Defining technology and technological education: A crisis,or cause for celebration?

This paper originated from a two-year technological education teacher development project at the Faculty of Education, The University of Western Ontario. The authors searched for an understanding of technology and technological education through traditional scholarly means, i.e., a literature review, and through an action research venture that, it was thought, would reveal the parameters of ‘technology’. The paper, beyond helping to give the authors and the reader a better understanding of what it means to define an elusive concept, serves to give technology educators a conceptual starting point from which to build insight into the elements of their life's work. The function and form of the paper evolved from the project process. They [the function and form] were determined by the nature of and ambiguities associated with technology. The reader is invited, for example, to consider the historical, social, cultural, and philosophical dimensions of technology. Rather than draw parallels about technology from those diverse disciplines, a daunting task, the paper charts a terrain from which investigators who seek a definition of technology and a framework for the subsequent study of technology, might get their bearings. The paper includes approaches to defining technology, a literature review, a comparison of science and technology, and an epilogue. While a definition is offered as part of the epilogue, the larger purpose of the paper is to improve one's understanding of an ubiquitous phenomenon. The central question of the ongoing debate, in Ontario and elsewhere, about the role and direction of technological education, is inherent in the paper and in the mandate of the teacher development project. What is technology and where and in what form does it belong in the curriculum of the schools?     

Science,technology and engineering: Building lifelong bridges

In response to what is envisaged as a crisis in scientific and technological literacy, various organizations and governmental agencies have put forward recommendations for enriching students' science and technology experiences in formal and informal learning environments. This paper examines one such organization — the Professional Engineers Ontario — and their Innovators in the School initiative. Through this student outreach programme, engineers, scientists and technologists volunteer their time to visit elementary and secondary level students, encouraging them to pursue science, technology and engineering careers. In particular, this research identifies issues that the Innovators (interestingly, over half are women) consider to be important for promoting a positive image of science to young people. First, the paper considers what an image of science might potentially be. Second, it addresses the question of how Innovators and other educators (teachers, policy-makers, curriculum planning teams) might promote this positive image in the classroom and school.     

Towards next generation regulation

The rapid convergence taking place between broadcasting, content and communication technologies, services and markets requires an urgent review of existing regulatory frameworks. The central question is not how to regulate convergence, but how regulation should (and must) change in the face of convergence. Although, convergence is a continuing process, the main trends are already discernible. Steps need to be taken now to clear the path of regulatory obstacles in order to facilitate convergence and delivery of its promised benefits. The risks in waiting too long are significant. This paper explores the regulatory reform required in the transition to the ‘next-generation’ regulatory frameworks needed as convergence progresses and competitive markets become increasingly necessary.     

Shaping Concepts of Technology: What Concepts and How to Shape Them

Philosophy of technology is a discipline that has much to offer for technology education. Insights into the real nature of technology and its relationship with science and society can help technology educators to build a subject that helps pupils get a good concept of technology and to learn to understand and use concepts in technology. Here the way science educators have gained from the philosophy of science, for example in the idea of the way pupils learn concepts by reconstructing pre-concepts that they picked up from daily-life experiences. Research has shown that the learning of concepts and the learning of process skills have to be connected.     

Reconstructionism in Technology Education

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.     

Emotional Prosperity and the Stiglitz Commission

This article argues — in line with the proposals of the recent Stiglitz Commission on the Measurement of Economic Performance and Social Progress — that we should now be measuring a nation's emotional prosperity rather than its economic prosperity (i.e. we ought to focus on the level of mental well‐being, not on the number of pounds in people's bank accounts). The article reviews recent ideas in this field. It also describes seven recent studies that, worryingly, suggest that emotional prosperity may be declining through time. For labour‐market specialists, a key question for future research is how much this downward trend can be traced back to increased pressures in working life. That question currently remains open.     

Deregulation of commercial TV in the USA: Control by government or market

Following the FCC's decision to partially deregulate radio, attention is now focusing on the possibility of television deregulation. The authors review the radio deregulation decision and apply similar criteria to television. Debate centres around government v marketplace control; the extent to which stations meet FCC standards for information, local and total non-entertainment programming; and, the effect of deregulation on provision of non-entertainment programming. The real question is when should deregulation take place. The authors suggest that the FCC and Congress should pave the way for deregulation by encouraging competition.     

A process-based assessment framework for technology education: a case study

Over the past few years, educators in South Africa have been subjected to many changes in the educational sphere. Not only was a new approach to education, namely outcomes-based education (OBE) implemented, but the curriculum was also changed and now consists of eight learning areas, some of which are groupings of traditional school subjects (e.g. languages). Technology, however, is a new and for most educators unfamiliar learning area. The implementation in 1998 of the technology learning area in South African schools had educators reeling as they were unprepared and untrained to facilitate this new learning area. There was also limited information available for the assessment of learners in technology. Learners’ competence in technology education should be assessed in a meaningful and responsible manner, which requires more than just the evaluation of the end product. The purpose of this research was to develop a process-based assessment framework to support the technology teacher with assessment activities, which incorporate the technological process and provide opportunities for the assessment of aspects of the thinking sub-processes as part of the technological process. Qualitative action research was undertaken. Three Grade 7 learners and a teacher at a parallel medium primary school (school where two official languages are used congruently as medium of instruction) were involved in the case study. Resource, case study and a capability task were done by the three learners. For the purpose of the research project, information obtained from the capability task was used. This research focused on the initial idea generation stage (stage five) of the technological process, as well as creative and critical thinking (as thinking sub-processes) processes. Observation and semi-structured interviews were used as data-collection methods. The validity and reliability of the research were ensured by means of triangulation. Three main categories (findings) were named as aspects which could be employed when compiling a process-based assessment framework, namely outcomes, content and assessment methodology. Further subcategories were identified within each of these main categories. The framework will serve as a roadmap to technology teachers, especially those with little or no pedagogical knowledge in technology to assist them to base their assessment on sound methodology.     

The Challenge of Integrating AI & Smart Technology in Design Education

This paper examines some of the many problems and issues associated with integrating new and developing technologies into the education of future designers. As technology in general races ahead challenges arise for both commercial designers and educators on how best to keep track and utilise the advances. The challenge is particularly acute within tertiary education where the introduction of new cutting edge technology is often encouraged. Although this is generally achieved through the feedback of research activity, integrating new concepts at an appropriate level is a major task. Of particular concern is how focussed areas of applied technology can be made part of the multidisciplinary scope of design education.The paper describes the model used to introduce areas of Artificial Intelligence (AI) to undergraduate industrial design students. The successful interaction of research and education within a UK higher education establishment are discussed and project examples given. It is shown that, through selective tuition of research topics and appropriate technical support, innovative design solutions can result. In addition, it shows that by introducing leading edge and, in some cases, underdeveloped technology, specific key skills of independent learning, communication and research methods can be encouraged.     

产业技术选择与产业技术生态环境的耦合效应分析

技术选择问题是技术经济学研究的核心问题。技术选择在技术转移、技术扩散与技术变迁过程中起着重要作用。是发展中国家技术能力发展的首要阶段。本文从生态学角度,系统分析了产业技术选择与技术生态环境耦合效应,并以吉林省37个工业产业研究对象进行了实证研究。实证结果显示,吉林省工业产业中技术选择与技术生态环境之间不匹配现象普遍存在,超过80%产业耦合效应处于失调状态,并且产业规模是制约产业选择技术水平的约束因素。     

The Grounding of a Discipline: Cognition and Instruction in Technology Education

Technology education has long struggled to establish itself as an equal partner in general education and often struggled to gain recognition for the value of its instruction. Frequently technology educators tout the effectiveness of their programs based on anecdotal evidence gathered from their classroom experiences on how their instructional methods empower students to learn. Although technology education originated without any meaningful input from cognitive science research, it appears that technology education instruction methods are remarkably consonant with findings from cognitive science that define good instruction. Specifically, there is considerable accord between how instruction in technology education and cognitively based instructional models such as collaborative learning, socially distributed expertise, design/engineering, and project-based instruction can be connected. The role of the cognitive research findings on instruction could inform a long over-due theoretical grounding of instruction in technology education. The absence of research on learning and instruction in technology education could be attributed to a lack of theoretical grounding in this relatively new field. This paper examines four cognitively based models of instruction and reviews the relationships between research in the cognitive sciences on learning and instruction in technology education. The consonance between the research recommendations from the cognitive sciences and practice in technology education instruction could serve to stimulate debate on the theoretical grounding of an emerging field of study.     

能源经济环境模型研究现状与趋势评述

能源经济环境模型是研究宏观政策影响、能源经济环境综合评价等的重要分析工具。介绍了能源经济环境模型中应用最为广泛的一般均衡（CGE）模型、技术模型及混合模型。结合文献着重分析了模型的发展趋势,包括开发综合评价模型、处理不确定性问题及技术变化内生模拟、细化重要部门等方面。最后指出应重视基本模型的能力建设,积极参与国际合作。     

Learning in Design and Technology: The Impact of Social and Cultural Influences on Modelling

The paper introduces the highly problematic nature of modelling in design and technology education and examines the relationship between cognitive and concrete modelling. Its aim is to gain insight into what learners do, rather than what others say they ought to do in their learning activities. The variety of purposes that educators have for learners’ modelling are discussed through examining the contested curriculum justification for design and technology education itself. The paper proposes that learners’ modelling cannot be extracted from the social milieu in which they act and it provides some insights of these social influences through the analysis of two case studies. Their settings are a girls’ secondary school and a college of higher education. Each case study is presented independently but organised with a common format to consider a) the impact of assessment on learning intentions and outcomes; b) cultural influences on learning and modelling; c) social influences on learning and modelling. A discussion of the emergent themes considers implications for teachers. This revised version was published online in July 2006 with corrections to the Cover Date.     

Determining the level of regulation in EU telecommunications. A preliminary assessment

The attention of the EU is currently focused on which aspects of telecommunications should be regulated at a national and which at a European level. The paper argues that in practice this is not an ‘either/or’ question, but a question of the degree of regulatory detail at the European level. The criteria for making choices on this dimension should be the standard ones of efficiency, equity, accountability and (in this case) consistency with the single market. The presence of externalities favours a central solution, while reliance on local information and a desire for political accountability favour decentralization. A number of possible regulatory frameworks are analysed, including the creation of an independent European regulator. In many contexts, some form of policy coordination is preferable to the creation of new centralized institutions.     

Beyond ‘chalk and talk’: educator perspectives on design immersion programs for rural and regional schools

Twenty-first century education needs to be re-envisioned to equip citizens for a lifetime of rapid change and complexity. Design has been proposed as a pedagogical framework that develops the required foundational literacies, competencies and character qualities citizens need to thrive in this new creative knowledge economy. However, widespread adoption will require systemic transformation of practice, and recognition of the value of formal and informal ‘connected’ learning environments and experiences. This paper explores the potential of design immersion outreach efforts in fostering design capabilities and building educators’ pedagogical repertoires to support twenty-first century learning. It documents educators’ experiences of goDesign, the first three-day place-based travelling design immersion experience for regional and rural Australian high school students and teachers. Drawing on observational data, and in-depth interviews with participating principals (n?=?3) and teachers (n?=?14) from six regional schools, educators believed goDesign provided new ideas for their classroom practice. They felt it broadened horizons for both themselves and their students, through: personally inspiring experiences and career aspiration; engagement in design thinking process, skills and mindset; and providing a valuable opportunity for community building. As educators in regional and rural areas often experience geographical, social and professional isolation, this paper argues that place-based informal design immersion programs might be an innovative way to engage and educate both students and teachers with design, thus building the competencies required for successful twenty-first century futures.

     

Reflecting on Teacher Development in Technology Education: Implications for Future Programmes

This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education. The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research. This revised version was published online in August 2006 with corrections to the Cover Date.     

Employee Voice in Union and Non-union Australian Workplaces

The fall in unionism and the rise in the non-union workplace over the past two decades raises the question as to whether workers now have a reduced capacity to initiate issues and articulate grievances. For some commentators independent unions are the only source of genuine voice. Others have argued that the adoption of the HRM paradigm within an enterprise will provide workers with adequate voice mechanisms. This paper addresses the issue by comparing employee voice in non-union and unionized Australian workplaces.     

Mobile communications – On standards,classifications and generations

The research question addressed in this paper is concerned with the manners in which the general technological progress in mobile communications is characterized and the reasons for the differences in these modes of manifestation. The relevance of this research question is that the different manifestation modes create a degree of confusion in communications and discussions on mobile technologies. At the same time, it should be recognized that different manners of categorizing technologies illustrate the fact that categorizations are based on different purposes of the classification exercises. Also, the paper discusses the role of the International Telecommunication Union (ITU) in the processes of mobile standardization.In common parlance, progress in mobile technologies is mostly referred to as generations. In ITU, the classification terminology is that of International Mobile Telecommunication (IMT) standards. In the specialized standards body with a central position in the standardization of core mobile technologies, namely 3GPP (3rd Generation Partnership Project), the terminology of ‘releases’ is used. In order to address the research question, the paper uses an analytical framework based on the differences and relationships between the concepts of standards, classifications and generations.