In most cases technology educa- tion credit does little to excite university admission officers. We, the technology teacher educators, must educate the admission offices on our campuses. ACT and SAT exams are departmentalized and focus on theoretical knowledge with very little, if any, real world application. Compounding the above problem is the fact that technology education has not found its home in the K-12 system. In the American public's belief system 'Science' is a uniform good.
Technology leads to science more often than science leads to tech- nology.
Technology and science are not in the same hierarchical plane in hu- man learning. Technology inte- grates science's results with half a dozen other inputs to reach a goal. In fact, many times the technology teacher will need to lead the other academic areas to rational decisions. Colorado State accomplished this by assembling the faculty from the College of Engineering and the Department of Physics and demonstrating to the faculty the value of the Principles of Technology curriculum. Leadership from our national organ- ization has helped establish the Technology Education Demonstration Program.