). These perspectives include academic rationalist, technical/utilitarian, intellectual processes, social reconstruction, and personal relevance. While curricula developed through each curriculum perspective vary in their contribution toward a well-rounded education, this article is based on the assumption that the development of intellectual processes should be the primary goal of education. Therefore, the purpose of this article is to establish a rationale for technology education curricula which emphasizes the development of intellectual processes and lay the foundation for an intellectual processes curriculum framework.

A Framework for Technology Education Curricula Which Emphasizes Intellectual Processes