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1.
Mark Cosgrove Lynette Schaverien 《International Journal of Technology and Design Education》1994,4(3):227-240
Technology education holds the promise of curriculum recognition, at last, of an authentic view of a long-neglected aspect of humans' intellectual heritage. Unfortunately, this vision is in danger of being lost because of unclear and simplistic views of the nature of technology. In this paper, we set out our contention that curriculum debate has been reduced to a struggle between academic-rationalist and technical-utilitarian positions. We present samples from our research which recognises young children's technological prowess and which, by implication, supports our case for including at least two other significant curriculum perspectives — an intellectual processes perspective and a social expression perspective. Reflecting the spirit of technological endeavour, we conclude by stressing the importance of continuing the dialogue presented here, between curriculum perspectives on the one hand and the work of children as technologists on the other. 相似文献
2.
Glenn Finger Belinda Houguet 《International Journal of Technology and Design Education》2009,19(3):309-334
This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced
by teachers during the implementation of technology education within primary school settings. The official publication and
launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum
for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation
of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand
this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released
a number of different strategies that were designed to assist this implementation, including research partnerships with universities.
Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation
research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while
recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation
of technology education. 相似文献
3.
Gary O’Sullivan 《International Journal of Technology and Design Education》2008,18(3):247-253
The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor
of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some
of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences
from earlier studies carried out at the same institution using the DEPTH framework. The concept of teaching/learning via a
project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous
study (O’Sullivan, Proceedings of Second International Primary Design and Technology Conference—Quality in the Making, Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students’ responses to
critiquing school teaching practice experience and also informing their own personal constructs. This study again found the
framework useful but as a diagnostic tool. 相似文献
4.
Sarah J. Stein Campbell J. Mcrobbie Ian Ginns 《International Journal of Technology and Design Education》2000,10(3):105-123
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. 相似文献
5.
Ronald Hansen Maaike Froelich 《International Journal of Technology and Design Education》1994,4(2):179-207
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? 相似文献
6.
Technology and Design, at Key Stage 3, within the Northern Ireland curriculum: teachers’ perceptions
Technology and Design was introduced at Key Stage 3 for all pupils in Northern Ireland, as a result of the Education Reform
(NI) Order in 1989. Central to the process of introducing this new and compulsory subject, the government spent in excess
of £167M to make provision for the subject in all post-primary schools. This paper explores the perceptions of teachers of
Technology and Design (known as Design and Technology in GB) in post-primary schools throughout Northern Ireland to the introduction
and implementation of the subject. The methods involved a questionnaire survey to all teachers of Technology and Design throughout
Northern Ireland (n = 587) and one-to-one interviews with 24. Findings suggest that teachers consider Technology and Design to be a worthwhile
subject and believe that it adds much to the educational experience of the pupils involved. Nonetheless, there is general
acceptance that difficulties surround the whole issue of subject definition and content delineation. As a consequence, significant
demands are placed upon these teachers as they work to ensure that all pupils are given a worthwhile and valuable learning
experience. These findings are discussed in terms of teachers’ perceptions of subject definition, delineation of subject content,
the nature of the work involved and issues related to academic ability. 相似文献
7.
Swati Mehrotra Ritesh Khunyakari Chitra Natarajan Sugra Chunawala 《International Journal of Technology and Design Education》2009,19(1):1-14
The paper reports on the trials of a Design and Technology (D&T) unit carried out in three different Indian contexts with
a focus on collaborative learning. Both collaboration and technology education are not common to the Indian school system.
As part of a larger project to introduce technology education, suitable for middle school girls and boys in urban and rural
areas, three culturally appropriate and gender sensitive D&T units were developed. All the units were tried out with middle
school students in different socio-cultural settings: two schools in urban areas (with different languages of teaching and
learning) and one in a rural area. This paper presents details of a unit on puppetry which involved making a puppet and staging
a puppet-show. Aspects of collaboration within and among groups were observed with respect to: roles played by the members,
conflicts and their resolution, sharing of resources, communication and peer review among the students. The trials in the
three clusters indicate the potential of this D&T unit to provide collaborative learning situations for the multicultural
contexts of Indian classrooms.
相似文献
Sugra ChunawalaEmail: |
8.
B. G. Doornekamp J. N. Streumer 《International Journal of Technology and Design Education》1996,6(1):61-82
In the project Technology in Secondary Education: Problem-solving in Teaching/learning Packages, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary. 相似文献
9.
Sarah J. Stein Ian S. Ginns Christine V. McDonald 《International Journal of Technology and Design Education》2007,17(2):179-195
The introduction of technology education in primary and secondary schools during the past 10–15 years around the world has
presented a number of difficulties for teachers, primarily related to their coming to understand the phenomenon of technology
and to conceptualise the technology learning area in line with national frameworks. This paper reports on a professional development
experience that aimed to assist a small group of primary school teachers to develop their understandings of technology and
technology education. A theoretical model framed a series of professional development interactions between the researchers
and the experienced teachers who were new to teaching technology. Data sources included teacher interviews, video recordings
of the activities, teacher made models, and extracts from their reflective journals. The study presented some insights into
how professional development experiences for teachers new to technology could be organised and implemented to best support
their developing technology practices and understandings. 相似文献
10.
P. John Williams Juan Iglesias Moshe Barak 《International Journal of Technology and Design Education》2008,18(4):319-335
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. 相似文献
11.
Alexandros C. Mettas Constantinos C. Constantinou 《International Journal of Technology and Design Education》2008,18(1):79-100
This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers.
The central idea is to use the “Technology Fair” as a means for promoting pre-service teachers pedagogical content knowledge
about technological problem solving skills. This innovation is supported with results from a study carried out in autumn 2004.
The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete
and present a technology fair project, on the educational value and meanings attached to problem solving skills by pre-service
teachers. Pre-tests, mid-test and post-tests were administered to the pre-service teachers before, during, and after the preparation
of the technology fair, respectively. A number of pre-service teachers were selected and interviewed after the completion
of the technology fair. Data were also collected from reflective diaries kept by the pre-service teachers during the preparation
phase of the technology fair. Analysis of the results indicates that the technology fair contributes to the development of
positive values and attitudes in technology education and has a significant influence on improving pre-service teachers understanding
and application of problem solving strategies within the domain of technology. 相似文献
12.
David Barlex Marion Rutland 《International Journal of Technology and Design Education》2003,13(2):171-192
This paper investigates developments in the teaching of food technology introduced as an element of design & technology in
the 1990 National Curriculum for Technology in the English primary curriculum for children aged five to eleven years.
It reviews briefly the situation for food teaching before 1990 and identifies a number of relevant issues. This is followed
by an overview of developments in food technology in primary schools between 1992 and 2001, highlighting the need for primary
teachers and trainee teachers on initial teacher education courses to develop an understanding of how to teach food technology
in their schools. The development of teaching materials through the Nuffield Approach to food technology in primary schools
is outlined together with a case study of the use of the materials in initial teacher education at the University of Surrey
Roehampton.
The paper describes the uptake of Nuffield Primary food technology materials as measured by down loads from the Nuffield Primary
Design & Technology web site. Alongside this, there are reflections of primary trainee teachers on the impact of using the
Nuffield food technology materials on their classroom practice during school experience. It concludes with a discussion of
the key issues arising from the paper and suggestions for future research.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
13.
Institutional relations to knowledge objects at the primary school are time-fluctuant and therefore closely linked to the
development of institutions. Building up the concept of material implies several sciences and technologies in overlapping
epistemological fields. The questions of transposition and appropriation associated to the concept at primary school are a
true challenge for the technology educator. This article shows the different connections between the French education and
concept formation about materials at the primary school. 相似文献
14.
Paul L. Gardner Ann Marie Hill 《International Journal of Technology and Design Education》1999,9(2):103-136
This article, in seven sections, describes the evolution of technological education in the Canadian province of Ontario. The
first section clarifies the meanings of the terms technology and technological education. The second outlines significant events in the history of technical education in the province. The third examines some of
the societal factors that have created a climate for change during the past two decades, while the fourth describes the broader
context of recent curriculum developments. The fifth reports on the introduction in 1995 of The Common Curriculum and the publication of Broad-based Technological Education. The sixth provides a few case studies illustrating the variety of ways in which technology education is currently implemented.
The seventh section offers an evaluation and critique of some aspects of provincial curriculum policy and practice. The article
is published in two parts. Part 1, in this issue, contains the first five sections, which describe the current curriculum
offerings and their evolution. Part 2, containing the remaining two sections and all references, will be published in the
next issue.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
15.
In 1999 Technology in the New Zealand Curriculum became mandatory. It was developed over a period of approximately four years from conception to publication, with wide consultation. It was first published in October 1995. During the three years between publication and gazetting many teachers were involved in professional development. During this time it became obvious that there was confusion amongst teachers about the meaning of `authenticity' in relation to technology programmes. Do technological problems need to be authentic to the students themselves or to the nature of technological practice? Many learning theories have informed the development of this document. Those selected here indicate quite clearly the meaning and context of authenticity with regard to technology education. By involving our students in activity that is authentic to technological practice or real world technology, teachers are able to provide stimulating and relevant learning for students. This was also the indication in recent communication from the Ministry of Education in New Zealand during the 1999 Technology Education New Zealand (TENZ) conference. By giving academic value to technology and developing our teachers in the fields of technological practice we hope our students will influence the economic status of our country in the future. 相似文献
16.
John F. Tanner Jr. Author Vitae 《Industrial Marketing Management》2005,34(4):305-312
The average cost of a sales call has declined approximately 15% over the past decade, while average salesperson compensation has doubled. These statistics illustrate an important benefit of technology: salespeople are more productive. To better understand the impact technology has played on sales and sales management, this paper examines the impact of sales technology from four perspectives: the salesperson, the field sales manager, the sales executive, and the customer. Noting that the needs and evaluations of technology vary, depending upon the functional position and viewpoint, a research agenda is offered that reflects these various perspectives. 相似文献
17.
Alister Jones Vicki Compton 《International Journal of Technology and Design Education》1998,8(1):51-65
This paper reports on a series of interventions in New Zealand schools in order to enhance the teaching of, and learning in, technology as a new learning area. It details the way in which researchers worked with teachers to introduce technological activities into the classroom, the teachers' reflections on this process and the subsequent development of activities. These activities were undertaken in 14 classrooms (8 primary and 6 secondary).The research took into account past experiences of school-based teacher development and recommendations related to teacher change. Extensive use was made of case-studies from earlier phases of the research, and of the draft technology curriculum, in order to develop teachers' concepts of technology and technology education. Teachers then worked from these concepts to develop technological activities and classroom strategies. The paper also introduces a model that outlines factors contributing to school technological literacy, and suggests that teacher development models will need to allow teachers to develop technological knowledge and an understanding of technological practice, as well as concepts of technology and technology education, if they are to become effective in the teaching of technology. 相似文献
18.
This paper briefly examines the literature on (a) problem-based learning (PBL), including constructivism and problem solving, and (b) learning in context, including mediation, embodiment, distribution, and situatedness. We use this literature, our previous research [Hill & Smith Journal of Technology Education 9(1), 29–41 (1998)], and some initial findings from our present research as a basis for a theory that we call authentic learning. The Theory of Authentic Learning provides a theoretical framework on which to scaffold purpose and value for the study of technology in secondary school curriculum. Initial results from Year One of our present three-year study contribute to the refinement of our Theory of Authentic Learning. First, we present some relevant literature, then we illustrate the Theory of Authentic Learning, and finally we conclude with some preliminary findings from our present research. 相似文献
19.
Grietjie Haupt Seugnet Blignaut 《International Journal of Technology and Design Education》2008,18(4):361-374
Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model
is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will
examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after
an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students'
reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings
through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities,
we could not use the four-level-model on its own, but had to revert to a more augmented version.
相似文献
Seugnet Blignaut (Corresponding author)Email: Email: |
20.
Promoting Girls' Interest in Technology through Technology Education: A Research Study 总被引:1,自引:0,他引:1
The article summarises the design and outcome of an inquiry into the promotion of interest in technology by technology education.
The reason for the present study is the low proportion of women in technical occupations, studies or subjects. Such a marked
gender difference leads to different ways of life which discriminate against women. It is necessary, therefore, to search
for the underlying causes and to take measures in order to support technological activities. The aim of the German study was
to determine differences in the interests of girls and boys in technology and to support interest more widely in technology
by technology education. The study was conducted in a class in the third year of elementary education.
At first, differences between girls and boys in the intensity and gearing of interest in technology were determined by a survey.
After exposure of a `treatment Group' to technology education, the effects of such education were established by mean of a
second survey. The results of the first and second survey were compared.
The results show that the interests of girls and boys were aroused by technology education. Furthermore, gender differences
are reduced significantly. The findings of this study suggest that it is essential to intensify technology education in elementary
school because it is the earliest opportunity for curriculum intervention.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献