The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.     

Reconstructionism in Technology Education

This paper points out that technology education has historically had many principles and practices which reflect an underlying philosophy, but that the philosophy has not been made explicit by many technology education practitioners. As philosophy helps technology educators understand alternatives, make decisions and take action in both curriculum and instruction, it is important for technology educators to ask philosophical questions at the onset of their work to understand the implications of their actions. A brief discussion about some of the philosophies that inform educational practice in North America provides a background for an analysis of the different philosophies in relation to technology education, and provides insight into the significance of reconstructionism, an outgrowth of pragmatism, as a philosophy in which to frame and describe technology education. This is illustrated through several examples of a reconstructionistic approach to technology education.     

Developing the Teaching of Food Technology in Primary Schools in England through Curriculum Development and Initial Teacher Education

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.     

The Political Ecology of Design and Technology Education: An Inquiry into Methods

At the beginning of this new century, design and technology educators face a serious dilemma: Practice conventional modes of design and technology, which have consumed proponents in Canada, England, Germany, and the US, or model design for sustainable lifestyles. Our conventional design, problem solving and technological methods embody a liberal, political ecology and in effect, these methods – our practices – are not sustainable. Using the political ecology of Nike shoes as an example, I describe ecological footprints, resource streams, and wakes as effective metaphors for sustainable practice. In contra-distinction to technocentric methods, I argue for modelling ecocentric processes rooted in political ecology and cultural studies. Attending to the political ecology of design and technology means nothing less than remodelling the design of lifestyles and reducing production and consumption in our practice.     

Some Implications of the Philosophy of Technology for Science, Technology and Society (STS) Studies

Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications of technology into account, the Science–Technology relationship can be extended to the field of Science, Technology and Society (STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual relationship between technical objects, the natural environment and social practice. Because technology is a key element of STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology, being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously. The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines. Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham’s proposed preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge) and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology of technology will each be discussed from a philosophical, historical and practice-based methodological perspective. Some implications of the philosophy for STS are identified and discussed.     

Technology Education in Ontario: Evolution, Achievements, Critiques and Challenges. Part 1: The Context

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.     

Beyond `The Design Process': An Alternative Pedagogy for Technology Education

`The design process' as an underpinning structure for technology education is well established. A number of increasingly complex models have been produced to describe the design process. These models have had a widespread, paradigmatic effect on the teaching of technology education. The development and implementation of models of the design process and the influence of these on teacher's classroom practice is examined, and it is then argued that the paradigm is fatally flawed, and that continued adherence to it is having a detrimental impact on children's learning in technology. It is suggested that the basis of an alternative pedagogy for technology education already exists within the research literature. Two examples of an alternative approach for teaching technology are described, and some practical limitations outlined. This revised version was published online in July 2006 with corrections to the Cover Date.     

Authentic Program Planning in Technology Education

This paper reports on the needs identified by three teachers during an investigation into their first experiences of implementing technology in their primary classrooms. One part of one teacher's case is presented in detail to illustrate that the meanings the teachers made of their experiences were related very closely to their beliefs about teaching and learning, to their understanding of technology as a phenomenon and to the place they saw technology having within the whole curriculum. One particular outcome of the investigation was that the teachers experienced a lack of knowledge of the scope and breadth of the technology learning area, and as a consequence, faced challenges in planning for the successful implementation of activities. In response to this particular need and to the many issues emanating from current research literature in technology education, the paper then presents two models for conceptualizing and planning units of work in technology in primary classrooms. The models form frameworks that may be useful to help structure thinking for authentic classroom planning and sequencing of lessons or learning experiences. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education

It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features     

Knowledge and Values in Technology Education

This paper addresses two closely interrelated issues in Technology Education: knowledge and values. The starting point for the discussion is analysis of the nature of knowledge in technology education. Approaches for theorising knowledge will be analysed in this paper as well as problems associated with them. Three major types of problems are identified: problems with finding an appropriate approach for the analysis of technological knowledge; problems with a technocratic interpretation of technological knowledge for the purpose of its classification; and problems with establishing a consistent approach to distinguish common features of technological knowledge. A model that represents knowledge in technology education and the place of values in it is presented as a way of overcoming the problems specified. The claim is made that understanding of knowledge/values relationships can improve theoretical understanding of how technology education can be constructed.     

The Place of Authenticity in Technology in the New Zealand Curriculum

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.     

Technology Education and Developing Countries

This article considers the problem of introducing technology education as a school subject in development countries. Should the subject draw inspiration from everyday circumstances in these countries, or should it leapfrog to the space age? Answers depend upon circumstance. Alternative scenarios for how technology can be introduced in these settings are set forth. They include technology as reconstituted industrial arts, and technology across the curriculum. This revised version was published online in July 2006 with corrections to the Cover Date.     

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.     

Improving Technology Education Research on Cognition

In the United States cognitive research about technology education for the general educational purpose of technological literacy has suffered from a lack of a coherent focus. Certainly, there are studies that have addressed cognition, yet analysts of technology education research have been unable to coordinate their findings in any meaningful way (Streichler 1966; Dyrenfurth & Householder 1979; McCrory 1987; Zuga 1994). There are several persistent problems facing technology educators that contribute to the inability to develop clear interpretations or generalizations of the relationship of cognition and technology education. If some of those problems are identified, then, perhaps, we can address them in order to devise directions and strategies for studying cognition in technology education.     

Problem Solving in Real-Life Contexts: An Alternative for Design in Technology Education

This article focuses on one way to study technology, through technological problem solving situated in real-life contexts. In problem solving for real-life contexts, design processes are seen as creative, dynamic and iterative processes that engage exploration; join conceptual and procedural knowledge-both thought and action; and can encourage considerations to technology, human and environmental interactions. This approach is a demarcation from what is typically found in schools; design, make and appraise cycles based on closed design briefs that are teacher assigned and unrelated to the students' world. An interpretation of technology education as problem solving for real-life contexts using design processes as tools for creation and exploration offers an alternative approach to design in technology education. Alternative curriculum and instruction then emerge. Elementary and secondary school programs in technology education and teacher education can all be seen through this kind of design lens. Episodes from case studies are reported with the intent to briefly describe technology education programs in elementary and secondary schools that interpret technology education in this way. Educational implications of this approach are offered. This revised version was published online in August 2006 with corrections to the Cover Date.     

Factors Influencing Successful Achievement in Contrasting Design and Technology Activities in Higher Education

The aim of the study was to investigate the relationship between such factors as learning style, gender, prior experience, and successful achievement in contrasting modules taken by a cohort of thirty design and technology trainee teachers during their degree programme at a University in the North East of England. Achievement data were collected from three design and three electronic modules at levels 1, 2 and 3. Data concerning appropriate, previous experience before starting the course was obtained through a short questionnaire. The learning style of each member of the sample was ascertained using the Cognitive Style Analysis test. The findings from the study indicated that the learning style groupings were not as expected. A positive relationship between achievement and past experience in both electronics and design activity was found, although improvement for those with no prior experience in comparison to those with previous experience was only evident in electronics. A concern arising out of the data was the differences in terms of achievement between male and female students and also the difference in achievement when learning style and gender were scrutinised. The implications of the findings in relation to the success of the trainees as impending teachers of design and technology were discussed. The problems associated with the small cell size caused by splitting the sample by the three variables was acknowledged and a suggestion was made that further study would be required to ascertain whether the gender and learning style differences witnessed in this study would be replicated in a larger sample.     

Problem-solving in teaching/learning packages for Technology

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.     

Transferring and Transforming Technology Education: A Study of Norwegian Teachers’ Perceptions of Ideas from Design & Technology

What happens when educational ideas cross national and cultural borders? How do teachers respond to ideas originating in a different school system and a different national culture? This article reports on an empirical study investigating the transfer of ideas from Design &; Technology as a subject in England and Wales into Norwegian schools. A sample of teachers participating in a specific project on technology teaching inspired by this subject has been studied by means of interviews and classroom observation. Results of the study show that while some elements of Design &; Technology are adopted by the teachers, essential ideas of the subject are significantly transformed. Drawing on Barnes, (1992, Teachers and Teaching: From Classrooms to Reflection (pp. 9–32), The Falmer press, London) concept of teachers' professional frames for teaching, it is shown how specific aspects of the national and educational culture have had a considerable effect on?the teachers' interpretation of the nature of technology as a subject of teaching and its place in the curriculum. The study illustrates the importance of the cultural context in how educational ideas are interpreted, reshaped and realized in schools.