This paper examines the relationship among technology, science, engineering, and mathematics in the context of education. It strives to shape a perspective on how future citizens should best be educated to live in an increasingly more complex technological world? The eight sections of the paper cover the following: (1) the history of technology, science, mathematics, and their relationships; (2) basic definitions of technology, science, engineering, and mathematics; (3) technology and science compared; (4) technology and engineering compared; (5) technology and mathematics compared; (6) the symbiotic relationships between and among technology, science, engineering, and mathematics; (7) the emergence of technology as an equal partner with science and mathematics as a school subject; and (8) individual discipline subjects versus an integrated curriculum. The paper recommends that technology become a fundamental core school subject that is equal in importance with science and mathematics in the schools worldwide in order to produce students who are scientifically, mathematically, and technologically literate to be prepared for the future. (Contains 36 references.) (KC)
Paper presented at the Annual Conference of the American Vocational Association (Nashville, TN, December 3-7, 1993).