Engineers’ non-scientific models in technology education

Engineers commonly use rules, theories and models that lack scientific justification. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts and they are used for this when convenient. Engineers’ work is a common prototype for the pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models as well as scientific ones when doing design work in school technology. The acceptance of the non-scientific models for action guidance could be experienced as contradictory by pupils and teachers alike: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology. Technology is first and foremost what leads to useful results, not about finding the truth or generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.     

Students’ knowledge of emerging technology and sustainability through a design activity in technology education

International Journal of Technology and Design Education - The purpose of this study is to explore whether, and if so how, a design activity could encourage students to express and develop...     

Engineering and technology students’ perceptions of courses

As cultural, social, political and economic changes take place, the secondary or high school curriculum should reflect and respond to changing needs and aspirations of students. Technology Education has been proactive in this arena as it has transformed over the decades to meet ever-changing societal needs. The most recent change to the discipline has been to add engineering and, as a result, adopting a new name and curriculum-Engineering and Technology Education. The added component and name change in Technology Education is causing discussions about what the new direction means, what professional preparation changes will be incurred, and what work graduating students will be prepared to do. In light of these changes, this study investigated perceptions of high school students in the United States of America about engineering and technology courses they take. To investigate whether students’ perceptions are in accord with current changes in Engineering and Technology Education, 316 students enrolled in engineering and technology courses in Georgia schools that have an affiliation with the Georgia Engineering and Technology Education Association (GETEA) were surveyed. According to data analyses, students’ perceptions can be divided into two factors. Educational Value of Course (factor 1) was extracted from statements measuring the degree to which the courses prepare students for employment and provide them with information regarding future employment. Personal Relevance of Course (factor 2) was derived from statements measuring students’ perceptions about links between engineering and technology education and their personal lives. Such findings suggest these students valued their engineering and technology courses, planned to continue their education, made good grades, and had varied types of career expectations for jobs such as design engineers and architects.     

Research in technology education: looking back to move forward … again

In 2013 I published, in this Journal, a review of journals and conference publications in Technology Education from 2006 to 2010 as one measure of the nature of research that was being conducted in the area (Williams in Int J Technol Des Educ 23(1):1–9, 2013). An element of that review was a prediction of trends, from the findings, to speculate about what research areas may develop and become more significant and more common in the future. This prediction was integrated with personal experiences and understandings to result in a speculative discussion of future trends. This Research Note represents an extended review, both in terms of the journals and conferences covered, and the time period to include 2011–2013, in order to evaluate those predictions and refine possible future trends, and to answer the research question: What are the developments and trends in Technology Education research? It is hoped that this will be useful to researchers in the area of Technology Education who are planning research, and to stimulate discussion about the research that is needed in this area.     

Teachers’ views about technical education: implications for reforms towards a broad based technology curriculum in Malawi

Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.     

Age and gender differences between pupils’ preferences in teaching general and compulsory technology education in Croatia

International Journal of Technology and Design Education - Today’s dynamic change of the pupils’ technological environment certainly affects their preferences towards technology, which...     

A model of junior high school students’ attitudes toward technology

The purposes of this study were to develop and verify a model that contributes to our understanding of the attitudes toward technology held by students in junior high school, as well as to explore relationships among the factors in this model. We distributed questionnaires to research participants selected on the basis of stratified random sampling. A total of 1,437 questionnaires were distributed, and 1,330 valid questionnaires were collected, reflecting a valid return rate of 92%. Structural equation modeling was used to construct and verify a model of student attitudes toward technology. The results of the study included (1) a complete model of student attitudes toward technology and (2) identification of the main factors influencing the pursuit of careers in technology, identification with technology, and experiences with technology-related curricula.     

Technologies in caregiving: professionals’ strategies for engaging with new technology

This article explores the adoption of new technology in organisations that provide senior citizen care. Inspired by Niklas Luhmann’s systems theory, we study how technology reduces complexity by identifying client needs and ensuring predictability in service delivery. However, how technologies are adopted in practice is not determined by technology since it is also structured by care-workers' continuous decision-making. Against this backdrop, we explore how technologies alter the conditions for decision-making in two settings of elderly care, and we describe how care workers seek to adapt technologies to their practical needs as well as conception of care ethics. Developing a systems theory approach, the article eschews a priori assumptions of technological constraint on care-workers’ professional autonomy, offering a more open-ended exploration of diversified strategies for coping with new technology. Our case studies show that employees develop diversified strategies for technology adoption, including both non-usage, heated resistance, excessive embrace, and creative adaption.     

Exploring design students’ cognition and application of different levels of Chinese cultural elements

International Journal of Technology and Design Education - Increasing attention is being given to traditional culture-orientated product design. While Chinese design students lack a deep...     

Children’s interactions with technology in teachers’ self-reported activities in Sweden’s preschools

International Journal of Technology and Design Education - This study investigates preschool children’s interactions with technology in a Swedish context. The purpose is to broaden our...     

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

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

Design expert’s participation in elementary students’ collaborative design process

The main goal of the present study was to provide insights into how disciplinary expertise might be infused into Design and Technology classrooms and how authentic processes based on professional design practices might be constructed. We describe elementary students’ collaborative lamp designing process, where the leadership was provided by a professional designer. The video-recorded lessons on lamp designing and the “Lamp Designing” view of the project’s database constituted the data sources of the study. A data-driven qualitative content analysis was conducted for categorizing the scaffolding activities of the designer. The results indicate that the designer’s participation opened up the world of designing for the students. This enabled the students to engage in embodied design practices, and to gain new insights of the professional mechanisms of designing. Having the professional designer working with them, provided students with the opportunity to gain the full potential that solving complex design problems can offer to learning.     

An exploration of the variables contributing to graphical education students’ CAD modelling capability

International Journal of Technology and Design Education - This paper reports on a study exploring the variables that contribute to upper second level students’ capability in a digital...     

Teaching digital models: secondary technology teachers’ experiences

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

Hotspots and trends of technology education in the International Journal of Technology and Design Education: 2000–2018

Using visualized bibliographic data and a range of quantitative research methods, the analysis of the International Journal of Technology and Design Education (IJTDE), which is included in the core collection of Social Science Citation Index, reached a number of conclusions. Firstly, IJTDE is an important platform for the exchange of research results in the field of technology education, and has a significant influence. Secondly, De Vries, Williams, Ankiewicz and a number of others are influential and prolific authors in the IJTDE. Authors from the USA, England, New Zealand, Taiwan and Australia make most contributions to the IJTDE, Delft University of Technology, University of Auckland and the University of Waikato are the more prolific institutions in the IJTDE. Thirdly, technology education, education, design, science, creativity, technology, design education, knowledge, student, technological literacy and problem solving are the most frequency keywords in the IJTDE. Creativity, design education, problem solving, curriculum development, design and critical thinking, practice, engineering education, and STEM education are research trends in the IJTDE between 2000 and 2018. Fourthly, the discipline knowledge base mainly focuses on teaching and design methods in the technological environment, and the definitions of technology-related concepts. The results enable a deeper understanding and consideration of the content and influence of IJTDE, and the research hotspots in the field of technology education.