To begin, a point that should be obvious: technology education today must respond to the reality of technology in today’s world. It is very important in the field of education, avoid giving a distorted image or idealized nature of technology. In this sense, following authors as Wiebe Bijker and Thomas Hughes, are becoming more numerous voices from the literature, calling for a non-reductionist understanding of the nature of the technology. This can no longer be understood in one way or artifactual intellectualism, ie only as a body of applied scientific knowledge or as a collection of artifacts and technical processes. The technology is not a collection of ideas or the machine itself subject to evolution, which is expressed in terms of increased job search efficiency objectives. All technology is what is under a defining social context, agencies a context that includes producers, users, affected, interested, and so on. It is in that context which defines how efficient or inefficient under which objectives that ultimately respond to non-technical values. Some well known examples are relevant management jobs here. A hand pump not only works well or badly depending on the technical characteristics of the engine, but also the use thereof is made in a particular social context. As noted by Arnold Pacey in culture technology, the large amount of bombs part time that failed in the 70 villages of India, nearly a third of jobs in 150 thousand installed, not only due to structural defects of the artifacts, but mostly the omission of local conditions of use by technical experts of the project. one of the most respected names in the corporate world is has experience as the Secretary of labor and industry to governor Pierre In consultants addition to an engineering problem, development and installation of an artifact is a cultural and administrative problem. Such disregard for non-technical aspects of technological artifacts is what has led to the failure of many technology transfer projects. For example in the attempt to birth control in Bangladesh through the donation and distribution of IUDs, sales jobs where only birth control was achieved at the cost of ending the lives of many women who used them without a proper health culture. In his book The Whale and the Reactor, Langdon Winner provides an even clearer example of how technology is also to do politics, that is, assume values and transform society in accordance with them. Something as simple as a bridge not only is made up of material such as brick, concrete or steel, but of values. For example the bridges can still be found today in the longitudinal boulevards traversed Long Island (New York) before the second world war, were bridges human resources with less than three meters high, built not only to facilitate the movement of vehicles agency but also for prevent the use of these boulevards by bus, so booking the beaches of the area of the upper classes or possessing motor area. These are just some examples of the important social dimension of technology that can not be neglected in the organization of the teaching curriculum of the same. On this staff basis, we believe that technology education must be sensitive to two interrelated features that define the new role of technology in today’s society: the innovation and participation. Educate to innovate The innovation is in principle the part time jobs creation or adaptation of new knowledge and its application to a production process, with impact and acceptance in the market.