Examination of newer technology education materials reveals two recurring themes: one relates to curriculum content, familiarizing students with technology, and another to a technique of classroom instruction, i.e., problem solving. A problem-solving framework for technical education has the following components: (1) define the problem; (2) re-form the problem; (3) isolate the solution; (4) implement the plan; (5) restructure the plan; and (6) synthesize the solution. Language plays a significant role in the problem-solving process. Purposeful activity is a central component of problem solving. Teachers play an active part while students are solving problems. There are four kinds of questions teachers employ in helping students to solve problems: (1) memory and recall; (2) grouping or categorizing; (3) transformational; and (4) cognitive leap. Using this process, students solve a problem, develop cognitive and language skills, and become familiar with the technological process, instead of making a "project." By emphasizing an understanding of the process, learners can apply concepts. Teachers should be provided with technological problem-solving knowledge, skills, and activities. (32 references) (NLA)