Includes bibliographical references.

Preliminary Material / Marc J. de Vries -- Introduction / Marc J. de Vries -- A Context for Change – a Charge to Consider / Gene Martin -- Looking Back in order to Move Forward / Jonas Hallström -- Blurring the Boundaries between Human and World / John R Dakers -- Where Did Technology Go? / Lars Adiels -- The Stem Programme in England / David Barlex -- Between Technology Education and Science Education: a Necessary Positioning / Joël Lebeaume -- Engineering: Good for Technology Education? / P John Williams -- Developing Teaching in Technology – from Isolation to Cooperation / Sirkku Männikkö-Barbutiu -- Technological Literacy in Youth Organisations / Didier van de Velde and Peter Hantson -- Technology Education / Matti Parikka , Aki Rasinen and Arto Ojala -- Technology Education: Overcoming the General Motors Syndrome / Leo Elshof -- Learning Language, Learning Technology / Gerald van Dijk -- Co-Development of Language and Technological Literacy / Didier van de Velde -- Progression in the Knowledge and Philosophy of Technology / Vicki Compton and Angela Compton -- Technological Literacy in a Developing World Context: the Case of Bangladesh / Frank Banks -- Exploring the Position of Technology Education in China / Wei-Wei Feng , Kin Wai Michael Siu and Jianjun Gu.

The position of technology education in the school curriculum is a topic of continuous discussions. This book offers a number of research-based contributions to that discussion. A number of aspects have been identified that are related to the way technology education can be embedded in the curriculum: The historical development of the subject, its disciplinary character, its relation to other parts of the curriculum, and in particular with science and language education, the relation between the formal school curriculum and informal learning, forms of progression over the grades, and its contribution to citizenship, forms of literacy and ethics. The final chapter deals with specific issues for developing countries. The book can support decision making on the curriculum and the development of technology education as a part of that by providing theoretical and empirical insights on this topic.