Current through Register No. 12, March 21, 2024
(a) This section
shall apply until July 1, 2015.
(b)
Technology/engineering education is the discipline devoted to the study of
human invention and innovation and their influence on our natural and
human-made environment.
(c) The
local school board shall require that a technology/engineering education
program in each middle school provides:
(1)
Opportunities for students to develop an understanding of the technological
world in which they live and will someday work;
(2) Opportunities for students to develop
positive attitudes and knowledge about present and future technologies in 3 or
more of the following content areas:
a.
Medical technologies;
b.
Agricultural;
c.
Biotechnologies;
d. Energy and
power technologies;
e. Information
and communications technologies;
f.
Transportation technologies;
g.
Manufacturing technologies;
h.
Construction technologies; and
i.
New and emerging technologies;
(3) Opportunities for students to develop a
knowledge and understanding of how social forces like demographics and
prevailing economic systems can influence the free-enterprise system and the
global marketplace;
(4)
Opportunities to promote the development of problem-solving skills as well as
basic skills in planning, design, fabrication, and evaluating technical
processes technology/engineering principles and design, encouraging those
habits of mind necessary to be a lifelong learner; and
(5) Systematic instruction and activities
designed to enable students to:
a. Acquire an
understanding of technical processes, the practical application of mathematics
and scientific principles, and the interrelationships between
technology/engineering education and other academic disciplines in the school
curriculum;
b. Be aware of the
right to, and the knowledge of what constitutes, safe work environments as well
as the safe and appropriate use of tools, small machines, and
processes;
c. Understand industry
and technology, their systematic structures, and their place in our
culture;
d. Understand the
technological systems model requiring inputs, processes, outputs and feedback,
where the processes include the resources of people, information, tools,
energy, capital, time, materials;
e. Learn leadership and group-process
skills;
f. Recognize and build upon
individual talents and interests; and
g. Become familiar with opportunities and
requirements for careers in new and emerging technologies like medicine,
agriculture, biotechnology, energy and power, information and communications,
transportation, manufacturing, and construction.
(d) The local school board shall
require that a technology /engineering education program in each high school
provides:
(1) Opportunities for students to
develop insight, understanding, and application of technological concepts,
processes, and systems;
(2)
Opportunities for students to develop safe and efficient habits in the
application of tools, materials, machines, processes, and technical
concepts;
(3) Planned activities
designed to increase students' knowledge and skills related to technologies
like medicine, agriculture, biotechnology, energy and power, information and
communications, transportation, manufacturing, and construction;
(4) Courses totaling at least 4 credits in
technology/engineering education with a minimum of one credit offered in 3 of
the 4 areas of:
a. Energy and power
technologies, including electricity, electronics, power mechanics,
transportation, alternative energy, and energy conservation;
b. Process technologies, including
manufacturing, construction, wood, metal, medical, agricultural, and
biotechnology;
c. Communication and
information technologies, including engineering graphics/CAD fundamentals,
architectural design including modeling and the virtual environment,
photography, printing, desktop publishing, graphic arts and design;
and
d. Engineering principles and
design; and
(5)
Systematic instruction and activities designed to enable students to:
a. Understand the factors of production,
including capital, labor, and management, in relation to industrial
organization, systems and structure;
b. Utilize the engineering design process to
propose, build, test and assess technological problems in a systematic and
economically sound manner;
c.
Develop skills in specific machine and tool operations;
d. Plan, design, produce and/or use measuring
instruments, jigs, fixtures, and templates to control, test and assess parts of
a technological process;
e. Use a
variety of problem-solving tools to develop and apply critical thinking skills
to technological problems;
f.
Exhibit an understanding for the importance of using resources in a way that is
economical, efficient and respectful of our shared environment;
g. Develop those habits of mind necessary to
a lifelong learner such as the ability to question, investigate, design,
experiment, and evaluate; and
h.
Develop leadership abilities required in a technological society such as
communication, cooperation, and collaboration with individuals and
groups.
The amended
version of this section by
New
Hampshire Register Volume 35, Number 27, eff.6/29/2015 is not yet available.
The amended
version of this section by
New
Hampshire Register Volume 36, Number 06, eff.1/8/2016 is not yet
available.