Historically, all but a relative few technology education faculty in higher education have focused their work on teaching and service, in order to fulfill what most considered their primary responsibility-the preparation of technology teachers. The major research projects have been either service-related or developmental in nature. The problem is exacerbated by a dire shortage of new scholars entering the field. Last year's crop of doctoral graduates was but a small fraction of the number who graduated two decades ago. This conference highlighted the need to focus on the learner.
Research has yet to reveal the complexities of how students learn about technology.
Studies should explore learning, effective delivery strategies, the value of technological studies to individuals and society, and how technological literacy develops over time. Methodologies such as classroom observations, naturalistic studies, and action research will help to provide a more holistic view of learning than positivistic research alone. A culture that embraces broader research communities with a common interest in technology and how students learn it will provide major impetus for relevant research. A common practice in technology education is to engage students in rich activities that are grounded in time-honored practices. One new focus for a research agenda would be studies of what students are learning from these activities.