An example of a model which facilitates this transfer is the teaching of such elements as structures, mechanisms and control. Principles of structures can be found in leaves, chairs, aircraft, and buildings, just to name a few. Context - This is a very important element of a technology program. So, while an activity like a mouse-trap car is fun for some children, it is not a very relevant problem and it did not arise from students looking at the real world around them. In earlier grades, a students' world is focused on home and school.
Older students have broader views and can relate to other areas.
Students document their thinking by keeping a record of both the creative and analytical steps in the design process. Progression - A program of technology education must demonstrate a progression from simple, elementary concepts and understandings to more sophisticated knowledge and skills. There is also the need to develop students' awareness and understanding of technology from the personal, to the local, to the national, to the global. In higher grades, cross-curricular activities make sound educational sense and add relevance by applying knowledge from a number of subject areas. Evaluation of Student Work Because the study of technology stresses process as well as content, it would not be appropriate to simply test for student's ability to recall factual information.