ABSTRACT
A major distinction is whether one considers teaching to be a craft or a technology. A craft is based on tacit knowledge and experience. It is learned through apprenticeship. A technology is based on explicit knowledge and principles. The technological perspective lies along the technology dimension; the political perspective lies along the conflict dimension and the cultural perspective lies along the craft dimension. The technological perspective replaced the tacit basis of curriculum innovation with a more systematic and rationalized approach. In examining the attempts to innovate in the state of Illinois, it seemed reasonable to interpret innovation problems as primarily political ones, as conflicts and compromises among factional groups, such as developers, teachers, administrators, parents, governments. Materials were developed intuitively with an eye to improving the competency of the classroom teacher through their use. In the mid 1960s such a view of innovation gave way to a more technological orientation.
