International Technology Education

People are creative. In fact, the International Technology Education Association defined technology as human ingenuity in action. Ingenuity is the natural ability of people to solve problems. It is the force that drives engineering. 

G. Karlsson, in UNESCO-SEFI International Symposium on Innovative Technological Education, Universite Paris-Sud XI, Orsay, p. 120 (1987). 

Prah K.K. (1993). Mother Tongue for Scientific and Technological Development in Africa. German Foundation for International Development. Education, Science and Documentation Centre, Bonn. 

Pacut, A., Kolodziej, W., and Chaplen, F.W., Cytosensors for early detection of biological and chemical threats-statistical approach, in Neuronal Networks and Expert Systems in Medicine and Healthcare, Proceedings of the fourth International Conference — NNESMED, Milos Island, Greece, June 20-22, Technological Education Institute of Crete, 2001, pp. 437-442. 

Natarajan, R., Ananth, M. S., Singaperumal, M. (Eds.). (2009). International engineering education. Proceedings of the INAE-CAETS-BTM Conference, Indian Institute of Technology. Madras 1-2 March 2007, IIT-M. Singapore World Scientific Publishing. 

Todd, R.D. Technological Literacy, an International Perspective Proceedings, Technology Education Symposium Blacksburg, VPI. 1986. 

Gardner, P. L. (1975). Attitudes to science A review. Studies in Science Education 2), 1-41. Gardner, P. L. (1985). Interests in science and technology education an international overview. In M. Lehrke L. Hoffmann P. L. Gardner (Eds.), Interests in science and technology education 12th IPN sumposium (2-6 June 1984). Kiel IPN, Institute of Science Eduation. 

Executive Director, International Technology and Engineering Educators Association... 

Holbrook, J. (2009). Meeting challenges to sustainable development through science and technology education. Science Education International, 20,44-59. 

Julia, G. (2008). Web 2.0 A vehicle for transforming education. International Journal of Information and Communication Technology Education, 4, 44—53. 

The authors (RS, CD and MSD) thank the International Joint Research Program of the New Energy and Industrial Technology Organization (NEDO), Japan for their support. Part of the work by RS is supported by a Grant-in-Aid for Scientific Research (No. 09243211) from the Ministry of Education and Science of Japan. The MIT work was partly supported by the NSF (DMR 95-10093). 

Dori, Y. J., Barnea, N. (1997). In-serviee ehemistry teaehers training The impaet of introdue-ing eomputer technology on teachers attitudes and elassroom implementation. International Journal of Science Education, 19(5), 577-592. 

Monaghan, J., Slotta, J. D. (2001). Innovative teacher education using the web-based integrated. science environment (WISE). Paper presented at the Society for Information Technology and Teacher Education International Conference, Norfolk, VA. 

Acknowledgments. Our work described here has been supported by the Creative Research Initiatives Program and International Joint R D Projects of the Korean Ministry of Science and Technology, and in part by the Bain Korea 21 Program of the Korean Ministry of Education. We also thank Dr. S. Samal for helpful discussions in preparing the manuscript. 

This investigation was supported by the International Sdence Technology Center (project 888) and the Russian Ministry of Education Sciences (contract 02.434.11.1014). The author is very grateful to Drs. J. W. McFarland (Reckon, USA), H. Van de Waterbeemd (AstraZeneca, UK) and K.-J. Schaper (Borstel Research Center, Germany) for collaboration and very useful discussions, and Professor Dr. R. Mannhold for valuable editorial remarks and advice. 

Education, Science, Research and Technology of Germany and its International Bureau... 

Needs in environmental education derive directly from the dozens of problem areas which need to be addressed and trtiich all share certain charateristics. They are portions of a continuum. Study of a toxics problem may start at any point for example, with the chemical process by which a toxic is first made, or with impact on aquatic ecosystems. But societally useful knowledge means learning about the entire continuum, not just details of a specialized portion. Environmental education directed toward toxic substances must extend beyond a chemical technology and its direct impact to the full range of Impacts and options — what will make them "safe", their internal and external costs, and the way they may fit into the fabric of society — all such knowledge must reach decision-makers. The fact that such problems exist, and that past education has not prepared a generation well to deal with them, leads to the rationale behind UCLA s Environmental Science and Engineering. 

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