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Addressing issues related to technology and engineering: an interview with Michael Hacker and David Burghardt, codirectors of Hoftra University's Center for Technological Literacy.

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Over the past decade, you have done considerable research pertaining to the overlapping principles, concepts, and activities related to technology and engineering. What are a few of the key characteristics that you have found?

We've done a research-based comparison of the professional competencies required by ABET for engineers and by NCATE for technology teachers. The comparison in Table 1 shows a focus on rigorous technical content preparation for both groups--an emphasis on mathematics and science for engineers, and on pedagogy for teachers. There is a high degree of alignment with respect to other competencies, and both professional groups are well prepared in areas of professional practice, design and problem solving, team functioning, ethical and professional responsibility, communication skills, social and cultural impacts, and professional growth.

A major area of congruence is the focus on design as the core process that underlies engineering and technological development. ABET defines engineering design as "the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs (ABET, 2008)."

A clear difference is how engineers are rigorously prepared in mathematics and science. In the area of knowledge application, engineers are well prepared to solve real-world design problems requiring mathematics, science, and engineering topical knowledge, whereas teachers are well prepared to design instructional environments.

When it comes down to it, isn't the level of rigor (such as with mathematics; i.e., calculus) one of the key components that separates the teaching of technology from the teaching of engineering due to the differences in the level of reasoning that takes place?

You're exactly right about the mathematics. Technology teachers don't take very much mathematics or science as undergraduates. But there is a real opportunity for our teachers to make a real contribution to core disciplinary knowledge, particularly in mathematics.

Because mathematics is often taught in an algorithmic way, students question its value; and it's true that some of the mathematics that is required of students, particularly at the middle level, is not easily related to grade-appropriate contexts in other subjects. Some math, however, that is difficult for students and occurs frequently on standardized assessments can indeed be contextualized within a technology education program. And it doesn't rise to the level of...

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