Developments in Technology and Engineering Education from 2015–2025: A Content Analysis of Scholarly Output Within Two Professional Networks.
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| Title: | Developments in Technology and Engineering Education from 2015–2025: A Content Analysis of Scholarly Output Within Two Professional Networks. |
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| Authors: | Rinder, Savannah1 (AUTHOR) srinder04@gmail.com, Bartholomew, Scott R.1 (AUTHOR) scottbartholomew@byu.edu, Cummings, Benjamin1 (AUTHOR) benj20@byu.edu, Stolt, Lauren1 (AUTHOR) lstolt0@student.byu.edu, Gheen, David1 (AUTHOR) David.gheen@live.com, Stice, Lily1 (AUTHOR) lilystice@gmail.com, Standing, Spencer1 (AUTHOR) standspe@byu.edu |
| Source: | Journal of Technology Education. Spring2026, Vol. 37 Issue 2, p30-50. 21p. |
| Subjects: | Engineering technology education, Teacher education, Interdisciplinary education, Educational equalization, Instructional systems design, STEM education, Student teaching, Computers in education |
| Abstract: | This study examined thematic developments in Technology and Engineering Education (TEE) scholarship from 2015 to 2025 through a content analysis of publications authored by members of the Council for Technology and Engineering Teacher Education (CTETE) and the 1909 Conference. We identified 506 authors across 2,131 total publications with 1,623 unique works after removing duplicates. Quantitative findings revealed uneven authorship patterns, with a small group of authors contributing a disproportionate share of publications. Qualitative analysis produced 11 thematic categories across the publications. The categories of Teacher Preparation, Student Learning, STEM & Integrated Education, and TEE Pedagogy accounted for over half of all publications. Additionally, the results indicated some continuity with prior research—especially in the area of teacher preparation and pedagogy—and the emergence of other new areas of focus such as computing and equity. [ABSTRACT FROM AUTHOR] |
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| Database: | Engineering Source |
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| Abstract: | This study examined thematic developments in Technology and Engineering Education (TEE) scholarship from 2015 to 2025 through a content analysis of publications authored by members of the Council for Technology and Engineering Teacher Education (CTETE) and the 1909 Conference. We identified 506 authors across 2,131 total publications with 1,623 unique works after removing duplicates. Quantitative findings revealed uneven authorship patterns, with a small group of authors contributing a disproportionate share of publications. Qualitative analysis produced 11 thematic categories across the publications. The categories of Teacher Preparation, Student Learning, STEM & Integrated Education, and TEE Pedagogy accounted for over half of all publications. Additionally, the results indicated some continuity with prior research—especially in the area of teacher preparation and pedagogy—and the emergence of other new areas of focus such as computing and equity. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10451064 |
| DOI: | 10.21061/jte.v37i2.a.3 |
