At the heart of our modern technological society lies an unacknowledged paradox. Although the United States is increasingly defined by and dependent on technology and is adopting new technologies at a breathtaking pace, its citizens are not equipped to make well-considered decisions or to think critically about technology. ( NAE & NRC, 2002, p. 1)

Technology assessment is a process and set of methods for thinking critically about the implications of creating, adopting, and using technological processes, products and systems. The process of technology assessment provides a framework for citizens, consumer groups, business and industry, schools, health care organizations, and government agencies to engage in collaborative inquiry. Interdisciplinary methods provide systematic ways to identify, analyze, and predict the impacts or risks that technology might have upon individuals (e.g., physical health, & employability), society (e.g., economics & security) and the environment. In addition to the methods of research and evaluation, specialized methods might include environmental scanning, flow modeling, risk analysis, life-cycle analysis, and forecasting. The outcomes of a technology assessment provide decision-makers and policy-makers with extensive analyses on which to base a rational and defensible decision related to controlling, developing, or adopting technological innovations.

Technology Assessment Process

Coates (as cited in Boroush, Chen, & Christakis, 1980) identified seven major milestones in the process of conducting a technology assessment, including:

1. Define the assessment task.
2. Describe relevant technologies.
3. Develop state-of-society assumptions.
4. Identify impact areas.
5. Make preliminary impact analysis.
6. Identify possible action [or policy] options.
7. Complete the impact analysis.

These milestones are described in further detail by Rose (2009). 

The Technology Education Connectionn

Developing students' abilities to assess the impact of products and systems on the environment and society is a prominent standard within the Standards for Technological Literacy (2000, Standard 5 & 13). Yet, integrating technology assessment into the technology education public school curriculum is quite varied and ranges from the integration of broad principles and processes into daily instruction, to specific learning activities, and to the delivery of entire courses. A few examples follow:

Learning Activities. McCade (1990) argues that "the systematic evaluation of the impacts of technology (technology assessment) should be considered an equally important category of problem solving" (p. 26). Specifically, he recommends that students analyze technical information surrounding controversial topics, then draw logical conclusions based on this evidence.

In addition, a variety of TA techniques can be adapted for learning activities in the curriculum:

• Life-cycle analysis of a packaging materials;
• Identifying impacts of electricity generation from coal combustion by using a relevance tree or cross-impact matrix;
• Comparing the costs-benefits of performing a technological process using three different systems;
• Analyzing the environmental and social impacts of siting a new structure; and
• Forecasting scenarios about the impacts of nanotechnology.

Courses. The Virginia Department of Education has developed an 18 to 36 week course entitled, Technology Assessment. This course is one of three courses within the Design & Technology Program for high school students in Virginia. The course description follows:

Technology Assessment is offered as a capstone course for students in high school. Students use their knowledge and abilities in math, science, and technology to analyze the contributions that technical devices have brought to our homes and world. Predictions into the future are made by students using information they generate through library research, or access through computer data bases. Students design futuristic products and use assessment to determine possible outcomes. Computer graphics, video tapes, and design portfolios are used to present new products and systems created by students.

EnviroTech

Participants in the EnviroTech Project will apply a technology assessment lens to the examination of one contemporary issue, i.e., the implications of adopting compact fluorescent lamps (CFLs). The Problem page describes this issue in more detail.

Resources

Boroush, M.A., Chen, K. & Christakis, A.N. (1980). Technology Assessment: Creative futures. System Science and Engineering, Andrew P. Sage (ed.). North Holland, NY.

McCade, J. (1990). Problem solving much more than just design. Journal of Technology Education, 2(1). Retrieved February 21, 2007, from  http://scholar.lib.vt.edu/ejournals/JTE/v2n1/pdf/jte-v2n1.pdf.

NAE & NRC (National Academy of Engineering & National Research Council). (2002). Technically speaking: Why all Americans need to know more about technology. Washington, D.C.: National Academy Press.

Pannabacker, J.R. (1991). Technological impacts and determinism in technology education: Alternate metaphors from social constructivism. Journal of Technology Education, 3(1). Retrieved November 13, 2008, from http://scholar.lib.vt.edu/ejournals/JTE/v3n1/pdf/pannabecker.pdf

Rose, M.A. (2009). What are the major milestones in a technology assessment process? ITEDU 510: Technology Use & Assessment [Course: Week 3]. Retrieved April 10, 2009, from http://arose.iweb.bsu.edu/BSUCourses/ITEDU_510/LP/LP_3%5bprocess%5d.htm#Milestones

Wiens, A.E. (1999). The symbiotic relationship of science and technology in the 21st century. The Journal of Technology Studies, 25(2). Retrieved January 6, 2007 from http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-999/Wiens.html

Virginia Department of Education. (n.d.). High School Technology Education. Technology transfer. http://www.doe.virginia.gov/VDOE/Instruction/CTE/te/dt3.html

 

Originally Published: November 24, 2008

Revised: April 11, 2009
Author: Mary Annette Rose