| This study examined the perceptions and curricular values of form four (16 to 17 years old) students in Malaysian public schools with respect to technology and the technology curriculum (Living skills). Students' views of the importance of technology on their life, at home, in the country, and on the globe were the focus. Whether the Living skills curriculum delivered its objectives was examined.;Five research questions were answered using both quantitative and qualitative analysis. For the quantitative analysis, stepwise multiple regression, factor analysis (where appropriate), anova, post hoc (Scheffe) analysis, and rank order were used. Thematic analysis was employed for the qualitative (open-ended questions) part. On the meaning and nature of technology, students generally viewed technology as an application of science that involves invention and design. They also viewed modern technology as the main means to country's development, though they valued traditional and indigenous technology as well. On the impact of technology students agreed that technology enhanced human capability but that controls should be imposed to protect the consumers of technology as well as the environment. Students' examples of technology reflected the themes of communication, transportation, home appliances, electric and water utilities, agriculture, and construction technologies. Race was one of the most significant variables explaining differences among students.;The Living skills curriculum was viewed in terms of the importance to students' future aspirations and career, everyday life or living, and understanding and appreciating technology. Students were moderately agreed on the statements built on the objectives of the Living skills curriculum set forth by the Ministry of Education. |
