Teaching digital models: secondary technology teachers’ experiences

International Journal of Technology and Design Education - In secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital...     

Swedish technology teachers’ views on assessing student understandings of technological systems

Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system. Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects. This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems. This study thematically analysed the assessment views of eleven technology teachers in a Swedish context. Through the use of in-depth semi-structured qualitative interviews, their elaborated thoughts on assessing knowledge about technological systems within the technology subject (for ages 13–16) were analysed. The aim was to describe the teachers’ assessment views in terms of types of knowledge, and essential knowledge in relation to a progression from basic to advanced understanding of technological systems. The results showed three main themes that the interviewed teachers said they consider when performing their assessment of technological systems; understanding (a) a system’s structure, (b) its relations outside the system boundary and (c) its historical context and technological change. Each theme included several underlying items that the teachers said they use in a progressive manner when they assess their students’ basic, intermediate and advanced level of understanding technological systems. In conclusion, the results suggest that the analysed themes can provide a basis for further discussion about defining a progression for assessing students’ understanding about technological systems. However, the findings also need to be examined critically as the interviewed teachers’ views on required assessment levels showed an imbalance; few students were said to reach beyond the basic level, but at the same time most assessment items lay on the intermediate and advanced levels.     

Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi

This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers’ knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in subsequent phases. On-going support, reflection and feedback underpinned the professional development processes to enhance teachers’ prospects of putting aside old traditions and culture to implement new practices in their classrooms. The teachers collaboratively explored new concepts through readings of selected scholarly papers, making presentations of their views generated from the readings and engaging with peers in discussing learning, curriculum issues and concepts related to the nature of technology and technology education. A qualitative analysis of the teachers’ journey through the phases of the professional development showed the teachers’ enhanced knowledge of technology and technology education. However, their classroom practices showed technological pedagogical techniques that reflected their traditional strategies for teaching technical subjects. It is argued that although the teachers’ conceptualisation of learning in technology was still fragile at this point, attempts to shift teachers’ beliefs and practices require deep theoretical grounding and transferring that into technological practices. A professional development built on existing ideas and context helps expand the teachers’ views about the nature of technology and technology education.     

Visible parts,invisible whole: Swedish technology student teachers’ conceptions about technological systems

Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating Swedish technology student teachers’ conceptions of technological systems. The following research question is posed: How do Swedish technology student teachers conceive of technological systems? Data was collected through in-depth qualitative surveys with 26 Swedish technology student teachers. The data was analysed using a hermeneutic method, aided by a theoretical synthesis of established system theories (system significants). The main results of the study are that the technology student teachers expressed diverse conceptions of technological systems, but that on average almost half of them provided answers that were considered as undefined. The parts of the systems that the students understood were mostly the visible parts, either components, devices, or products such as buttons, power lines, hydroelectric plants, or the interface with the software inside a mobile phone. However, the ‘invisible’ or abstract aspects of the technological systems, such as flows of information, energy or matter, or control operations were difficult to understand for the majority of the students. The flow of information was particularly challenging in this regard. The students could identify the input and often the output of the systems, that is, what systems or components do, but the processes that take place within the systems were elusive. Comparing between technological systems also proved difficult for many students. The role of humans was considered important but it was mostly humans as users not as actors on a more systemic level, for example, as system owners, innovators, or politicians. This study confirms previous research in that the students had a basic understanding of structure, input and output of a technological system. Thus, the adult students in this study did not seem to have better understanding of technological systems than school pupils and teachers in previous studies, although this is in line with previous investigations on the general system thinking capabilities of children and adults. The most important implication of this study is that students need to be trained in systems thinking, particularly regarding how components work and connect to each other, flows (especially of information), system dependency, and the human role in technological systems.     

Implementing programming in school mathematics and technology: teachers’ intrinsic and extrinsic challenges

International Journal of Technology and Design Education - The 2017 reform of the Swedish national curriculum requires that all compulsory school mathematics and technology teachers integrate...     

Criteria for continuing professional development of technology teachers’ professional knowledge: a theoretical perspective

Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as part of the pre-determined criteria for the evaluation of the quality of CPTD programmes. The quality of higher education is important to its stakeholders and the assurance thereof should be a continuous process. The aim of this article is to determine criteria for evaluating CPTD programmes through an analysis of CPTD models in different educational settings. The article takes the form of a literature study to determine which CPTD models exist and which aspects of such models are most suitable for facilitating development of technology teachers’ professional knowledge. A significant finding of this study is eight criteria for evaluating CPTD programmes.     

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.     

Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching

Computing and computers are introduced in school as important examples of technology, sometimes as a subject matter of their own, and sometimes they are used as tools for other subjects. All in all, one might even say that learning about computing and computers is part of learning about technology. Lately, many countries have implemented programming in their curricula as a means to address society’s dependence on, and need for programming knowledge and code. Programming is a fairly new school subject without educational traditions and, due to the rapid technological development, in constant change. This means that most programming teachers must decide for themselves what and how to teach. In this study, programming teachers’ teaching is studied. With the aim of exploring the connection/possible gap between teacher’s intentions and the teacher’s instructional practice, an expansion of the conceptual apparatus of phenomenography and variation theory is tested. In the article, phenomenography and variation theory and the suggested supplementary theoretical tool (Georg Henrik von Wright’s model of logic of events) are briefly presented and then deployed upon one selected case. Findings reveal that teachers’ intentions (reflected in their actions) include an emphasis (of teachers’ side) on the importance of balancing theory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding of concepts. In conclusion, logic of events interpretations proves to be useful as a complementary tool to the conceptual apparatus of phenomenography.     

New Employee Relations Strategies in Britain: Towards Individualism or Partnership?

This article addresses the themes of individualism, partnership and collectivism in British industrial relations by reporting on a detailed three-year case-study-based research project. Drawing on this data set, we offer insights into practical developments in contemporary workplaces and into the thinking of managers and employee representatives as they attempt to steer new paths in their relations. In particular, we examine what happens in practice when senior management teams, in previously collectivized organizations, set out with the explicit intent of shifting the balance of emphasis towards more 'individualized' relations with employees and/or to devise new 'partnership' arrangements.     

You are an astroneer: the effects of robotics camps on secondary school students’ perceptions and attitudes towards STEM

International Journal of Technology and Design Education - Creativity, critical thinking, communication and collaboration are thought to be the core skills that will enable students to be...     

Leveraging Social Network Sites in New Product Development: Opportunity or Hype?

Leveraging social network sites is high on the list of priorities for a lot of businesses that are eager to find more effective ways to reach, learn about, and engage customers in new product development (NPD). However, the rapidly changing landscape of social network sites can be difficult to navigate successfully and doubts remain about whether and how they can be used to good effect. In fact, empirical research confirming a positive relationship between the use of social network sites in NPD and business performance is scarce. This paper reports on research examining the use of social network sites for three purposes, namely for market research guiding the development of new products, for getting customers to collaborate in the NPD process, and for new product launch. The results of this research suggest that the benefits expected from using social network sites in NPD are largely not being realized by businesses. Using social network sites to conduct market research leading into the NPD process was not found to contribute to business performance, and in fact was found to have negative relationships with both profitability and market growth. Using social network sites to get customers to collaborate in the NPD process was found to be positively related with innovativeness but not with market growth or profitability. Finally, using social network sites for new product launch was where the most positive indications were seen, since this was found to be positively related with innovativeness, market growth, and profitability. Thus, it appears that while businesses may get good results from using social network sites for product launch, they still have a learning curve to traverse before they can successfully use them for market research or customer collaboration in NPD. While there is currently a great deal of enthusiasm—even hype—about the potential opportunities of using social network sites for NPD, this research suggests that businesses should move carefully and recognize that just jumping on the social network bandwagon will not insure success.     

Fostering creativity from an emotional perspective: Do teachers recognise and handle students’ emotions?

Emotions have a significant effect on the processes of designing and creative thinking. In an educational context, some emotions may even be detrimental to creativity. To further explore the link between creativity and emotion, a series of interviews were conducted with design and technology (D&T) teachers in Singapore, Hong Kong and Beijing concerning their experiences of working with students on design projects. The intent was to investigate how these teachers understood and managed their students’ emotions while teaching creative design skills. Some teachers indicated that they understood their students’ emotions through observing their behaviour, connecting with them by synchronising emotions or by evaluating student performance. The teachers also reported using various other methods to handle their students’ emotions. This study highlights the importance of equipping D&T teachers with skills for awareness and regulation of emotions so that they can better enable students to cultivate creativity in the design process.     

Inclusive design in the Key Stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centred design principles in design and technology

This paper starts out with a discussion of the importance of user-centred design, outlining its history and current embodiment in national and international standards and considers its particular relevance in addressing the needs of ageing populations. The paper moves on to examine how the premise of user-centred design has been taken up in education and focuses on the specific example of user-centred approaches as part of the Design and Technology requirement of the English National Curriculum, taught in England’s schools since 1989. The initial stage of the Designing our Tomorrow project presented in this paper was an investigation of the extent to which user-centred design was integrated in current teaching practice. Analysing baseline data collected from teachers and pupils at two state secondary schools the project team found that many of the tasks teachers planned for pupils did not provide opportunities to identify users’ needs when solving design problems. Finally, the paper presents a discussion of the project’s implications for pupils’ learning and understanding of Design and Technology.     

Backer Motivation in Crowdfunding New Product Ideas: Is It about You or Is It about Me?

Entrepreneurs are using crowdfunding to reach out to the general public to obtain financial support for their new product development. Those who offer project creators financial support are called backers. In this research, the authors examine two types of backer motivation, other‐orientation and self‐orientation, and their respective effects on a backer’s funding decision on new product ideas at the reward‐based crowdfunding platform. Other‐orientation is defined as a backer’s altruistic motivation to help others when making a funding decision; and self‐orientation is defined as a backer’s egoistic motivation to pursue internal feeling, such as personal satisfaction and power to control the project. They find that self‐orientation has a stronger positive effect than other‐orientation on the backer’s funding decision. Furthermore, the authors examine the difference between men and women, and find that the relationship between other‐orientation and funding decision is stronger for women than men, but the relationship for self‐orientation is stronger for men than women. The authors conduct three empirical studies to test the hypotheses in both the backer’s and the project creator’s contexts. In Study 1, they adopt a survey method to investigate effects of the backer’s motivation on his or her funding decision in the film category. In Study 2, they use data of 600 film projects from kickstarter.com to examine linguistic cues used by project creators that stimulate backer motivation. In Study 3, they conduct an experiment to further validate results of the difference between men and women. Although some research suggests that extrinsic reward is a reason for backers’ funding behavior, the authors emphasize that their psychological need also plays an influential role. In addition, findings of the difference between men and women enrich the crowdfunding literature by discovering distinct backer subgroups.