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 Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

In 1974, Hoots classified historical philosophies of elementary-school industrial arts (ESIA) into four categories: subject matter, in which children would study technology and its social impacts (e.g., Gilbert, 1966); arts and crafts, consisting of what Hoots (1974) called “concrete manipulative activities” (p. 225); method of teaching, in which industrial arts delivered, reinforced, and enriched the traditional elementary curriculum (e.g., Henak, 1973), and tools, materials, and processes, focusing, as the name implies, on technological materials and processes (e.g., Miller & Boyd, 1970). Although practioners probably employed a combination of some or all of these, the primary debate among theoreticians at the time was whether elementary-school industrial arts should be promoted as a method of teaching or a subject matter. The liveliness of this debate notwithstanding, by the time Hoots’ paper was published, the ESIA movement was in a decline it was not to recover from for nearly twenty years.

Classifying Approaches to and Philosophies of Elementary-School Technology Education