Assessing the Attitudinal Technology Profile of South African Learners: A Pilot Study

Various instruments measuring either technological literacy or pupils’ attitudes towards technology are available. Recent research has emphasised that these instruments have not been validated for the South African context, yielded invalid and unreliable data for this specific context, and should therefore be adapted (Ankiewicz, Myburgh & Van Rensburg, 1996; Van Rensburg, Ankiewicz & Myburgh, 1996a, 1996b, 1999). The concept technology profile refers to learners’ knowledge and understanding of technology, their awareness of it, their values and attitudes towards technology, and their technological capability. It also refers to the extent to which these aspects have become part of the learners’ personality, beliefs, perceptions and behaviour. At the PATT (South Africa) Conference, held during October 1996, the developments regarding the design of an Attitudinal Technology Profile (ATP) questionnaire to evaluate the effects of curricula on the technology profile of learners in South African schools, were reported. At the time of the conference, the ATP questionnaire still had to be applied in order to establish its reliability and validity (Ankiewicz et al., 1996, p. 90). This article reports on this application of the ATP questionnaire. A quantitative pilot study was undertaken among 439 South African learners in Grades 9 and 10 in the Gauteng Province in the Johannesburg/Soweto area to determine their attitudinal technology profile. Differences among the learners with regard to their exposure to Technology Education, as well as gender differences, were also investigated. The conclusion is that the ATP questionnaire provides more reliable and valid results than its western counterpart that have been applied in South Africa. This revised version was published online in July 2006 with corrections to the Cover Date.     

Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning

This paper briefly examines the literature on (a) problem-based learning (PBL), including constructivism and problem solving, and (b) learning in context, including mediation, embodiment, distribution, and situatedness. We use this literature, our previous research [Hill & Smith Journal of Technology Education 9(1), 29–41 (1998)], and some initial findings from our present research as a basis for a theory that we call authentic learning. The Theory of Authentic Learning provides a theoretical framework on which to scaffold purpose and value for the study of technology in secondary school curriculum. Initial results from Year One of our present three-year study contribute to the refinement of our Theory of Authentic Learning. First, we present some relevant literature, then we illustrate the Theory of Authentic Learning, and finally we conclude with some preliminary findings from our present research.     

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.     

建设期利息计算方法的研究

提出“综合利率”的概念并用数学方法证明了建设期利息可以用常规的本金乘利率的方式计算，同时给出了对应现行银行贷款利率的综合利率计算系数。     

Knowledge and Values in Technology Education

This paper addresses two closely interrelated issues in Technology Education: knowledge and values. The starting point for the discussion is analysis of the nature of knowledge in technology education. Approaches for theorising knowledge will be analysed in this paper as well as problems associated with them. Three major types of problems are identified: problems with finding an appropriate approach for the analysis of technological knowledge; problems with a technocratic interpretation of technological knowledge for the purpose of its classification; and problems with establishing a consistent approach to distinguish common features of technological knowledge. A model that represents knowledge in technology education and the place of values in it is presented as a way of overcoming the problems specified. The claim is made that understanding of knowledge/values relationships can improve theoretical understanding of how technology education can be constructed.     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.     

Machine Control – A Design and Technology Discipline in Israel's Senior High Schools

This paper presents a concept of the Machine Control discipline developed through the past decade as part of the technological education reform in Israel. The discipline has been widely implemented in senior high schools as an optional matriculation subject. Principles, contents, experience, evaluation and challenges of the curriculum are discussed. Specific features of the discipline in rural, technological and general school environments are presented and illustrated by examples. Arguments in support of a cross-national comparison of specific technology programs are given. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education

It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features     

Gender and Technology in Hong Kong: A Study of Pupils' Attitudes Toward Technology

Attitudes play an important role in guiding and predicting future actions. In Hong Kong, where traditional attitudes regarding female and male roles often clash with more-modern influences, students' negative or positive attitudes toward technology have obvious implications for their participatory role in society. This paper reports on a study of Hong Kong Pupils' Attitudes Toward Technology. Items in a survey distributed to nearly 3,500 junior secondary school students were used to gauge their attitudes toward several areas of technology. Questions related to parents' careers and domestic influences were also asked.The analysis revealed that significant differences existed between girls and boys in many of the items. For instance, the importance of taking technical subjects such as Design & Technology (D&T) was found to be significant in their attitudes about technology being an activity for both genders. Similarly, students' interest in technology, attitudes about technology in the school curriculum, and ideas about careers related to technology showed significant differences between girls and boys. Given the results of the study, changes in Hong Kong's secondary school D&T are proposed. Current strategies being developed in Hong Kong's D&T teacher preparation programs are also outlined.