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  • Articles  (20)
  • technology education  (20)
  • Education  (20)
  • 1
    Electronic Resource
    Electronic Resource
    Technology Education and Developing Countries (2000)
    Springer
    International journal of technology and design education 10 (2000), S. 163-179 
    Details
    ISSN: 1573-1804
    Keywords: development ; developing country ; industrial arts ; progress ; technology ; technology education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract This article considers the problem of introducing technology education as a school subject in development countries. Should the subject draw inspiration from everyday circumstances in these countries, or should it leapfrog to the space age? Answers depend upon circumstance. Alternative scenarios for how technology can be introduced in these settings are set forth. They include technology as reconstituted industrial arts, and technology across the curriculum.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008967718978
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  • 2
    Electronic Resource
    Electronic Resource
    Designing education for life on earth (1994)
    Springer
    International journal of technology and design education 4 (1994), S. 289-296 
    Details
    ISSN: 1573-1804
    Keywords: Design ; sustainable development ; design education ; technology education ; environmental education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract Designing, viewed broadly as the human capacity to link thought and action, has meaning and value in the world that transcends its material associations. Given the nature and urgency of current socioeconomic and ecological problems, the creative, generative concept of design must be made more accessible and useful. Accordingly, my intent is to dispel prevailing, narrow, specialist impressions of design and to advance in the public mind a larger concept that can influence deliberations and behavior in society-at-large. One of today's most critical areas of need, and one where I think design can make a particularly significant contribution, is education. A critical task for such “design-based education” is enabling people to design an ecologically and economically sustainable future.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01212807
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  • 3
    Electronic Resource
    Electronic Resource
    Reflection on technology in education (1995)
    Springer
    International journal of technology and design education 5 (1995), S. 35-50 
    Details
    ISSN: 1573-1804
    Keywords: Bildung ; concept mapping ; technology education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract Reflection has become a buzzword in the educational profession. Its meaning, however, frequently remains vague. In this paper the meaning of reflection for technology education is elaborated on three levels. The first is a philosophical and educational level. The idea of ‘Bildung’, conceived as the formation of an autonomous personality, becomes a central category for instruction about technology. The second level is the realm of curriculum development and teachers' planning. The reference to Bildung implies that technology education should be based on ‘technological key problems’ that apply to all members of society. On the third level, the meaning of reflection will be elaborated in the context of a qualitative research approach on teacher thinking in technology education. It resorts to the categories of the curriculum model and is illustrated by a case study on teacher planning in computer education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00763651
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  • 4
    Electronic Resource
    Electronic Resource
    Assessing South Africa Learners’ Attitudes Towards Technology by Using the PATT (Pupils’ Attitudes Towards Technology) Questionnaire (1999)
    Springer
    International journal of technology and design education 9 (1999), S. 137-151 
    Details
    ISSN: 1573-1804
    Keywords: attitudes towards technology ; gender differences ; technology education ; values issues
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract The PATT (Pupils’ Attitude Towards Technology) questionnaire, as validated for the USA, was used to assess and analyse South African learners’ attitudes towards technology. The responses of 500 girls and 510 boys, from the Gauteng Province in South Africa, were analysed using a principal component and a principal factor analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that ‘technology should be for all’ and that ‘technology makes contributions to society’. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development issues.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008848031430
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  • 5
    Electronic Resource
    Electronic Resource
    Students' Use of Three-Dimensional Modelling While Designing and Making a Solution to a Technological Problem (1998)
    Springer
    International journal of technology and design education 8 (1998), S. 241-260 
    Details
    ISSN: 1573-1804
    Keywords: three-dimensional modelling ; technology education ; protocol analysis
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract The study described here investigated assumptions in the literature about how students model ideas while designing and making. Additionally, it investigated protocol analysis as a methodology for the analysis of designers' strategies. Five Year 7 dyads were video recorded while completing a design and make task. Analysis involved transcribing and segmenting the conversation between subjects and then adding to the protocols a description of their actions. Each period of action was coded and the coded transcripts analyzed. Analysis made evident five significant differences between modelling as described in the literature and as used by subjects. First, three-dimensional modelling largely replaced two-dimensional modelling. Second, subjects developed solutions serially rather than producing several solutions at the outset. Third, three-dimensional modelling was used to manifest not only existing ideas but to fuel new ideas. Fourth, modelling was used to develop and also to refine ideas. Fifth, models were evaluated not only upon completion but from the moment that designing and making began. These results suggest it is important to provide students, early in the process of designing and making, with an opportunity to explore, develop and communicate their design proposals by modelling ideas in three-dimensional form.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008802927817
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  • 6
    Electronic Resource
    Electronic Resource
    The Confluence of the Goals of Technology Education and the Needs of Industry: An Australian Case Study with International Application (1998)
    Springer
    International journal of technology and design education 8 (1998), S. 1-13 
    Details
    ISSN: 1573-1804
    Keywords: technology education ; industrial competencies ; general education ; key skills
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract Within the last few years in a number of countries, industrial groups have initiated research and studies that have attempted to identify skills that are desirable in new employees. In Australia, the set of key competencies that have been developed bear marked similarities with developments in other countries, also stimulated by concerns about economic productivity and competitiveness and the smooth and effective transition of young people into the workforce. Simultaneous with these developments in industry, technical education has undergone a dramatic resurgence in an attempt to focus on the optimal and unique contribution of this area of study to the development of an individual in preparation for life in a technological environment. The thesis of this paper is that such a confluence of goals is beneficial in many respects, but is limiting to technology education. Technology education as general education must go beyond the needs of industry for its goals, to some of the principles of a liberal education that are applicable to technology. This distinction is becoming more difficult to utilize as the lines between general and vocational education are becoming blurred. In some countries such as the USA they have always been fuzzy, but in general a convenient and appropriate categorization and hence description of technology education has been its classification as general education. As general education becomes vocationalized and vocational education becomes generalized, the rationales necessarily change.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008841024930
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  • 7
    Electronic Resource
    Electronic Resource
    Teamwork in Modern Organizations: Implications for Technology Education (1999)
    Springer
    International journal of technology and design education 9 (1999), S. 85-101 
    Details
    ISSN: 1573-1804
    Keywords: alternative assessment ; modern organizations ; portfolio ; teams ; teamwork ; technology education ; workplace
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract Characteristics of teamwork in modern organizations and workplaces are examined, in order to extrapolate the means for imparting teamwork skills within technology education. Goals and tasks for the team, team composition, team-player styles, phases of team development, communication and interpersonal skills, decision making, leadership, and evaluation of team performance are discussed. Teamwork skills are acquired gradually as a result of experience. Mere provision of a joint task to a group of people does not produce teamwork spontaneously. In order to promote teamwork, technological tasks at school need to include considerable degrees of freedom and decision-making by pupils. When the teacher becomes a facilitator of the process, instead of being primarily a source of knowledge and a decision-maker, team members can determine the assignment of roles in the group by themselves. Evaluation of teamwork in technology education is an integral part of ‘alternative assessment’.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008849803984
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  • 8
    Electronic Resource
    Electronic Resource
    Learning Technological Concepts and Developing Intellectual Skills (1997)
    Springer
    International journal of technology and design education 7 (1997), S. 161-180 
    Details
    ISSN: 1573-1804
    Keywords: intellectual skills ; technology education ; technological concepts ; informal learning
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract The increasing complexity of work and social life demands that people possess conceptual understanding and intellectual skills in order to gain the desired level of competence. Unfortunately, the development of high level cognitive skills is a complex task that has not been sufficiently addressed in education. This chapter discusses the nature of intellectual skills and identifies numerous problems that educators face when they attempt to emphasize these skills in their curriculum. Through a comparison of the characteristics of formal and informal learning environments, the author identifies four elements of informal learning that guide the creation of high level intellectual skills. Incorporating the four elements of informal learning in formal instruction can lead to robust opportunities for students to gain conceptual understanding and develop their intellectual skills.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008861003553
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  • 9
    Electronic Resource
    Electronic Resource
    Towards a Model for Teacher Development in Technology Education: From Research to Practice (1998)
    Springer
    International journal of technology and design education 8 (1998), S. 51-65 
    Details
    ISSN: 1573-1804
    Keywords: implementation ; teacher change ; teacher development ; technology education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract This paper reports on a series of interventions in New Zealand schools in order to enhance the teaching of, and learning in, technology as a new learning area. It details the way in which researchers worked with teachers to introduce technological activities into the classroom, the teachers' reflections on this process and the subsequent development of activities. These activities were undertaken in 14 classrooms (8 primary and 6 secondary). The research took into account past experiences of school-based teacher development and recommendations related to teacher change. Extensive use was made of case-studies from earlier phases of the research, and of the draft technology curriculum, in order to develop teachers' concepts of technology and technology education. Teachers then worked from these concepts to develop technological activities and classroom strategies. The paper also introduces a model that outlines factors contributing to school technological literacy, and suggests that teacher development models will need to allow teachers to develop technological knowledge and an understanding of technological practice, as well as concepts of technology and technology education, if they are to become effective in the teaching of technology.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008891628375
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  • 10
    Electronic Resource
    Electronic Resource
    Reconstructionism in Technology Education (1997)
    Springer
    International journal of technology and design education 7 (1997), S. 121-139 
    Details
    ISSN: 1573-1804
    Keywords: technology education ; philosophy ; reconstructionism ; curriculum and instruction
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract This paper points out that technology education has historically had many principles and practices which reflect an underlying philosophy, but that the philosophy has not been made explicit by many technology education practitioners. As philosophy helps technology educators understand alternatives, make decisions and take action in both curriculum and instruction, it is important for technology educators to ask philosophical questions at the onset of their work to understand the implications of their actions. A brief discussion about some of the philosophies that inform educational practice in North America provides a background for an analysis of the different philosophies in relation to technology education, and provides insight into the significance of reconstructionism, an outgrowth of pragmatism, as a philosophy in which to frame and describe technology education. This is illustrated through several examples of a reconstructionistic approach to technology education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008856902644
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