Technology literacy: the extension of cognition

Technology literacy is a construct that is increasingly referred to as an essential twenty-first century skill. However, too often, it is ambiguous as to what constitutes technology literacy. This paper posits that technology literacy has three distinct levels, including, (1) identify technologies relevant to a task, (2) understanding how to use the technology and how to navigate its interface, and (3) understanding the inner-working or structure of the technology. This paper describes why one or more of these three ways of knowing technology are involved in almost every learning task. In other words, the paper argues that technology literacy should not be thought of as a isolated set of skills, but as an essential strategy for most learning objectives.     

Making the Processes of Designing Explicit Within an Information Technology Environment

In this paper, technology is described as involving processes whereby resources are utilised to satisfy human needs or to take advantage of opportunities, to develop practical solutions to problems. This study, set within one type of technology context, information technology, investigated how, through a one semester undergraduate university course, elements of technological processes were made explicit to students. While it was acknowledged in the development and implementation of this course that students needed to learn technical skills, technological skills and knowledge, including design, were seen as vital also, to enable students to think about information technology from a perspective that was not confined and limited to `technology as hardware and software'. This paper describes how the course, set within a three year program of study, was aimed at helping students to develop their thinking and their knowledge about design processes in an explicit way. An interpretive research approach was used and data sources included a repertory grid `survey'; student interviews; video recordings of classroom interactions, audio recordings of lectures, observations of classroom interactions made by researchers; and artefacts which included students' journals and portfolios. The development of students' knowledge about design practices is discussed and reflections upon student knowledge development in conjunction with their learning experiences are made. Implications for ensuring explicitness of design practice within information technology contexts are presented, and the need to identify what constitutes design knowledge is argued.     

Collaborative learning in technological project design

The POWERTECH contest in Taiwan was established in an attempt to promote inventiveness and technology to elementary school pupils. The POWERTECH contest is designed as a collaborative learning system for project design. Project design is comprised of technical processes, which include the construction of an artifact and improvement of its functions. Thus, pupils learn scientific and technical knowledge through a collaborative design project. The purpose of the study was to examine how collaborative learning could be facilitated in technological project design, and whether and how pupils working collaboratively were able to share their design ideas. The study was carried out by analyzing the design portfolio compiled by a team of four elementary school pupils who were engaged in a collaborative design project that focused on making a robot rat for the POWERTECH contest. A portfolio analysis was used in this study to help researchers assess the actual collaboration process among the team members. The study indicated that collaborative learning in a contest facilitated the sharing of knowledge and resources among the team members. Furthermore, reflections essential for problem-solving among the team members were often raised during the design process. These reflections were also conducive to the reduction of mistakes during the contest.     

The things that belong: a grounded theory study of student categorizations of complex technical artifacts

Technical artifacts play a central role in teaching and learning about technology. The artifact exemplars used in the classroom to illustrate and discuss various technological concepts should therefore be carefully chosen in order to actually support the abstraction and successful transfer of these concepts. Research from the learning and cognitive sciences strongly suggests that this requires an understanding of how students actually perceive and conceptualize various technical artifacts, what similarities, differences and features are most salient and meaningful in their eyes. In this paper, we propose a grounded theory of how students differentiate and relate various complex technical artifacts. The core of our theory is formed by four hierarchically ordered juxtapositions: (1) technology versus non-technology, (2) everyday versus specialized, (3) private versus public, and (4) luxury versus necessity, which divide the realm of technical artifacts into five broad categories: high technology, household technology, public technology, real technology, and no/low technology. Our claim is that these differentiations and categories are generally salient and meaningful for students. Based on the theory of variation, we outline how they might help educators make more informed and systematic selections of exemplar artifacts to use in the classroom.     

Collaboration: The Challenge of ICT

Information and communications technology (ICT) brings many potential benefits to technology education, though the evidence of improved performance on traditional tasks is not yet proven. Areas such as computer-aided design and manufacture are now becoming standard elements of any student's technology education. These applications of ICT require changes to the arrangements of the teaching and the learning, but teachers may see few implications for what is learned. Network technologies, on the other hand, offer a new dimension of ICT for tasks such as designing. These dimensions may require a transformation in some aspects of technology education. This article will outline what such networking could do for collaborative learning in technology education, drawing on recent findings from research on learning. It will explore an example of collaborative designing, to see how its potential can be exploited and how it may transform learning in a way that ICT has probably not done so far. Such an exploration will look at both 'learning to collaborate' and 'collaborating to learn', two inter-related themes that are important in, and for, modern design practice in the world outside schools, as well as in research on learning. Although the technologies may yet have to reach maturity to become reliable and easy enough to use in schools, technology educators must be prepared to exploit the learning potential, and this paper is intended to encourage that preparation. This revised version was published online in July 2006 with corrections to the Cover Date.     

Technology and policy in cable TV development in the UK

Although cable TV is often viewed in an entertainment context, its importance for technology policy rests with its relation to future national broadband network development. The authors argue that it could provide a means of assessing the benefits and technical direction of this greater project and government support for early cable ventures is advised for this purpose. Government policy should stress incremental technical advance and address the development problems likely to be encountered by cable TV as an infant technology.     

Teachers’ views about technical education: implications for reforms towards a broad based technology curriculum in Malawi

Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.     

Teaching and learning the nature of technical artifacts

Artifacts are probably our most obvious everyday encounter with technology. Therefore, a good understanding of the nature of technical artifacts is a relevant part of technological literacy. In this article we draw from the philosophy of technology to develop a conceptualization of technical artifacts that can be used for educational purposes. Furthermore we report a small exploratory empirical study to see to what extent teachers’ intuitive ideas about artifacts match with the way philosophers write about the nature of artifacts. Finally, we suggest a teaching and learning strategy for improving (student) teachers’ concepts of technical artifacts through practical activities.     

Teacher Perceptions of Design and Technology: A Study of Disjunction between Policy and Practice

This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed, together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate. This revised version was published online in August 2006 with corrections to the Cover Date.     

Recognising Uniqueness in the Technology Key Learning Area: The Search for Meaning

The purpose of this study was to investigate areas of significance which were related to the understanding of technology and technology education, identified by teachers introducing the key learning area, technology, into their primary school classrooms for the first time. Working from Australia's national document on technology education, A Statement on Technology for Australian Schools (Curriculum Corporation, 1994), two teachers wrestled with how to fit this new curriculum area into their current classroom programs, their understandings of technology as a phenomenon and with their beliefs about teaching and learning in general. The study showed that the teachers made sense of technology education as it related to, from their perspectives, ideas about and aspects of primary school classrooms with which they felt comfortable. Implications for professional development include the need to acknowledge and value the prior experiences and understandings of primary teachers. The challenge for teachers in implementing technology education is gaining a conceptualisation of the learning area, which in some respects, is very like other more familiar learning areas in the primary curriculum, but in many other respects, unique.     

The Challenge of Integrating AI & Smart Technology in Design Education

This paper examines some of the many problems and issues associated with integrating new and developing technologies into the education of future designers. As technology in general races ahead challenges arise for both commercial designers and educators on how best to keep track and utilise the advances. The challenge is particularly acute within tertiary education where the introduction of new cutting edge technology is often encouraged. Although this is generally achieved through the feedback of research activity, integrating new concepts at an appropriate level is a major task. Of particular concern is how focussed areas of applied technology can be made part of the multidisciplinary scope of design education.The paper describes the model used to introduce areas of Artificial Intelligence (AI) to undergraduate industrial design students. The successful interaction of research and education within a UK higher education establishment are discussed and project examples given. It is shown that, through selective tuition of research topics and appropriate technical support, innovative design solutions can result. In addition, it shows that by introducing leading edge and, in some cases, underdeveloped technology, specific key skills of independent learning, communication and research methods can be encouraged.     

Research on the cost forecast of China's photovoltaic industry

Global energy and environmental problems are increasing in severity. Countries worldwide are more concerned about and are paying greater attention to strengthening their energy‐saving and emissions‐reduction efforts, protecting the environment and promoting the development of new energy. Solar energy is becoming the mainstream of the global power industry because of its significant resources and low cost. This paper provides an overview of the current state‐of‐the‐art of photovoltaic electricity technology (‘photovoltaic’ or PV) in China and addresses its potential for future cost reductions. This paper analyses the relationship between current renewable energy costs and cumulative production, development and demonstration expenditures, and other institutional influences. The theoretical framework of a learning curve offers a complete methodology for examining the underlying capital cost trajectory when developing electricity cost estimates used in energy policy planning models. The cumulative production needed to achieve ‘break‐even’ (the point at which PV is competitive with conventional alternatives) is estimated for a range of learning curve parameter values. The social cost (pollution costs and value‐added tax considered) of PV is calculated, and the question of whether and how the ‘cost cap’ can be bridged is posed, the latter being the difference between what this cumulative production will cost and what it would cost if it could be produced at a currently competitive level. We also estimate how much PV could gain if the external costs (attributable to environmental and health damage) of energy were internalised, such as through an energy tax. We use the simulated results to provide suggestions for relevant PV industrial policymaking.     

Disruptive technologies, stakeholders and the innovation value-added chain: a framework for evaluating radical technology development

Contemporary frameworks for evaluating technological innovations contend that innovative success is dependent upon the ability of firms to acquire and assimilate new knowledge without disrupting value chain members such as suppliers, customers and complementary innovators. These frameworks, however, provide little advice on how to deal with radical, controversial innovations that may also introduce new undesirable environmental, health, and social side affects. In addition to technological, commercial and organisational uncertainties, the developers of such technology typically must resolve social uncertainties, a particularly difficult activity because of the added complexities and often conflicting and/or difficult-to-reconcile concerns from secondary stakeholders. Attempts must be made to address the potential unintended and unforeseen consequences of the technology, as well as its potential benefits, if it is to be successfully applied. Using Monsanto's development of agricultural biotechnology as an illustration, we suggest an evaluation framework that incorporates stakeholder theory, innovation management concepts and Popper's evolutionary learning methodology of science and its extension to social issues.     

Recognising Uniqueness in the Technology Key Learning Area: The Search for Meaning

The purpose of this study was to investigate areas of significance which were related to the understanding of technology and technology education, identified by teachers introducing the key learning area, technology, into their primary school classrooms for the first time. Working from Australia's national document on technology education, A Statement on Technology for Australian Schools (Curriculum Corporation, 1994), two teachers wrestled with how to fit this new curriculum area into their current classroom programs, their understandings of technology as a phenomenon and with their beliefs about teaching and learning in general. The study showed that the teachers made sense of technology education as it related to, from their perspectives, ideas about and aspects of primary school classrooms with which they felt comfortable. Implications for professional development include the need to acknowledge and value the prior experiences and understandings of primary teachers. The challenge for teachers in implementing technology education is gaining a conceptualisation of the learning area, which in some respects, is very like other more familiar learning areas in the primary curriculum, but in many other respects, unique. This revised version was published online in July 2006 with corrections to the Cover Date.     

The developing field of technology education: a review to look forward

This paper attempts to review the development of technology education over the last 20–25 years. The purpose is to reflect on how far the field has come and where it might go to, including what questions need to be considered in its ongoing development. The data for this paper draw on our work in developing The International Handbook of Research and Development in Technology Education (Jones and de Vries 2009). However, the paper is more than a summary of this work, instead representing a synthesis in its own right. The work was not undertaken to report solely on the collective achievement of a large number of people internationally, but rather to use this as a means for setting a sound foundation for future research, development and teaching in technology education. By considering the underlying philosophy, international development of curriculum, relationships of technology education with other subject areas, teaching, learning and assessment as well as teacher education, and educational research, we are able to scope past activities and present an agenda for moving forward in teaching, research and development.     

The Role of Market and Technical Information Generation in New Product Development

Firms are investing an increasing amount of time and resources to gather information about market and technology in new product development (NPD). Yet there is a lack of consistent understanding of whether such costly information generation activities can improve product outcomes. More importantly, it is unclear how the benefit of market information and technical information generation may differ and how they may jointly impact new product performance. This study examines the role of market and technical information generation in NPD in three ways: (1) It contrasts the effects of market and technical information generation on product outcomes; (2) it identifies conditions that moderate the effects of market and technical information generation and further investigates how the moderating effects differ for these two types of activities; and (3) it examines the joint effect of market and technical information generation to understand potential synergies between them. Using survey data at the NPD project level, we find that market information generation has an inverted U‐shaped effect on new product advantage, whereas the effect of technical information generation follows a U‐shape. Furthermore, these effects are moderated differently by two conditions: a firm’s R&D intensity that influences NPD projects’ need for different types of information, and the use of multidisciplinary teams that affects the degree to which information can be shared and utilized to improve product design. The findings provide important implications for organizational learning and shed light on how to manage information generation activities to achieve NPD success.     

Issues of Learning and Knowledge in Technology Education

This article examines issues that arise from learning and knowledge in technology education. The issues examined are, first, the definition of technological knowledge and what the nature of that knowledge should be, where the concern is with how we define and think about that knowledge, especially in the context of how students learn and use knowledge in technology education. Second, the relationship between learning and knowledge in particular the inter-relationship between learning and knowledge, focusing on a situated view of learning. The third issue sees learning related to the context within which the learning takes place.This paper will explore these three inter-related issues in four sections. First, an outline of a view of learning that privileges context. Second, there will be a consideration of types of knowledge, namely, procedural and conceptual knowledge. These two types will be elaborated upon through research done at the Open University, particularly on problem solving and design. In discussing conceptual knowledge empirical work in mathematics and science education will be drawn on, along with work on the use of mathematics and science in technology education. Third, it will be argued that qualitative knowledge should become a part of teaching and learning in technology education because it both reflects a view of knowledge stemming from situated learning, and the tasks of technology. The article will end with a research agenda for what we have yet to understand, drawing on the earlier arguments.     

Innovation-induced food supply chain design

We present a conceptual framework depicting the issues and strategies of a firm with an innovation (in product or technology or system). To “implement” the innovation in terms of procurement of feedstock (intermediate inputs), production and processing, and marketing, the innovating firm undertakes strategic design of its supply chain. It must decide how much to produce, what segments of the supply chain to undertake in-house versus sourcing externally, and what institutions such as contracts and standards it will use to coordinate the suppliers assuring its external sourcing. The paper illustrates with cases from developed and developing economies, draws policy implications, and lays out a research agenda.     

Newness and heritage in business networks: Case analysis of university spin-offs

The paper's main purpose is to analyse newness and heritage, and what form it may take, in the context of university spin-offs (USOs). The empirical research is based on two cases of USOs generated from an Italian university. The case analysis provides an in-depth investigation of the conditions under which newness can be considered an asset rather than a liability, and sheds light on the role of heritage and how it is related to newness in spin-offs originating in an academic setting. The paper contributes to the literature on whether newness is to be considered a liability or an asset and enhances our understanding of heritage in the context of USOs. The study is also relevant to industrial marketing literature, as it addresses newness and heritage in business networks and affords the potential to better understand the two concepts and how they are linked. The paper demonstrates the existence of an interplay between heritage and newness that is manifest in the mitigating effects of the dimensions of heritage on those of newness: when the degree of heritage (in its various dimensions) is significant, the effects of newness are limited in terms of changes to the existing network, and vice versa.     

Interdisciplinarity in design education: understanding the undergraduate student experience

Interdisciplinarity is becoming a critical issue of concern for design schools across East Asia in their attempts to provide industry graduates with the skills and competences to make creative contributions in a global economy. As a result, East Asian higher education institutions are aggressively endeavouring to provide interdisciplinary undergraduate curriculum that combine traditional designerly skills with engineering knowledge and methods. The current study takes an interdisciplinary undergraduate course as case-study to examine how the pedagogic strategy of team teaching influences student learning experience. Two surveys of student learning were conducted for this research purpose. The first provided an indication of the holistic student learning experience, while the second explored the conditions of team and non-team teaching as influence upon learning experiences specifically. Results showed how students taught by a single instructor provided a more positive overall opinion of course quality and experienced significantly more encouragement to participate compared to team taught respondents. However, findings also indicated how team teaching significantly increased the students’ experience of a balanced contribution from different disciplinary perspectives and how the team teaching approach was significantly more effective in providing students with greater opportunities to understand the relevance of the different disciplines to the course subject. We conclude with a discussion of results in terms of the effective use of team teaching at undergraduate level as strategy for interdisciplinary learning experiences.