Teamwork in Modern Organizations: Implications for Technology Education

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.     

Robotics projects and learning concepts in science, technology and problem solving

This paper presents a study about learning and the problem solving process identified among junior high school pupils participating in robotics projects in the Lego Mindstorm environment. The research was guided by the following questions: (1) How do pupils come up with inventive solutions to problems in the context of robotics activities? (2) What type of knowledge pupils address in working on robotics projects? and (3) How do pupils regard or exploit informal instruction of concepts in science, technology and problem solving within a project-based program? Data collection was made through observations in the class, interviews with the pupils, observations of the artifacts the pupils had constructed, and analyses of their reflections on each project. The study revealed that the pupils had often come up with inventive solutions to problems they tackled by intuitively using diverse kinds of heuristic searches. However, they encountered difficulties in reflecting on the problem solving process they had used. In robotics projects, the pupils deal primarily with qualitative knowledge, namely, the ability to identify specific phenomena in a system or factors that affect system performance. The study also showed that pupils are likely to benefit from implementing informal instruction on concepts in science, technology and problem solving into a project-based program. This type of instruction should take place in the context of pupils’ work on their projects, and adopt a qualitative approach rather than try to communicate in the class procedural knowledge learned by rote.     

Problem based learning: application to technology education in three countries

An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering, community health), and they may have a corresponding variety of educational objectives. However, they all have in common the use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL offers a number of relevant features to technology education and it is because of these that the project outlined in this paper has been developed.     

National culture and national savings: is there a link?

We study the effect of national culture on economic decisions, focusing on GLOBE cultural dimensions of uncertainty avoidance and future orientation. Specifically, we study the effect of divergence between cultural values and practices (societal aspirations), on the aggregate savings decision. Using the life-cycle model of savings as our basic model, we find that societal aspirations are important in explaining national savings behavior. In particular, we show that societal aspirations relating to future orientation and uncertainty avoidance have a positive effect on the rate of savings. We interpret our findings to indicate that such societal aspirations lead to mistrust in the societal arrangements and institutions, and induce savings as a means of securing the future and reducing uncertainty. To substantiate this interpretation, we utilize the microfinance industry; showing that high societal aspirations are associated with preference for savings through member-owned microfinance institutions (MFIs) over savings through non-member-owned MFIs.     

The Firm's Management of Social Interactions

Consumer choice is influenced in a direct and meaningful way by the actions taken by others. These “actions” range from face-to-face recommendations from a friend to the passive observation of what a stranger is wearing. We refer to the set of such contexts as “social interactions” (SI). We believe that at least some of the SI effects are partially within the firm's control and that this represents an exciting research opportunity. We present an agenda that identifies a list of unanswered questions of potential interest to both researchers and managers. In order to appreciate the firm's choices with respect to its management of SI, it is important to first evaluate where we are in terms of understanding the phenomena themselves. We highlight five questions in this regard: (1) What are the antecedents of word of mouth (WOM)? (2) How does the transmission of positive WOM differ from that of negative WOM? (3) How does online WOM differ from offline WOM? (4) What is the impact of WOM? (5) How can we measure WOM? Finally, we identify and discuss four principal, non-mutually exclusive, roles that the firm might play: (1) observer, (2) moderator, (3) mediator, and (4) participant.     

Talk of the Network: A Complex Systems Look at the Underlying Process of Word-of-Mouth

Though word-of-mouth (w-o-m) communications is a pervasive and intriguing phenomenon, little is known on its underlying process of personal communications. Moreover as marketers are getting more interested in harnessing the power of w-o-m, for e-business and other net related activities, the effects of the different communications types on macro level marketing is becoming critical. In particular we are interested in the breakdown of the personal communication between closer and stronger communications that are within an individual's own personal group (strong ties) and weaker and less personal communications that an individual makes with a wide set of other acquaintances and colleagues (weak ties).We use a technique borrowed from Complex Systems Analysis called stochastic cellular automata in order to generate data and analyze the results so that answers to our main research issues could be ascertained. The following summarizes the impact of strong and weak ties on the speed of acceptance of a new product:The influence of weak ties is at least as strong as the influence of strong ties. Despite the relative inferiority of the weak tie parameter in the model's assumptions, their effect approximates or exceeds that of strong ties, in all stages of the product life cycle.External marketing efforts (e.g., advertising) are effective. However, beyond a relatively early stage of the growth cycle of the new product, their efficacy quickly diminishes and strong and weak ties become the main forces propelling growth. The results clearly indicate that information dissemination is dominated by both weak and strong w-o-m, rather than by advertising.The effect of strong ties diminishes as personal network size decreases. Market attributes were also found to mediate the effects of weak and strong ties. When personal networks are small, weak ties were found to have a stronger impact on information dissemination than strong ties.     

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.     

Robotics and STEM learning: students’ achievements in assignments according to the P3 Task Taxonomy—practice,problem solving,and projects

This study presents the case of development and evaluation of a STEM-oriented 30-h robotics course for junior high school students (n = 32). Class activities were designed according to the P3 Task Taxonomy, which included: (1) practice—basic closed-ended tasks and exercises; (2) problem solving—small-scale open-ended assignments in which the learner can choose the solution method or arrive at different answers; and (3) project-based learning—open-ended challenging tasks. The research aimed at exploring students’ working patterns, achievements in learning the course, and the impact of this experience on students’ motivation to learn STEM subjects. Evaluation tools included a final exam on factual, procedural and conceptual knowledge in the STEM subject learned in the course, class observations, interviews with the students, and administrating an attitude questionnaire before and after the course. Since the experimental class was quite heterogenic in regard to students’ prior learning achievements and motivation to learn, some of the students completed just the basic exercises, others coped well with the problem-solving tasks, and only a few took it upon themselves to carry out a complex project. However, all students showed high motivation to learn robotics and STEM subjects. In summary, robotics provides a very rich and attractive learning environment for STEM education. Yet, the realization of this potential depends largely on careful design of the course methodology and especially the students’ assignments in the class. One should recognize that often only some students are capable of learning a new subject on their own through project work, and these students also need to gain additional knowledge and skills before dealing with complex projects.