Canada’s system of technology educationis complex and diverse. Each province hasjurisdiction over its own curriculum, standards, program delivery, graduation requirements, and finances. Technology education in Canada is an evolving subject. Not only are technologies themselves constantly changing the importance of technologyeducation within the curriculum is periodically modified according to educational reform policies in individual provinces. Unlike in other countries, there is little research that documents the state of the field or the changes that are currently taking place. Furthermore, while curriculum documents from the various provincial ministries of education provide guidelines for teachers, technology teaching as practised in the classroom often deviates considerably from these official statements. Given these variations no attempt is made in this article to describe technology education on a province‐by‐province basis. Rather, the various approaches totechnology education are grouped into three categories and summarized, and illustrative examplesare provided. Descriptions focus on the objectives of the curricula, on the way the content of the programs is structured, and on recent developments. © 2003 Taylor and Francis Group, LLC.
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