Over the past decade Massachusetts has developed academic technology-engineering standards and implemented related programs. The Massachusetts experience has become a reference point for a number of other states and countries looking to support engineering education. This paper outlines the process Massachusetts has undertaken and some of the successes and challenges related to the implementation of engineering concepts in K-12 education. The development of state technology-engineering standards was initially made possible through the Massachusetts 1993 Education Reform Law but was only carried out through the advocacy of technology education educators and engineers with an interest in education.
Massachusetts treats technology engineering as a science discipline, equivalent to physical science, life science, and earth and space science. A number of state policies support the implementation of school and district technology-engineering programs aligned with the technology-engineering standards, such as licensure and assessment expectations. A number of challenges remain, however, before technology-engineering can be considered to have developed to a point equivalent to traditional science disciplines.
