Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology

This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.     

The experiential domain: developing a model for enhancing practice in D&T education

Creativity and innovation are leading topics for the twenty-first century, not only in individual, cultural or social contexts but also within a wider perspective in business or economic development. For that reason, creative and innovative activities have started to feature in many design-based programs in second level education. Design and Technology (D&T) education has a special importance in promoting creativity and innovation, particularly when conceptual and material aspects of the design process reciprocally support one another. In the classroom, it is common for pupils to take part in creative and innovative activities in pairs or small groups. However, the complex and non-linear nature of these design-based activities calls for dynamic, collaborative problem solving. While collaborative settings and virtual learning environments in D&T education are receiving considerable attention in current research literature, we know very little about shared interactions in design-based activity. Accordingly, there is a need to examine both the collaborative and individual evidence of design-based activity by turning our attention to the interactions around that evidence as teachers and pupils engage in these activities. The purpose of this paper is to examine a pedagogical approach focusing on the social and cognitive interaction of teachers and pupils which is supported by technology and situated in the context of design-based activity. This research found that such interactions not only augmented the design process but led to a conceptual model which demonstrates evidence-based progress through the active configuration of knowledge and understanding.     

Research and Development in Algeria

Since 1971, that is nine years after gaining its independence, Algeria has among some Third World countries formulated an ambitious Science and Technology (S&T) Policy. In the last few years, the relevant administrative structure has been completed by installing a centralised body at the highest level. Policy itself has changed very little, and remained in some aspects well behind developments in the structure. In this paper, the author intends to consider the evolution of both structure and policy of Algeria's research and development (R&D); and the extent of their coherence or harmony and their linkages with industry.
Even though structure and policy are the key factors affecting R&D effectiveness of a country, no significant success could be achieved without strengthening the relevant network allowing for the technical competence to be used effectively. Hence, the main theme of the paper concentrates on Algeria's need to review its R&D system to allow both structure and policy to be effective or cause relevant activities to be integrated within the production system, build better technological capabilities, and work for a more efficient industrial development.     

Motivation levels in pupils project work: observations from an action research programme with particular reference to groupwork

Conclusions The new Proposals for Technology for England and Wales (DFE December 1992) suggest Design and Make Tasks (DMTs) ie. project work as being the major method of Design and Technology learning. This article has been primarily concerned with questions of motivation within project work but has touched on other-fundamental aspects. As a teaching/learning technique group project work has limitations as indicated above. However it would appear that many teachers do not recognise these limitations and produce poor practice. An example would be the frequent failure to use end of lesson debriefs to share individual's experience and to reflect. It is important that we now begin to develop a clearer understanding of project work as a learning experience. The DFE document offers little guidance; more research and debate is necessary to identify the assumptions and put forward practical advice on how to maximise the potential benefits of project work in Design and Technology.     

DEPTH2: developing professional knowledge in D&T secondary initial teacher education

There are various aspects to teachers’ professional knowledge, some such as subject knowledge are more easy to articulate than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various aspects of teachers’ professional knowledge in order to be able to help themselves reflect on and develop these various aspects. This research builds on earlier work conducted with design and technology colleagues in a number of different countries and teacher training institutions (see Banks et al., International Journal of Technology and Design Education, 14, 141–157, 2004). Leach and Banks, together with other colleagues, developed a visual tool for discussing the aspects of professional knowledge that student teachers are required to develop and this formed the basis of this research (Leach and Banks, Investigating the developing ‘Teacher Professional Knowledge’ of student teachers, 1996). The research was carried out with a cohort of 1-year Post Graduate Certificate in Education (PGCE) students on a conventional face-to-face programme. There were 11 in the group with six male and five female and the majority were aged under 25; this is atypical of this course both for gender and age, but this constituted the 2004–2005 intake. There were three data collection points: September 2004, on their first day of their course; January 2005 following their first school placement and June 2005 at the end of the course. The findings indicate the students’ development across the PGCE course in each of the areas relating to knowledge of subject, pedagogy and school. In each area there is a growth in their knowledge and a development in the complexity of their understanding. The students’ knowledge developed from a generalised understanding to a more specific and sophisticated one. It is hoped to be able to continue this research during the induction year of each successful student.     

A small-sample survey of the research financing process, with some implications for theory development

A group of four British multi-nationals in high technology industries was interviewed during 1976 to find out how the research activity was budgeted, financed and funded., In each case the same forces were found to be at work. The competitiveness of the firm's market was directly associated with the adventurousness of its research programmes, for example. A general model of the process was developed and additional tests of that model are suggested.     

Design and Technology – the Nuffield Perspective in England and Wales

This paper describes the development of the design and technology component of the National Curriculum of England and Wales from its inception in 1988 to its current form in 1995 and the influence of the Nuffield Design and Technology Project in this process. The paper discusses the Nuffield approach to four important issues – breadth and balance, continuity and progression, differentiation and clarity of content. The paper discusses the role of the teacher and identifies four important features required for successful teaching. The paper describes the work of the Project in providing continual professional development for design and technology teachers including the work of area field officers to support teachers who are using the Project publications. This revised version was published online in August 2006 with corrections to the Cover Date.     

Satisfactory listening: The differential role of salesperson communication in (co)creating value for B2B buyers

The importance of communication skills of the salesperson (SP) on buyer satisfaction is fait accompli. However, how various facets of listening, along with the core components of SP's communication (i.e., content and diligence) contribute to the value creation process is poorly understood. The current research presents a conceptual framework to explain these effects and tests the model empirically. The authors conceptualize a framework for how critical aspects of SP's communication with customers differentially influence imagery versus transactional value creation. This process is explained with an application of the dual process theory. Partial least squares structural equation modeling (PLS-SEM) is employed to examine the theorized pathways within a sample of buyers of a large manufacturing firm in the United States. Results exhibit that while various facets of listening differentially contribute to the two value types, the core aspects of SP's communication mainly affect transactional value creation. Theoretical contributions and managerial implications are discussed.     

Technology roadmapping (TRM) and strategic alignment for an applied research centre: a case study with methodological contributions

Technology roadmapping provides a strategic tool to help companies develop an outside‐in view and challenge their current competitive perspectives. In this paper, the authors describe the roadmapping process, which is aligned, with the research and development (R&D) strategy of an applied research centre. This process is based in an adapted combination of state‐of‐the‐art methodologies, and as a result, the case study shows interesting findings in terms of R&D strategy, technology strategy and roadmapping processes and methodology.     

Scholarly Communications Guide: New Methods & Techniques for Publishers and Learned Societies., Mary Feeney (Ed.). Leicester: Primary Communications Research Centre, University of Leicester. 1985. pp. 288. Price £40 Softback. Available from Taylor Graham, 500 Chesham House, 150 Regent Street, London W1R 5FA, S. R. EPTON

Review of Science and Technology Policies in Finland and Hungary—A Comparative Study . Edited by K. O. Dormer and L. Pal Hungarian Academy of Sciences, 1985. Price £19.75, L. GEORGHIOU
Quality Control, Reliability and Engineering Design . Dhillon, B. S. Marcel Dekker 1985. Price $59. 25 O'seas $49.50 US + Canada, S. A. BERGEN
Review of Reindustrialization and Technology . by Roy Rothwell and Walter Zegveld Longman Group, 1985. £9.95., L. GEORGHIOU
How to edit a Scientific Journal . Claude T. Bishop. (Bowker Publishing Company UK) 1984 pp. 138 Price £234, Softback £16.50., S. R. EPTON
Science as a Commodity: Threats to the open community of scholars . Edited by Michael Gibbons and Bjorn Wittrock. Longman Group Limited. 1985. Softback £9.95. xvii. 173 pages., GEORGE HAYWARD
The Cambridge Phenomenon: The Growth of High Technology Industry in a University Town , by Segal Quince and Partners. Published by Segal Quince and Partners, Hall Keepers House, 42 Castle Street, Cambridge, CB3 OAJ. England. 1985. Softback £15.00. 102 pages., GEORGE HAYWARD
Business Negotiations with the Japanese . Rosalie L. Tung. Lexington Books 1985 242 pages Price: £21.50., S. A. BERGEN
'The Executive Mind'—Suresh Srivastva and Associates Jossey-Bass 1983. Hardback. £18.95, M. WALBANK
Engineering Design for Profit . by D. J. Leech and B. T. Turner. Ellis Horwood Limited (Halsted Press: a division of John Wiley and Sons) 1985 Softback £8.50. 345 pages, GEORGE HAYWARD
Beyond The Quick Fix . Ralph H. Kilmann—Jossey Bass Publishers Hardback £20.95., R. C. PARKER     

Outsourcing decision-making aspects considered by IT departments in Brazilian companies

The study of Information Technology (IT) outsourcing is relevant because companies are outsourcing their activities more than ever. An important IT outsourcing research area is the decision-making process. In other words, the comprehension of how companies decide about outsourcing their IT operations is relevant from research point of view. Therefore, the objective of this study is to understand the decision-making process used by Brazilian companies when outsourcing their IT operations. An analysis of the literature that refers to this subject showed that six aspects are usually considered by companies on the evaluation of IT outsourcing service alternatives. This research verified how these six aspects are considered by Brazilian companies on IT outsourcing decisions. The survey showed that Brazilian companies consider all the six aspects, but each of them has a different level of importance. The research also grouped the aspects according to their level of importance and interdependency, using factorial analysis to understand the logic behind IT outsourcing decision process.     

Employees' Innovative Behavior in Social Context: A Closer Examination of the Role of Organizational Care

A substantial body of research has examined the antecedents of innovation in organizational settings, but our current understanding of how social aspects of the work environment influence the innovative behavior of employees remains underdeveloped. One of these social aspects connected to the theme of “doing well by doing good” concerns organizational care, with scholars examining how actions centered on promoting employee well‐being may result in pro‐organizational outcomes. The purpose of this study is to present a conceptual analysis of the intricate relationship between organizational care and employees' innovative behavior by detailing key mediating mechanisms and conditional factors. This research will combine insights from multiple theories and literatures, most notably self‐determination theory, social exchange theory, and the literatures on organizational care, work motivation, and innovation. The proposed multilevel model clarifies how organizational care affects the creative, complex, and mundane elements of employees' innovative behavior through its effect on the motivational constructs of intrinsic motivation, identified motivation, and introjected obligation feelings, respectively. Moreover, the model highlights the potential dark sides of organizational care that managers must consider when designing and implementing caring policies and practices. Specifically, it clarifies how the effect of organizational care on employees' innovative behavior may depend on their subjective perceptions of care intrusiveness and care insincerity. As such, this study responds to calls for rich and nuanced conceptual research in the innovation field, especially concerning the role of employees' social work environment in motivating their innovative behavior. Important theoretical and practical implications of this conceptual analysis will be discussed, and valuable directions for future research will be outlined.     

Book Reviews

Strategic Management of Human Resources A Portfolio Approach . George S. Odione. Jossey Bass Ltd, 1985. £30.75 Hdbk., D. YEO
The Philosophy of Leadership . Christopher Hodgkinson. Basil Blackwell, Publisher, Oxford 1983. pp. 247, £12.50, S. R. EPTON
Current Research in Management . Edited by Valerie Hammond. Published by Frances Pinter, London and Dover, 1985, pp. 265, DOUG LOVEDAY
Foresight in Science—Picking The Winners . J. Irvine and B. R. Martin. Francis Pinter, London, 1984. £12.50, S. R. POSTLE
Capital Investment Selection . Johan G. Wissema. Francis Pinter, London. 1985. £17.50, T. W. McRAE
The Environment for Entrepreneurship . Calvin A. Kent. Lexington Books, Gower Publishing Company Limited. 1984. Hardback £22.00. 190 pages, GEORGE HAYWARD
R&D, Patents, and Productivity . Edited by Zvi Griliches. The University of Chicago Press, Chicago and London. 1984. Hardback £46.00. 512 pages, GEORGE HAYWARD
Innovation and Technology Transfer for the Growing Firm: Text and Cases . Julian Lowe and Nick Crawford, School of Management, University of Bath. Pergamon Press. 1984. Hardback £11.50. 226 pages, GEORGE HAYWARD
Aspects of Japanese Commercial Innovation . Rodney Clark. Technical Change Centre, London, 1984., S. A. BERGEN
The Marketing of Technology , This is an addition to the IEE Management of Technology Series published by Peter Peregrinus Ltd. 1984. The Series Editor is G. A. Montgomerie, an earnest of informed and workmanlike texts. Price £15 UK, $38 Americas, £19 elsewhere., S. A. BERGEN
Improving leadership effectiveness: the leader match concept . Fred E. Fiedler and Martin M. Chemers, 2nd edition. J, Wiley, New York. 1984. £10.60, ROY PAYNE
The Trouble with Technology: Explorations in the Process of Technological Change . S. MacDonald, D. McL. Lamberton, T. D. Mandeville, (eds.). 1983. London: Frances Pinter, P. P. SAVIOTTI     

Assessing the Attitudinal Technology Profile of South African Learners: A Pilot Study

Various instruments measuring either technological literacy or pupils’ attitudes towards technology are available. Recent research has emphasised that these instruments have not been validated for the South African context, yielded invalid and unreliable data for this specific context, and should therefore be adapted (Ankiewicz, Myburgh & Van Rensburg, 1996; Van Rensburg, Ankiewicz & Myburgh, 1996a, 1996b, 1999). The concept technology profile refers to learners’ knowledge and understanding of technology, their awareness of it, their values and attitudes towards technology, and their technological capability. It also refers to the extent to which these aspects have become part of the learners’ personality, beliefs, perceptions and behaviour. At the PATT (South Africa) Conference, held during October 1996, the developments regarding the design of an Attitudinal Technology Profile (ATP) questionnaire to evaluate the effects of curricula on the technology profile of learners in South African schools, were reported. At the time of the conference, the ATP questionnaire still had to be applied in order to establish its reliability and validity (Ankiewicz et al., 1996, p. 90). This article reports on this application of the ATP questionnaire. A quantitative pilot study was undertaken among 439 South African learners in Grades 9 and 10 in the Gauteng Province in the Johannesburg/Soweto area to determine their attitudinal technology profile. Differences among the learners with regard to their exposure to Technology Education, as well as gender differences, were also investigated. The conclusion is that the ATP questionnaire provides more reliable and valid results than its western counterpart that have been applied in South Africa. This revised version was published online in July 2006 with corrections to the Cover Date.     

A unique program for integrating health,safety, environment and social aspects into undergraduate chemical engineering education

Over the last fifteen years Delft University of Technology has developed a unique educational program in its undergraduate curriculum. In this program health, safety, environmental and social aspects of chemical engineering are studied explicitly in separate courses while being integrated into the whole of educational and research activities. The program's activities include a required (“dedicated”) third year course, Chemical Risk Management, which covers environment as well as safety. There is also a required first year course, Chemistry and Society/Industrial Orientation, which studies how industries and government react to environmental and safety problems. Another required activity is the Safety Report, which fourth year and graduate students must write and have accepted in order to be allowed to carry out laboratory work. All these activities are closely related to and coordinated with one other. The program, which has been followed by more than two thousand students over the last fifteen years, requires extensive cooperation with industry.     

Corporate technology portfolios and R&D performance measures: a study of technology intensive firms

This paper examines the relations between technology portfolio strategies and five commonly used research and development (R&D) performance measures. Patent and financial data of 78 US-based technology companies from 1976 to 1995 were gathered and analysed to investigate how a well-managed technology portfolio can create synergy and affect R&D performance. A technology portfolio can be characterized by its composition and technology concentration. A valuable technology portfolio that consists of patents with higher average citation made and self-citation ratio can have a positive effect on firm value. Our findings suggest that large firms may enjoy advantages for technological innovation because they can exploit synergy effects of their technology portfolios. Technology concentration strategy does not work well because firms focusing on few technology fields can experience diseconomy to patents received since high-quality patents are increasingly difficult to obtain. This paper lays the groundwork for future empirical research on technology portfolio and R&D performance.     

An examination into the causal logic of rent generation: contrasting Porter's competitive strategy framework and the resource‐based perspective

In this study we revisit some fundamental questions that are increasingly at the heart of current strategic management discourse regarding the relative impact of industry and firm‐specific factors on sustainable competitive advantage. We explore this issue by referring to respective assertions of two major perspectives that dominate the literature over the last two decades: the Porter framework of competitive strategy and the more recent resource‐based view of the firm. A composite model is proposed which elaborates upon both perspectives' divergent causal logic with respect to the conditions relevant for firm success. Empirical findings suggest that industry and firm specific effects are both important but explain different dimensions of performance. Where industry forces influence market performance and profitability, firm assets act upon accomplishments in the market arena (i.e., market performance), and via the latter, to profitability. The paper concludes with directions for future research that will seek to integrate both content and process aspects of firm behavior. Copyright © 2001 John Wiley & Sons, Ltd.     

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 state of the art in the study of technology transfer—a brief survey

Abstract Technology transfer involvesthe movement of new concepts, processes or products from one area of science or engineering technology to another. The nature of the literature dealing with technology transfer is described. Discursive or 'wisdom' literature predominates indicating a great concern with the problem by industry and government. There are some case studies that provide insights into various aspects of the process, but there are very few empirically based field studies. Apart from research on the diffusion of innovation and studies in other allied areas, little theory building with accompanying field tests of propositions has been done. It is now appropriate to begin such studies to obtain information that will provide a more sound basis for government policy and industry investment in R&D.     

Designing the Best: A Review of Effective Teaching and Learning of Design and Technology

The role of Design and Technology (D &; T) in schools in England is changing. As from September 2002, D &; T will no longer be compulsory from age 14, but students will have a statutory entitlement to opt to study the subject. These proposed changes have renewed policy-makers' interest in a subject, which was first introduced into the National Curriculum in England and Wales in 1990. It provides the immediate context for a review of the literature published in English on Design and Technology commissioned by the Department of Education and Skills. Four databases were searched: the British Education Index (BEI), Educational Resources Information Centre (ERIC), PsychInfo, and Current Educational Research in the UK (CERUK). This article draws from the findings of the review and focuses in particular on two questions: How can D &; T be delivered effectively and what enhances learning and teaching in D &; T? The reviewers conclude that the factors which enhance effective learning and teaching of D &; T include: adequate equipment and accommodation, appropriate curriculum content and teaching methods, up-to-date continuing professional development for teaching and management support to allow teachers to implement innovative practices. In addition, they suggest a research agenda, which could inform future research in D &; T.