Technology learning 2: Towards reawakening the technologists within primary teachers

We begin by setting out a view of learning as framework-building; enabling learners to shift their perspectives. For us, this expresses the essential unity of many human endeavours — in particular, for our purposes, children's learning, teachers' theory-building and the evolution of scientific understanding. We identify two frameworks which, we contend, are currently limiting the vision of teachers in fundamental ways and with serious consequences for their students. One is a transmission perspective on learning (in which New South Wales schooling has traditionally been steeped) and the other, a limiting conception of and anxious approach to technology (significantly impeding its meaningful penetration into schools). To learn how to help teachers break free of these restraints, we provided an opportunity for our teachers to become learners themselves in a technological context based on developmentalist views of learning and teaching. Here they became self-directing, challenged and fulfilled, gaining feelings of control over the technology, and each developed a powerful and personal appreciation of another framework for learning and teaching. In what they did, we can identify approaches which enabled a plurality of epistemologies to flourish. In conclusion, we predict a key role for these kinds of technological contexts in learning.Mark Cosgrove teaches in teacher education programs in the Faculty of Education at the University of Technology, Sydney. He studies the history and development of ideas in science and technology and their roles in cultures, and is exploring the notion that learning and technology are natural, biological phenomena. Lynette Schaverien is a research scholar investigating the learning and teaching of science and technology in primary schools. She is interested in developing teaching approaches which foster and sustain children's natural curiosity, and styles of mentoring which will regenerate teachers' powers to exploit that curiosity in classrooms.     

Myth in design

Conclusion Like our society, design is riddled with myths. Not all are harmful. Indeed, there is often a symbiotic relationship. Myths are also useful as a learning device in which the unintelligible —randomness, is reduced to the intelligible — a pattern. However, if we are striving, as designers, to gain understanding, to have gnosis, then an awareness of the role of myth in design is essential.Myth in design is important because, in casting ideas into tangible forms, it affects the way we think and behave; it not only reflects our past and present, it can also determine our future.     

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.     

Magic bullets and the nutrition agenda

This article is a rejoinder to Berg and Austin's paper. The authors have no quarrel with Berg and Austin's conclusion that ‘progress’ has been unspectacular and patchy, or that there is much worthwhile work to be done. However, the authors argue that what Berg and Austin have described is not a ‘new paradigm’, but more of the same — more magic bullets.     

The Hegemonic Behaviorist Cycle

Values relating to technology and technology education, I will argue, can either be co-constructed or imposed. A teacher employing behaviourist methodologies in the classroom, for example, will inculcate within students, a prescribed set of values relating to technology. They can do this in many ways. In an industrial arts model of technology education, teachers will lead students towards an understanding of technology as a process of fabricating prescribed artifacts with a view to increasing their industry standard psychomotor skills. This, they will argue, will help students gain useful employment in that field of industry. At the other end of the continuum, but still set within the behaviourist paradigm, the teacher might insist that the genetic modification of food is necessary in order to create more efficient production systems in agriculture, or that the only truly sustainable way of maintaining an electricity supply to meet current demands is by nuclear power. In these models, the teacher as expert provides the correct solutions to the prescribed questions. I will argue that this model forms the basis of what I will call a “hegemonic behaviourist cycle”. By this I mean that inculcation into a behaviourist system will serve to shape the learners’ actions when setting into practice what has been learned. I will begin by considering the way values can be formed in a behaviourist setting. I will then explore how technology education set within a behaviouristic system serves to produce unthinking students. I will then go on to explore a learning paradigm in which the formation of values relating to technology is seen as a social process. I will present an argument, in line with current educational thought, that a need now exists to abandon current behaviourist pedagogies and move towards a more broad based learning environment. This, I will argue, is necessary for the development of more informed attitudes about the impact that new and emerging technologies can have on individuals, societies and the world. Values relating to technology will be seen, in this model, to be co-constructed rather than imposed.     

An inquiry into progression in primary technology: A role for teaching

Technological activity, taken in a broad craft sense, is not new to primary schools. What is new is its organisation as a serious curriculum subject in which pupils are expected to make valuable progress. Arguing about technology-as-education must include some understanding of what it can offer of wide value to successful students. Unfortunately those who have carried out empirical research in the field of primary technology have been unable to specify what such valuable progression might look like. There are just two rather limited sources of information relevant to development and progress in technology — cognitive psychology and teacher action research. Neither of these is easy to use as they stand because they are either unconnected with the act of teaching, or on a very small and personal scale. However this paper argues that, taken together, they are beginning to show that teaching has valuable and specific tasks to carry out, which can help pupils make recognisable progress in primary technology.     

Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers

In this issue of the International Journal of Technology and Design, we report on a series of case studies from the second phase of an international project—Developing Professional Thinking for Technology Teachers (DEPTH2). The first phase of the project was a study conducted with both primary and secondary technology pre-service teacher education students in a number of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their professional knowledge. We discovered that, despite the different country contexts, student teachers of technology could articulate aspects of their developing teacher knowledge using the same framework for teacher professional development. As previously reported in this journal (Banks et al. International Journal of Technology and Design Education, 14, 141–157, 2004), the common graphical tool enabled them to set out their subject knowledge, pedagogical knowledge and ‘school’ knowledge and was useful in helping them become more self-aware. In this second phase of the project we have developed this line of research in two ways. First, we extended the range of participants to include experienced teachers involved in in-service work connected to curriculum development. Second, we looked at the inter-relationship for pre-service teachers between their developing professional knowledge and their own ‘personal subject construct’. In this article, the theoretical framework for the subsequent papers is described and set in the context of recent debates surrounding the nature and importance of teacher knowledge; and the way such professional knowledge can be articulated by teachers.     

The Technology Environment: Subjectivity,Language, and Machine

The question raised here is about the extent that liberal individualism and the consumerist ethos is the result of technology and to what extent is it the cultural norm of modernity. There has been a polarization in the way technology is understood. Predominantly it is assumed to be neutral but it can also be argued that technology exacerbates the understanding of people as ‘rational individual utility maximisers.’ C.A. Bowers argues that computer technology amplifies the conduit model of learning. The machine stores information and the student learns how to retrieve it and this constitutes neutral and objective research. Bowers advocates critical enquiry and an awareness of the socio-cultural factors that contribute to the generation of knowledge and community. The physiological parameters of machines are neither neutral nor strictly political. Technology shifts the constraints of phenomenological experience and encourages new and arguably impoverished ways of experiencing the world. However, by insisting on a critical dimension to understanding technology we could be able to transform education from its emphasis on vocationalism and governmentality to a more creative, equitable, and ecological set of factors.     

Universal service and public access in the networked society

Concern about access to the new services and facilities emerging from the technologically dynamic telecommunications industry and its ‘convergence’ with broadcasting and information technology has resulted in calls for a reconsideration of the nature and scope of Universal Service Obligations (USOs) so that they are more adequate and relevant in an era of technological acceleration towards a networked information society. This paper assesses approaches to upgrading USOs and to developing policies for public access to the networked society undertaken thus far in various OECD countries, and proposes frameworks for conducting the tasks in a systematic manner.     

Information gaps: myth or reality?

The rising importance of information technologies is said to threaten ever wider gaps between groups in society. This article considers to what extent the warning are valid. The author traces the history of the introduction in the USA of the telephone, electricity and other innovations and finds that all have followed the same pattern — access was limited in the early stages. He concludes that there is no need to act precipitously to improve access to information technologies and, in any case, the type of action needed is not at all obvious. As the world's work force becomes wealthier and technology costs decline, the differences in all aspects of living standards will decrease.     

Predatory investment U.S. vs. IBM

This paper examines the most likely example of anticompetitive behavior uncovered in the U.S. vs. IBM antitrust suit: the introduction by IBM of its 360/90 ‘super computer’ in response to the introduction of a similar machine by a competitor. The two leading competing hypotheses are examined — that IBM introduced its system as a weapon of predation, and that IBM expected the system to be profitable — and both are found wanting. The paper concludes that IBM almost certainly knew that the system would be unprofitable, but that the hypothesis of predation is less appealing than that of product-market signaling.     

The Soviet burden on the world food system : Challenge and response

Through its disruptive entry into western food markets and its non —participation in global efforts at food policy management the Soviet Union has placed a burden upon the world food system. Dr Paarlberg examines this burden and the US response which has been to seek better information on Soviet agriculture, impose ad hoc controls on food sales and to enter a bilateral agreement in 1975. Three other suggested responses —grain reserves held without Soviet participation, a US wheat board, and a North American export cartel —are discussed. The author concludes that the Soviet burden is decreasing and is best lifted by increasing the free supply available for export. In future. Soviet reliance on food imports may draw it into a greater dependence on the non-socialist world.     

The Role of Published Materials in Curriculum Development and Implementation for Secondary School Design and Technology in England and Wales

This paper discusses the ways in which teachers exploited a set of curriculum materials published as a vehicle for curriculum innovation, and the relationship between chosen modes of exploitation and teachers’ own perceptions of how the materials had ’added value’ to their teaching. The materials in question were developed by the Nuffield Design and Technology Project (’the Project’) to offer a pedagogy appropriate to the statutory curriculum for secondary school design and technology education in England and Wales (DFE/WO 1995). The Project had sought both to inform the statutory curriculum, and respond to its requirements. An earlier case study (Givens 1997) laid the foundations for the survey that is reported here. This paper focuses on the teaching of pupils aged 11–14. It finds that while most teachers made at least some use of all the various components of the publications, they were selective. While the Study Guide, which carries out a meta-cognitive dialogue with pupils, was generally underused, those teachers who did use it perceived greater value added by the materials as a whole to the quality of pupils’ work, their effectiveness in design and technology and their autonomy. This revised version was published online in July 2006 with corrections to the Cover Date.     

Texas 9-1-1: Emergency telecommunications and the genesis of surveillance infrastructure

Infrastructures of surveillance—everyday, taken-for-granted, institutionalized and technically mediated practices which identify, observe, and analyze individual actions—permeate society. These infrastructures mediate the production of social knowledge and action toward individuals. This article examines the genesis of one such infrastructure, namely the coordinated practices of identifying and locating mobile phone users during emergency (9-1-1) calls. Implementing this infrastructure has entailed creating and coordinating systems to locate wireless phones, to deliver the emergency calls to the appropriate service agency, and to deliver appropriate services to the emergency event. This implementation has occurred within historically specific regulatory, political, cultural, technological, and economic contexts and has specific implications for general surveillance practice. Focusing primarily on the state of Texas, this article examines the development of systems which store and deliver individuals’ geographic location. It argues that, despite privacy laws tightly restricting the use of information generated in the 9-1-1 process, and despite the special purpose to which the 9-1-1 system is dedicated, the wireless 9-1-1 initiative has created the infrastructure for a general purpose locational surveillance infrastructure capable both of surveilling broad patterns of activities and of responding to particular individuals. Moreover, the infrastructure is more available to police agencies and to well-established and well-funded corporate entities than to grass roots organizations. This trend is driven by the need to coordinate a national emergency response system within a fractured telecommunication industry, by the desire of marketers to understand and address their customers’ habits of mobility, and by an increasing willingness of police agencies to include widespread surveillance under the rubric of “emergency services.” Policy responses such as greater ability to opt out of the surveillance system, public oversight of emergency operations, and greater public access to the infrastructure itself might mitigate the most harmful potential social effects of this infrastructure, while distributing its benefits in a more democratic and egalitarian way.     

Perspectives on pupil creativity in design and technology in the lower secondary curriculum in England

This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and Employment (DfEE)) for pupils aged 11–14 years. The overall research question that drove this study was “to what extent can teachers influence the creativity of pupils aged 11–14 years in design and technology lessons?” The paper provides the basis used to generate a unique theoretical three-feature model or framework that can be used to explore creativity within an educational context.The findings of three investigations in the study are presented in this paper. The first and second investigations looked at what could be learnt from the professional practices of art and design and design and technology teachers and the views of four ‘expert’ teachers known for their ability to develop the creative potential of their pupils. The data is discussed under emerging themes and it is used to inform specific criteria in the evolving theoretical three-feature model for creativity. The model is then used to analyse the data from the third classroom based investigation and the findings are discussed under the emerging themes to help identify the issues related to fostering creativity within the design and technology classroom.This paper discusses the implications of the research for classroom practice and suggests that, as creativity is a complex, multi-faceted concept and process, the theoretical three-feature model and related criteria evolved in the study provides a sound framework to explore creativity within an educational context. As a tool it helps identify examples of good practice and highlight areas that require further attention by teachers aiming to foster their pupils’ creativity. It is suggested that design and technology teachers have lessons to learn from the practices of their art and design colleagues and ‘expert’ design and technology teachers. It is concluded that there is a need for greater understanding by teachers of their implicit theories regarding teaching, learning and creativity. A wider use could be made of the breadth of strategies outlined by the ‘expert’ teachers. This would help address the weakness identified in the school based study and strengthen classroom practice when teaching for creativity.     

How technology teachers understand technological knowledge

Swedish technology teachers’ views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers’ understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack of a proper framework for what constitutes technological knowledge and how it is justified might affect both how curricula are interpreted and how pupils’ knowledge is assessed.     

Markov Perfect Equilibrium in the US digital camera market

This paper examines the model launch and withdrawal decisions of the major digital camera makers for the period 1996–1999. These manufacturers produce differentiated products and some have the experience of participating in a similar market—the film camera market. This paper investigates to what extent the following four factors affect firms' decisions to launch a new model of digital camera: the effects of competition with “within-brand” models; the effects of competition with “cross-brand” models; the level of experience in the film camera market; and market conditions. The empirical findings suggest that good market conditions can accommodate more products, which has a positive effect on product launches. On the other hand, existing cross-brand models have a negative effect on product launches, while within-brand models and experience in similar markets have an ambiguous effect on product launches.     

Consumer surplus vs. welfare standard in a political economy model of merger control

This paper considers the political economy environment that an antitrust agency is operating in and asks under what circumstances a consumer surplus standard yields higher welfare than a welfare standard. In particular, we address how institutional settings—such as transparency and accountability—interact with the choice of an appropriate standard. We consider a framework in which the antitrust agency can be influenced by third parties (at a cost in terms of real resources) and in which the agency is imperfectly monitored. A welfare comparison between the two standards reveals that neither standard dominates. The consumer surplus standard is attractive relative to a welfare standard, when lobbying is efficient, when accountability is low, where mergers are large and when a marginal increase in merger size is highly profitable.     

Knowing what engineering and technology teachers need to know: an analysis of pre-service teachers engineering design problems

With the rapid advances in civilization, technological breakthroughs, and a globally growing workforce, there is a strong need for engineers capable of working in the 21st century environment (Galloway, The 21st century engineer: A proposal for engineering education reform. ASCE, Washington DC 2008). To help increase the quality and quantity of students choosing to pursue engineering, leaders have called on K-12 education to look for methods of inserting pre-engineering into the K-12 curriculum. Leaders in technology education have responded to the call to develop top quality candidates for engineers by infusing engineering into the technology education curriculum. Teacher preparation programs have used various methods to provide future technology teachers with the required content knowledge in order to effectively teach engineering design within the technology curriculum. One such program uses an ABET accredited engineering curriculum for the content and additional training to strengthen engineering education pedagogy for technology teachers. Students who graduate from this program possess both an engineering degree and technology teaching license. The purpose of this investigation was to ascertain the differences between technology teachers from this program and traditionally trained technology teachers. In particular, how each group incorporates the engineering design process in classroom assignments. Design briefs were gathered from pre-service teachers who graduated from the aforementioned program and compared to design briefs of practicing technology teachers around the United States. The engineering design process was used to develop a rubric to compare the usage of engineering content between the two groups. It was found that students with 4 years of engineering training were more likely to use all steps of the engineering design process. Further examination illustrates that engineering trained technology teachers were significantly more likely to use mathematical and analytical methods to determine optimum solutions. In order for technology education teachers to effectively infuse engineering design into coursework, they need to be familiar and comfortable with the engineering sciences and the design process. With limited engineering design experience, technology teachers are not as likely to use optimization techniques involving mathematical and analytical reasoning. These concepts are critical for engineering students to be successful in college engineering programs and beyond.