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.     

The structure of students’ knowledge and self-concepts. Part A: The structure of students’ knowledge formed in information education

The purpose of this study was to examine the structure of students’ knowledge formed in information education at junior high-school level. Seventy-two 7th graders (first-year junior high-school students) and 78 10th graders (first-year high-school students) participated in the study. A cluster analysis was performed on 40 items of knowledge that was included in “Information and Computers.” The results of the analysis indicated that students’ knowledge composed from the perspective of two clusters: “Practical knowledge” and “Systematic knowledge.” In addition, “Systematic knowledge” was significantly correlated with “Processing ability,” which is one of the subordinates to “the ability of practical use of information.”     

The language component in technological capability: Lessons from architecture

The paper argues that the ability to use language, particularly spoken language, is central to technological capability. An understanding of its role depends on acknowledging design and technology as work with symbols, and is assisted by seeing the product of design as a virtual artefact. Language is one of the symbol systems used to construct and communicate this artefact. It articulates aspects of the design that cannot be represented graphically, as well as accommodating the interpersonal dimension of the process. Implications for the curriculum are briefly suggested. The argument is supported by evidence from recordings and observations of a problem-solving episode which occurred in a Canadian architects' practice over a few days in the construction phase of a project.     

Analysing teacher knowledge for technology education in primary schools

Teacher knowledge guides a teacher’s behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils’ learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers’ self-efficacy was found to have a strong influence on teachers’ attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers’ subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers’ confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers’ pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.     

Complex technological knowledge and value creation in science-to-industry technology transfer projects: The moderating effect of absorptive capacity

This study seeks to enhance the understanding of the interplay between complex knowledge, absorptive capacity in terms of both absorptive capabilities and prior knowledge, and value creation. Drawing on a database of 127 science-to-industry R&D projects in technology-based markets, our study results show the inherent relevance of complexity and absorptive capabilities for value creation. Contrary to expectations, prior knowledge has no significant effect on value creation per se. Instead, the impact of complex technological knowledge on value creation is enhanced at high levels of both prior knowledge and absorptive capabilities. The findings suggest that following a well-worn path leads to competence traps, whereas knowledge-related learning capabilities enable a firm to deal with dynamic environments. The findings have implications for managerial decisions and theory regarding how value can be created from complex knowledge in technology transfer settings.     

Perception by French students of the gendered nature of material artifacts studied in technology education

Many studies have shown the importance of the socio-cultural factors that lead girls to desert scientific and technological courses. Over a long period, the contents of the French technology education (TE) college curricula may well have contributed to strengthening the feeling among girls that this discipline was better suited to boys. The choice of technical artifacts that embody the knowledge taught could be partially responsible for this. Our investigation was conducted in two stages. Firstly, we made an inventory of artifacts presented in four TE schoolbooks for the 6th grade. Secondly, we submitted this list to a population of 98 girls and boys (12–14 years). Our results indicate that most of these artifacts were categorized as mixed. However, those that are classed as masculine are more numerous than feminine one’s. They are also more prevalent among girls and their number increases with age. The grouping of these artifacts by families also shows gender differences.     

Embodying the past,designing the future: technological determinism reconsidered in technology education

International Journal of Technology and Design Education - From a philosophical viewpoint, technological design is about connecting what is desirable with what is technically possible. Technology...     

The central role of knowledge integration capability in service innovation-based competitive strategy

This study examines how B2B service firms organize and manage knowledge in order to deliver new value adding solutions and in turn competitive advantage, addressing calls for research into this important, yet neglected area. Specifically, this study: (1) examines the role of the antecedents of knowledge integration capability (KIC) in service innovation-led competitive advantage in project-oriented B2B service firms; and (2) models and empirically tests the links between KIC and service innovation, and in turn sustainable competitive advantage (SCA). Findings from our research of Australian and US project-oriented firms support our central theorization that the new knowledge acquired through external and internal sources per se is not sufficient, but should be integrated with existing knowledge in order to deliver innovative service solutions addressing clients' needs. Results from testing non-linear effects of new knowledge configurations on service innovation provide deeper insights into the suggested relationship. Our research contributes to calls for comprehensive frameworks of service innovation-led competitive advantage. We provide theoretical and managerial implications, and suggest areas for future research.     

Defining technology and technological education: A crisis,or cause for celebration?

This paper originated from a two-year technological education teacher development project at the Faculty of Education, The University of Western Ontario. The authors searched for an understanding of technology and technological education through traditional scholarly means, i.e., a literature review, and through an action research venture that, it was thought, would reveal the parameters of ‘technology’. The paper, beyond helping to give the authors and the reader a better understanding of what it means to define an elusive concept, serves to give technology educators a conceptual starting point from which to build insight into the elements of their life's work. The function and form of the paper evolved from the project process. They [the function and form] were determined by the nature of and ambiguities associated with technology. The reader is invited, for example, to consider the historical, social, cultural, and philosophical dimensions of technology. Rather than draw parallels about technology from those diverse disciplines, a daunting task, the paper charts a terrain from which investigators who seek a definition of technology and a framework for the subsequent study of technology, might get their bearings. The paper includes approaches to defining technology, a literature review, a comparison of science and technology, and an epilogue. While a definition is offered as part of the epilogue, the larger purpose of the paper is to improve one's understanding of an ubiquitous phenomenon. The central question of the ongoing debate, in Ontario and elsewhere, about the role and direction of technological education, is inherent in the paper and in the mandate of the teacher development project. What is technology and where and in what form does it belong in the curriculum of the schools?     

The politics of technology education

Conclusion All the issues raised in this paper converge in one major aspect which is at the heart of almost all of the anxieties and the critiques. It is simply that, in modern societies, technology equals power. As Bernstein (1975) observed, the outcomes of the decisions on whom to give access to knowledge, at what level of content and difficulty and for what accreditations substantially determine who holds power in the next generation. As technology teachers we must realise that we have a large part of the most fundamental power of all — the distribution of power in future society.The responsibility is formidable. This paper has sought to make it more visible and to facilitate its more effective exercise by demonstrating the nature of the process and to advocate its implementation with understanding. In that way teachers may open a broader path to integrity and justice — both professional and political — in both schools and society.An edited version of the Maurice Brown Memorial Lecture presented at the National Design and Technology Exhibition 1993John Eggleston is Professor of Education at the University of Warwick and Chairman of Judges of the Young Electronic Designer Awards     

Recognizing and fostering creativity in technological design education

The importance of creativity in technological design education is now clearly recognized, both in everyday understanding and also in formal curriculum guidelines. Design offers special opportunities for creativity because of the “openness” of problems (ill-defined problems, the existence of a variety of pathways to the solution, the absence of pre-specified “correct” solutions). However, teachers are still confronted by the question of how to specify which designs are creative and why, how to identify where the creative strengths of designs lie so that students can build on these, and what advice to give on how to change designs to make them more creative. There are also still open questions concerning design pedagogy. A “functional” model of creativity offers guidelines for making plain to students what they are expected to achieve with their designs and for diagnosing the creativity of the designs they offer. These yield, in turn, guidelines for design pedagogy.     

The sourcing of technological knowledge: distributed innovation processes and dynamic change

This paper outlines the knowledge and technology sourcing practices of a range of key firms and organisations across the UK based on primary research, and analyses the key factors related to managing the technological knowledge boundaries of the firm. In particular, the paper considers the dynamic dimension considerations to such issues. As such it outlines important differences between short and long time horizons, before analysing in more detail some of the implications for firms of technological change over the long term. The paper seeks to highlight the importance of the time dimension in helping to explain why and how firms source technological knowledge externally and how they align their sourcing activities to their strategies associated with developing current and future capabilities.     

Promoting student-led science and technology projects in elementary teacher education: entry into core pedagogical practices through technological design

Future elementary school teachers often lack self-efficacy for teaching science and technology. They are particularly anxious about encouraging children to carry-out student-directed, open-ended scientific inquiry and/or technological design projects. Moreover, because this often also is the case with practising elementary school teachers, it is difficult for student–teachers to gain practical experience facilitating student-led project work during practicum sessions. To provide student–teachers with expertise and motivation for promoting student-directed, open-ended project work, therefore, a group of future elementary teachers were taken through a constructivism-informed ‘apprenticeship’ during their university-based teaching methods course and then invited to make project work the subject of the action research that they were required to complete during their practicum. In this paper, successes that one student–teacher (out of 78 studied) experienced in promoting student-directed, open-ended technological design projects are reported. Although she judged children’s designs to be modestly successful, data indicate that her self-efficacy for promoting project work increased significantly. Analyses of qualitative data collected during the methods course and practicum also indicate that aspects of the curriculum, teachers, students and milieu appeared to contribute to this success. Such findings suggest that teacher educators should focus on helping future elementary teachers to develop expertise and motivation that would enable and encourage children to conduct technological design projects before conducting scientific inquiries. Such a tack may be the most pragmatic—and, arguably, epistemologically-sound—approach for helping ‘science- and technology-phobic’ student–teachers to move from the periphery to the core of practices in science and technology education.     

Changes in firm knowledge couplings and firm innovation performance: The moderating role of technological complexity

We investigate the effect of changes in a firm's knowledge couplings on its innovation performance. We develop arguments to explain how changes in couplings among existing knowledge domains and those between new and existing knowledge domains affect the generation of valuable inventions. We also examine how observed domain complexity, an indicator of the inherent interdependencies among knowledge domains, moderates the effects of changes in a firm's knowledge couplings on innovation performance. Our results suggest that a change in couplings among existing knowledge domains hurts innovation outcomes, but not when the degree of domain complexity is high, whereas coupling new and existing knowledge domains leads to improved outcomes, but not when the degree of domain complexity is high. Copyright © 2013 John Wiley & Sons, Ltd.     

Reflection on technology in education

Reflection has become a buzzword in the educational profession. Its meaning, however, frequently remains vague. In this paper the meaning of reflection for technology education is elaborated on three levels. The first is a philosophical and educational level. The idea of Bildung, conceived as the formation of an autonomous personality, becomes a central category for instruction about technology. The second level is the realm of curriculum development and teachers' planning. The reference to Bildung implies that technology education should be based on technological key problems that apply to all members of society. On the third level, the meaning of reflection will be elaborated in the context of a qualitative research approach on teacher thinking in technology education. It resorts to the categories of the curriculum model and is illustrated by a case study on teacher planning in computer education.Dr K.-H. Hansen is a researcher at the Institute for Science Education (IPN) in Kiel. After some years of experience as a technician he studied sociology and graduated in education. He has published in computer education with an emphasis on pedagogical, historical, and social aspects. His research work comprises qualitative and quantitative studies of the educational uses of computers. His current research interests are the conceptual role of technology in integrated science and in STS education.     

Viability of competencies,skills and knowledge acquired by industrial design students

International Journal of Technology and Design Education - Many Industrial Design professionals in Spain have difficulties when it comes to getting a job related to their field. They also have...     

Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

This literature review reports on the assumed relations between primary school teachers’ knowledge of technology and pupils’ attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was searched. It is found that teacher knowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachers’ enhanced Pedagogical Content Knowledge is found to be related to pupils’ increased learning and interest in technology. Six aspects of technology-specific teacher knowledge that are likely to play a role in affecting pupils’ attitude are identified and schematically presented in a hypothetical diagram. It is concluded that more empirical evidence on the influence of technology-specific teacher knowledge on pupils’ attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupils’ attitude empirically.     

Technological knowledge in early childhood education: provision by staff of learning opportunities

International Journal of Technology and Design Education - Developments in early childhood education (ECE) over the last two decades have for many countries meant a change towards a more...