Recent Research in Learning Technological Concepts and Processes

This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.     

The Politics of Technological Literacy

Technological literacy has been given official sanction; it is the end of technology education in the United States. For most technology educators, the construct is neutral, and something nobody could be ‘against’. This article situates technological literacy in its ideological context of competitive supremacy and conservative politics. In opposition to a ‘neutral’ notion of this construct, a turn toward critical technological literacy is negotiated. Critical technological literacy represents an overtly political turn toward overcoming forms of power that sustain inequities in the built world. To engage in these politics, it is argued that technology educators will necessarily have to resituate their practice within cultural studies.     

The Politics of Technological Literacy

Technological literacy has been given official sanction; it is the end of technology education in the United States. For most technology educators, the construct is neutral, and something nobody could be ‘against’. This article situates technological literacy in its ideological context of competitive supremacy and conservative politics. In opposition to a ‘neutral’ notion of this construct, a turn toward critical technological literacy is negotiated. Critical technological literacy represents an overtly political turn toward overcoming forms of power that sustain inequities in the built world. To engage in these politics, it is argued that technology educators will necessarily have to resituate their practice within cultural studies. This revised version was published online in July 2006 with corrections to the Cover Date.     

Designers as Teachers and Learners: Transferring Workplace Design Practice into Educational Settings

The nature of the design process and how to develop this skill in novice designers has been of considerable interest to technology educators. The relationship between workplace and school-based design is one area in which a need for further research has been identified by Hill and Anning (2001, International Journal of Technology and Design Education 11, 111–136). The research project described in this article had two aims. The first was to compare the workplace practice of six experienced designers with their practice when working on a technological assessment task as part of a pre-service teacher education programme. The second aim was to investigate their experience on teaching practicum in developing design skills with secondary school students. Findings from the research are described and the paper concludes with a discussion of the implications for teaching technology education.     

Policy discourse and data retention: The technology politics of surveillance in the United Kingdom

This article presents an analysis of UK legislation on the retention of communications data that was introduced in the aftermath of the attacks of September 11, 2001. It presents a review of the discourses surrounding this legislation in parliament, in the wider international policy arena, in business and in terms of technology. The review of these discourses demonstrates that, in understanding policies involving a significant technological component such as communications data retention, policy alternatives may be evaluated only with an appreciation of technological characteristics alongside the traditional concerns of legislators, civil society and the business community. While academia has developed many forms of analysis for political, international, and regulatory discourses, the same must be undertaken for technological discourse, i.e. the interactions between the policies in question, the actors, and the technologies. Developing forms of analysis for technological discourses will likely lead to further understanding of both the policy problem and the actors’ interests. The paper also shows how current institutions are slowly developing the necessary skills to incorporate the technological aspects of policy into political debate, and calls for a similar development for the law.     

Progression in Technology Education in New Zealand: Components of Practice as a Way Forward

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for brief development.     

Learning elemental structures and dynamic processes in technological systems: a cognitive framework

An important objective of science and technology education is the development of pupils’ capacity for systems thinking. While in science education the term system relates mainly to structures and phenomena in the natural world, technology education focuses on systems designed to fulfill people’s needs and desires: examples include systems to control the local environment, or the position or motion of objects. Despite the centrality of the system concept to technology and technology education, issues relating to the teaching and learning of systems within the technology curriculum have been little addressed. This paper explores some elemental structures common to technological feedback control systems, and highlights the relationships between the structural nature and the dynamic behavior of these systems. It is argued that the study of systems and control concepts in technology has the potential to promote higher learning skills such as interdisciplinary thinking and modeling, and an instructional framework for achieving this goal is proposed. Questions and research issues on the fostering of systems thinking in technology education are identified.     

Technological advancements and B2B international trade: A bibliometric analysis and review of industrial marketing research

In the current business and political climate, deliberations concerning international trading agreements and their importance to B2B firms are increasing. Although the volume and value of international exchanges are growing, this study reveals that literature exploring issues concerning B2B international business, and particularly the role technological advancements play supporting B2B cross-border trade, is limited. This paper provides an overview of research contributions published in the Industrial Marketing Management (IMM) journal in order to reveal the current state of knowledge, identify research gaps, and propose further research directions. Following a two-stage approach, we reveal that although ‘trade’ is at the heart of IMM research, there is a scarcity of empirical studies examining technological advancements and B2B international, as well as local, trade; some attention, however, has been placed on the exploration of B2B international trade issues. Building on our findings, we propose future research directions.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

Technology Education in Ontario: Evolution, Achievements, Critiques and Challenges. Part 1: The Context

This article, in seven sections, describes the evolution of technological education in the Canadian province of Ontario. The first section clarifies the meanings of the terms technology and technological education. The second outlines significant events in the history of technical education in the province. The third examines some of the societal factors that have created a climate for change during the past two decades, while the fourth describes the broader context of recent curriculum developments. The fifth reports on the introduction in 1995 of The Common Curriculum and the publication of Broad-based Technological Education. The sixth provides a few case studies illustrating the variety of ways in which technology education is currently implemented. The seventh section offers an evaluation and critique of some aspects of provincial curriculum policy and practice. The article is published in two parts. Part 1, in this issue, contains the first five sections, which describe the current curriculum offerings and their evolution. Part 2, containing the remaining two sections and all references, will be published in the next issue. This revised version was published online in July 2006 with corrections to the Cover Date.     

The relationship between technology and science: Some historical and philosophical reflections. Part II

Dr Paul Gardner was appointed to the Faculty of Education at Monash University in 1967 and is currently a Reader in Education. After graduating from the University of Melbourne with a science degree and teacher qualifications in 1960, he taught physics and chemistry in high schools for six years. He obtained the M. Ed. degree from the University of Melbourne in 1970 for a thesis which involved experimental studies of concept attainment, and in 1972 completed a Ph.D. at Monash for an investigation of student and teacher characteristics which influence students' attitudes to physics. His major field of interest is science education, and he has published extensively on the assessment of cognitive and affective outcomes, the role of language in learning science and (his current major interest) the links between science and technology. He was a founding member of the university's Centre for Science, Mathematics and Technology Education in 1989. He is currently the Editor ofResearch in Science Education, the annual journal of the Australasian Science Education Research Association, of which he was a founding member in 1970. Early in 1993, he presented a paper on science-technology relationships at a UNESCO-sponsored conference in Jerusalem; a revised version of this paper is being published inStudies in Science Education in 1994. He teaches post-graduate courses on statistical analysis, attitude measurement, curriculum issues and science and technology education.     

Hotspots and trends of technology education in the International Journal of Technology and Design Education: 2000–2018

Using visualized bibliographic data and a range of quantitative research methods, the analysis of the International Journal of Technology and Design Education (IJTDE), which is included in the core collection of Social Science Citation Index, reached a number of conclusions. Firstly, IJTDE is an important platform for the exchange of research results in the field of technology education, and has a significant influence. Secondly, De Vries, Williams, Ankiewicz and a number of others are influential and prolific authors in the IJTDE. Authors from the USA, England, New Zealand, Taiwan and Australia make most contributions to the IJTDE, Delft University of Technology, University of Auckland and the University of Waikato are the more prolific institutions in the IJTDE. Thirdly, technology education, education, design, science, creativity, technology, design education, knowledge, student, technological literacy and problem solving are the most frequency keywords in the IJTDE. Creativity, design education, problem solving, curriculum development, design and critical thinking, practice, engineering education, and STEM education are research trends in the IJTDE between 2000 and 2018. Fourthly, the discipline knowledge base mainly focuses on teaching and design methods in the technological environment, and the definitions of technology-related concepts. The results enable a deeper understanding and consideration of the content and influence of IJTDE, and the research hotspots in the field of technology education.

     

Networking as a Means to Strategy Change: The Case of Open Innovation in Mobile Telephony

The purpose of this article is to investigate how innovation networks can be used to deal with a changing technological environment. This study combines different concepts related to research and development (R&D) collaboration strategies of large firms and applies these concepts to R&D alliance projects undertaken by Nokia Corporation in the period 1985–2002. The research methodology is a combination of in‐depth semistructured interviews and a large‐scale quantitative analysis of alliance agreements. For the empirical analysis a distinction is made between exploration and exploitation in innovation networks in terms of three different measures. As a first measure, the difference between exploration and exploitation strategies by means of the observed capabilities of the partners of the contracting firms is investigated. The second measure is related to partner turnover. The present article argues that in exploration networks partner turnover will be higher than in exploitation networks. As a third measure, the type of alliance contract will be taken; exploration networks will make use of flexible legal organizational structures, whereas exploitation alliances are associated with legal structures that enable long‐term collaboration. The case of Nokia has illustrated the importance of strategic technology networks for strategic repositioning under conditions of change. Nokia followed an exploitation strategy in the development of the first two generations of mobile telephony and an exploration strategy in the development of technologies for the third generation. Such interfirm networks seem to offer flexibility, speed, innovation, and the ability to adjust smoothly to changing market conditions and new strategic opportunities. These two different strategies have led to distinctly different international innovation networks, have helped the company in becoming a world leader in the mobile phone industry, and have enabled it to sustain that position in a radically changed technological environment. This study also illustrates that Nokia effectively uses an open innovation strategy in the development of new products and services and in setting technology standards for current and future use of mobile communication applications. This article presents one of the first longitudinal studies, which describes the use of innovation networks as a means to adapt swiftly to changing market conditions and strategic change. This study contributes to the emerging, but still inconsistent, literature on explorative and exploitative learning by means of strategic technology networks.     

Technology and Rights

What do we know about technology and rights? This article provides a fairly comprehensive overview of current issues regarding this topic. We explore and analyse a wide spectrum of rights that are challenged in this current era of technological convergence. We use the United States Bill of Rights as an example of the vulnerability of legal protections for rights against particular political and technological changes in this post 9-11 climate. New streams of rights acting as a safeguard against further incursions of technology into civil liberties are explored. We also address intellectual property rights and international trends in copyright, patent and trademark laws. We question whether these issues of technology and rights have a place in current technological literacy scenarios.     

The planning of technology education for South African schools

One of the recommendations made in the discussion document,A Curriculum Model for Education in South Africa (CUMSA), which was released by the Department of National Education in 1991, is that technology education should be offered for the first nine years of pre-tertiary education as a compulsory subject and for the last three years as an optional subject. This paper aims to locate technology education in the context of the sociopolitical and economic background to education in South Africa and to assess to what extent it meets the emerging aims and needs of education. Further aims are to propose a rationale for the teaching of technology at school level in South Africa, to suggest possible broad aims for the teaching of technology, to outline the nature and character of technology education relevant to the South African situation and to propose a possible methodology for technology education in South Africa. The conclusion is reached that technology education can make an important contribution to South African education if the so-called technological process is the major emphasis as this can be transformative and promote quality education.Dr Piet Ankiewicz (M Sc, D Ed, HED) is a Senior Lecturer in Education at the Rand Afrikaans University. He is responsible for teacher education programmes in the field of Science, and for an M Ed course in technology education. His areas of research include education policy and curriculum development for technology education.     

Technological literacy reconsidered: a model for enactment

This paper presents a model to describe technological literacy as enacted by indiviudals in the course of shaping their lives and the world around them. The model has two interrelated facets—the potential for and enactment of technological literacy—where enactment and potential mutually constitute each other. This potential is made up of knowledge of a particular situation, personal engagement with a situation, and social engagement in the world. Enactment requires a particular set of competencies in action, which together helps shape the situation: recognizing needs; articulating problems; contributing towards the technological process; and analysing consequences. The implications of this model for technological literacy in the context of the individual and society, and the role of technology education in developing technological literacy, are discussed.     

陕西省技术进步对就业的影响研究

技术进步对就业的破坏机制和补偿机制同时存在。技术进步的就业破坏机制,表现为就业总量减少;技术进步的就业补偿机制,则表现为就业总量增加。本文通过对陕西省技术进步和就业的现状及其存在的现实问题研究分析,提出了加大科研投入,强化企业在自主创新中的主体地位、采取更为积极和灵活的政策,推进科技成果向产品转化、完善技术创新体系,推动技术转移扩散、全面提升产业结构,大力发展第三产业等对策和建议。     

Firm Adaptation,Preadaptation, and Sequential Ambidexterity in Firm Boundaries During an Era of Ferment and an Era of Incremental Change

We explore the relation between firms’ internal skills and knowledge from past applications and the mechanism they use to adapt during an era of ferment and then to an era of incremental change in a new technological domain. We extend current research on incumbent firms’ success at facing radical technological change by studying dynamic firm boundaries of incumbents within the industry along a new technological trajectory. We use the concepts of problem, search, and solution from the knowledge‐based view and foundational view of knowledge recombination to develop our theoretical framework. We propose that preadapted firms—the ones with accumulated internal skills and knowledge from past applications that prove relevant by chance to the new technological domain—are more likely to choose internal technology sourcing during an era of ferment (than nonpreadapted firms). Subsequently, firms that choose internal sourcing during an era of ferment are more likely (than firms that source externally) to choose external sourcing during an era of incremental change leading to greater market acceptance for their innovation. Analysis of a longitudinal data set of 161 U.S. banks provides support for our hypotheses. The findings of this study indicate an important temporal dependency between internal and external sourcing, thus contributing to the sequential ambidexterity literature. Our theoretical framework provides support to the foundational view of knowledge recombination and contributes to the knowledge‐based view of the firm.     

Technology transfer as technological learning: a source of competitive advantage for firms with limited R&D resources

The objective of this article is to answer why and how firms in developing countries with limited R&D resources can gain sustainable competitive advantage through technology transfer (TT). Successful firms are those that can accumulate competence through internal technological learning after transferring technologies from external technology sources. Organizational intelligence, firm specificity of technology, and causal ambiguity are identified as three mediators between technological learning performance and several antecedents previously discussed in the literature. A survey of Taiwanese manufacturers is conducted to explore the technological learning phenomenon as an integral part of TT, which is important but often neglected. This article also provides an interesting research setting for the evaluation of technological learning theories.