Since technology education is based on doing , the instruments necessary to measure achievement must place doing in a position of importance. Nine topics are suggested as areas for research in technology education based on themes such as professional development, curriculum development and implementation, and evaluation in technology education. Research capacity in technology education can be increased by having researchers improve their grant writing skills and by having technology education research critiqued by a disinterested party. In order to promote a higher level of shared research activity, a worldwide repository for research should be established along with an international community of researchers. The way knowledge is defined and what is known about it from research is discussed.
Qualitative knowledge is considered as a particular approach to knowledge.
This approach responds both to the needs of the technological situation and to what is known about the connection between learning and knowledge in particular contexts. Also discussed is the issue of how research relates to change in classrooms. Finally, a brief list of questions forming an agenda for research is given. Reflections Pam B. Newberry International Technology Education Association One of the conference goals was to discuss how children learn technological ideas, and this goal was achieved. The presentations and the discussions that followed helped the participants to frame new questions to consider for the future of research in technology education.