Book reviews

Book review in this Article
Information Technology; A Luddite Analysis
Enterprising Innovation
The Development of High Technology Industries
Unions, Unemployment & Innovation
SDI and Industrial Technology Policy     

Technology Vision: a scale development

Researchers have cited significant gaps in our knowledge regarding the early stages of vision formation in the radical innovation context and have emphasised the importance of further investigation in this area. As such, this paper aims first to build on the extant literature on organizational, project and Market Vision in order to construct a measure for Technology Vision through theory construction, scale development and modeling. The second goal is to help firms to better understand what the underlying components of Technology Vision are in order to offer themselves the best possible chance of success with the development of radically new, high‐tech products. Based on samples of firms involved with radical innovation research and development in high‐tech sectors in North America and the United Kingdom, conceptual and measurement studies conducted herewith suggest there are five factors related to Technology Vision: Technology Vision benefits, Technology Vision efficiency, Technology Vision magnetism, Technology Vision specificity, and infrastructure clarity. The paper concludes with an examination of the implications of these components of Technology Vision and discusses the need to understand its relationship with Market Vision and the performance of the firm.     

Development of a Technology Education Cascading Theory through community engagement site-based support

If teachers are not equipped to teach Technology Education subject nationally and internationally, the continent of Africa will continue to bear the brunt of unsavoury results unless radical interventions are implemented to transform the situation. It is against this background that action research methods became a useful site-based support to empower Technology teachers at three sampled schools from Tshwane South Circuit in Gauteng Province of South Africa. The purpose of this study was to share fresh perspectives on how a sample of Technology teachers responded to content-related classroom practices during reflective action research activities that took place during community engagement contact sessions. These teachers, who are under qualified and unqualified to teach this subject, were engaged in circular and spiral action research cycles. The teachers’ engagement brought forth the development of Technology Education Cascading Theory. It was evident that community engagement activities served as a podium to transform teachers’ teaching of Technology Education and enhance learners’ achievement. The study was underpinned by cooperative enquiry theory and engaged participants in reflective practices of developmental action paradigm. Interaction with Technology Education teachers further revealed that most of them need their schools to budget for this Technology subject they are teaching.     

Technology transfer — amalgam of events

‘2nd International Fair for Technology Transfer’, CBI/UNIDO ‘Seminar on Basic Issues of Technology Transfer’, and ‘International Conference on Management of Technology Exchange’, The Netherlands, May 1980     

An evaluation of Technology teacher training in South Africa: shortcomings and recommendations

Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional teaching and learning practices on approaches from other fields of knowledge and to adapt these. TE is one of the compulsory subjects for learners in South Africa from grade 4–9 since 1998. One of the challenges was the fact that no previous teacher training programmes existed for Technology thus new ones had to be developed. This research described what the necessary knowledge, skills and values are that a qualified Technology teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities. Qualitative research was used to provide insight into the nature of pre-service Technology training programmes in South Africa, in order to identify shortcomings in the pre-service training of Technology teachers. The population consisted of senior faculty who have experience in the developing of pre-service training programmes and the training of Technology teachers. Findings of the study suggest a greater focus on the training of Technology teachers as subject specialists by establishing standards that is appropriate for tertiary training in order to enhance the development of subject knowledge; subject specific pedagogical content knowledge by implementing micro lessons; revision of time, planning and facilities for the practising of subject skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop appropriate teaching strategies.     

Book Reviews

Globalization, Technology and Competition: The Fusion of Computers and Telecommunications in the 1990s
Globalization, Technology and Competition: The Fusion of Computers and Telecommuni- cations in the 1990s
High-Tech for Industrial Development: Lessons from the Brazilian Experience in Electronics and Automation
Science and Technology Management Bibliography
Intelligent Enterprise: A Knowledge and Service Based Paradigm for Industry     

Book reviews

Book reviewed in this article
The Management of Innovation in High-Technology Small Firms
Computer Chips and Paper Clips Technology and Women's Employment Volume II Case Studies and Policy Perspectives
New Office Information Technology: Human and Managerial Implications
Apprasing and Exploring Organisations
The Human Side of Advanced Manufacturing Technology     

A note on the First Technology Assessment Tasks at Key Stage 1

This note discusses the introduction of National Curriculum Technology into an overcrowded Primary curriculum and how a Local authority and Teachers reacted to the first assessments in 1992 of Design and Technology and Information Technology of seven year olds, i.e. children who are at the end of Key Stage 1. Some training and management issues arising from the assessment are highlighted.     

The locating of emotion within a creative, learning and product orientated design and technology experience: person, process, product

Within this paper, a conceptualised triadic schema is hypothesised for locating emotion within a creative, learning and product orientated Design and Technology experience. The research is based upon an extensive literature review that has been synthesised and juxtaposed with the broad aspirational aims of the subject. The schema, based upon abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product orientated Design and Technology experience within the Primary and Secondary stages of England’s education system. The triadic schema offers an additional opportunity in meta-theorising how the broad aspirational aims of the subject, as outlined in the English national curriculum statement of importance for Design and Technology, can be achieved through recognising the powerful overarching concept of emotion within three emerging domains: Person, Process and Product. The central tenet of this paper is the recognition of emotion within a triadic schema for meta-theorising the place of emotion within a creative, learning and product orientated Design and Technology experience. David Spendlove was previously a senior teacher in secondary education before moving into Higher Education and is now the subject leader for Design and Technology at the University of Manchester. He co-edits both Design and Technology Education: An international Journal and the DATA international research conference proceedings. He is a director of the Design and Technology Association and his research interests are broadly based around learning, pedagogy, creativity, emotion and gender.     

Book reviews

Book reviews in this article:
Technclogy in Working Order: Studies of Work, Interaction, and Technology Graham Button (Ed.)
Communication, Technology and the Development of People Bernard Woods
Photonic Technology and Industrial Policy: US Responses to Technological Change Ernest Stemberg
Beyond Taylorism: Computerization and the New Industrial Relations Lorraine Giordano
Japanization at Work John Bratton
Working for the Japanese Stephanie Jones
Technology and Work in German Industry Norbert Altmann, Christoph Kohler and Pamela Meil (Eds.)
Towards Global Localisation: The Computing and Telecommunications Industries in Britain and France Philip Cooke, Frank Moulaert, Erik Swyngedouw, Olivier Weinstein, Peter Wells, Martine Lemattre and Patrice Grevet
New Technology and Practical Police Work S. Ackroyd, R. Harper, J. A. Hughes, D. Shapiro and K. Soothill     

Planting food sustainability thinking and practice through STEM in the garden

International Journal of Technology and Design Education - Science, Technology, Engineering and Mathematics (STEM) education has been identified as a keystone teaching and learning area for...     

An exploratory study of technological knowledge when pupils are designing a programmed technological solution using BBC Micro:bit

International Journal of Technology and Design Education - Technology educators often provide activities where pupils design programmed technological solutions (PTS) with various programming...     

Embodying the past,designing the future: technological determinism reconsidered in technology education

International Journal of Technology and Design Education - From a philosophical viewpoint, technological design is about connecting what is desirable with what is technically possible. Technology...     

Book reviews

Books reviewed:
P. Diederen, P. Stoneman, O. Toivanen, A. Wolters Innovation and Research Policies: An International Comparative Analysis
P.J. Buckley and P. N Ghauri The Global Challenge for Multinational Enterprises: Managing Increasing Interdependence
S. Harryson Japanese Technology and Innovation Management: From Know‐how to Know‐who
John Elkington Cannibals With Forks – the Triple Bottom Line of 21st Century Business: (Conscientious Commerce)
W.L. Miller and L. Morris 4th Generation R&D: Managing Knowledge, Technology and Innovation
Shulin Gu China's Industrial Technology – Market Reform and Organizational Change: VNU/INTECH Studies in New Technology and Development
H.C. Marais Perspectives on Science Policy in South Africa     

Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community

International Journal of Technology and Design Education - Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T...     

A review of Technology Education in Ireland; a changing technological environment promoting design activity

In Ireland, Technology Education’s structure and organisation across the levels of education is not delivered or governed in a coherent manner. Technology Education in primary level education, for students between 5 and 12 years of age, does not explicitly exist as a separate subject. In primary level education, Social, Environmental and Scientific Education (Science), encourages a child to examine and appreciate how technology and science impacts on their lives and the environment. It supports children developing design and make skills, and to apply scientific ideas to everyday situations and practical problems (DES in Primary school curriculum, science. Social, environmental and scientific education curriculum, 1999). In addition, various initiatives such as the Junior Lego League, supported by the Galway Education Centre, facilitate various perspectives of Technology Education. In second level education, which this paper primarily focuses on, Technology Education exists as a suite of eight subjects, for students of 12–18 years of age. In third level education students can choose from a wide range of bachelor degree programmes in science, technology, engineering or maths. The degree programmes available at third level also include programmes in initial teacher education (ITE). These programmes in initial teacher education are offered by two institutions, and graduate second level teachers to service the second level system. Technology Education in second level education was first introduced to Ireland in 1885. Since this introduction, revisions and changes have occurred, in both the Irish economy and syllabi. In 2006, Technology Education syllabi were revised to include more design activity at senior cycle. These changes reflect the forward thinking of policy makers in reflection of the progression from the industrial era to the information era to the conceptual era. The scope of second level Technology Education in an Irish context is still perceived by many as vocational, though progressive reformations are advancing towards a design-driven framework, grounded in a strong craft practice. This changing technological environment has resulted in the promotion of design activity in second level Technology Education in Ireland. This paper reviews the establishment of design education in Technology Education in the Irish second level education context, where an epistemological shift towards design activity has occurred.     

Book Reviews

Clark, Jon, Managing Change and Innovation: People, Technology and Strategy
Casey, Catherine, Work, Self and Society-After Industrialism
Grint, Keith, Gill, Rosalind, The Gender Technology Relation: Contemporary Theory and Research
Phizacklea, A, Wolkowitz, C, Homeworking Women: Gender, Racism and Class at Work
Harding, R, Technology and Human Resources in their National Context: a study of strategic contrasts
Taplin, I, M, Winterton, J, Restructuring Within a Labour Intensive Industry
Lee, Eric, The Labour Movement and the Internet. The New Internationalism     

Perceptions of the students’ learning and evaluation process in an e-learning course in Food Preservation Technology: a study case in a Food Consumption MSc

International Journal of Technology and Design Education - Food Preservation Technology is a main module within a course integrated in a Master of Science program in Food Consumption at...     

Adaptation of the Attitude Behavioural Scale section of a PATT instrument for the Omani context

International Journal of Technology and Design Education - This study is about the adaptation of the Attitude Behavioural Scale (ABS) section of a Pupils’ Attitudes Towards Technology (PATT)...     

Exploring pre-service technology teachers’ content and instructional knowledge to determine teaching readiness

Instructional practice plays a significant role in revealing how well teachers understand the subjects they teach. Many studies have been conducted in South Africa on the relationship between teachers’ knowledge of well-established subjects like Science and Mathematics and how well teachers apply their knowledge in the classroom. However, relatively little research has been done on the subject of Technology, which was only included in the national school curriculum after 1994. The aim of this study was to explore pre-service (i.e. in-training) Technology teachers’ content knowledge and instructional knowledge in the context of various theories about teaching. The study followed a case study approach. Five female pre-service Technology teachers, who were in their final year of teacher training at a South African university of technology and were doing their in-school practicum were observed. Video recorder was used to capture the delivering of a lesson to a class of Grade 8 learners. The researcher used the 9E instructional model, which comprises nine phases in the presentation of a lesson, as the basis for her observation work and final analysis. A key finding was that the content and instructional knowledge displayed by most pre-service Technology teachers was inadequate, which weakened their effectiveness in the classroom. As a result, learners were deprived of the opportunity to sharpen their cognitive skills and develop authentic interest in Technology. This study, though limited in scope, has laid an important foundation for more in-depth studies to be conducted on the extent of content and instructional knowledge in the sphere of Technology Education, which should be of value to other universities offering teacher-training programmes.