CTE History

Throughout history, this branch of education was known as:
-Manual training (1870s)
-Manual Arts (1890s)
-Industrial Arts (1900s-1990s)
-Technology Education (mid 80s-present)

Rabelais- 1490-1553, France
-Knowledge is gained through the use of objects and observation of processes

Martin Luther- 1482-1546
-Believed that education should be available to everyone, that academics and work go hand in hand.

Comenius- 1592-1670, Father of Modern Pedagogy
-Intellect gained through the senses
-Education should be a good experience.
-His educational sequence: 1. through senses, 2. by memory, 3. Through intellect, 4. through critical faculty.
-supported an integration of classical education with mechanical arts.

Locke
-Learning for practical life
-Research by observation, comparison, and experience.
-An advocate of manual arts and trade,

Rousseau-
-Wrote Emile—Revolution in Education
-Learn from circumstances—Experiences first, books later.
-Learn nature and the manual arts.

Pestalozzi-
-Believed that poverty caused intellectual degradation. The solution was education.
-Supported manual training, learning by doing, in a natural environment, also, that instruction leads to discovery.
-Taught easy ideas that led into complex ones.

Fellenberg-
-His background was one of wealth and education. He was introduced to Pestalozzi by his father, and started a school based on his ideas.
-Education has the power to bring on social reform.
-His school was called Hofwyl. People were taught based on their social standing.
-the wealthy paid tuition to receive an education in sciences, agriculture, manual labor, and physical education.
-Farm and trade school was established for the poor, Focused on trade and general ed. They received instruction, then hands-on experience, and then switched to a new topic. The end was a well-rounded individual ready to work.
-School of applied science for middle class. They were taught math and science with an agricultural application.
-School for girls. Taught domestic skills, math, writing, and reading.
-Normal School—taught educators so they could establish other schools.

Morrill Act, 1862- established agriculture and mechanical colleges.

Calvin Woodward, engineering professor-
-Believed in constructing models to reinforce principles learned

St. Louis Manual Training School-
-Established for boys 14+, teaching general education and manual training.
-Graduates were very successful, but school stopped when public high schools began meeting the educational needs of students.

John Runkle- Harvard graduate and President of MIT-
-Supported practical training for engineering students

The Russian Method-
-Analysis and step-by-step learning of curriculum.
-Teach the masses quickly, keep records and take assessments to measure competency.
-information taught from easy ideas to complex ones.
-Information always kept up to date.

1917, The Vocational Education Act-
-Promoted agriculture by allotting federal funds to those entering the field.
-Isolated vocational education from the rest of school curriculum.

National Defense Education Act (1963)
-Put in place to keep up with the education and preparation of Soviet students. $60 million for vocational schools.
-Strengthen labor market and help youth and minorities with occupational prep.

1968 Amendment-
-Increase of federal funds, provision for handicapped and disabled individuals, promoted staff development.

1972- When programs fulfill purposes of vocational education, more funding is given.

Congressman Carl Dewey Perkins-
-Supporter of education, and programs such as the school lunch, head start, adult education, and Perkins Loans (federal student loans)
-4 Vocational and Technical Education Acts—gave the program recognition as Career & Technical Education, technology preparation received separate funding from CTE, the program’s state funding was 5% of the state’s allocation.

The American industrial arts Association was established in 1939, and later became known as the ITEA (International Technology Education Association).

The Standards Project (1978-1981)-
-Developed standards for student associations, sex equity, and special needs in CTE.

With time CTE curriculum changed to include the evolution of the technology, the use of technology in society and industry, and how technology affects and responds to human needs and wants. The focus was placed on bio-related technology, communications, production, and transportation.

The ITEA made a movement to establish unified standards and heighten Technology Education’s priority in schooling.

In 2000, the ITEA developed the Standards for Technological Literacy (STLs) for all students, as a basis for the framework of Technology Education.

In 2003, ITEA made a publication called Advancing Excellence in Technological Literacy. This focused on criteria for assessment, and professional development.

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