Problem based learning: application to technology education in three countries

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.     

Integrating standardization into engineering education: the case of forerunner Korea

The Republic of Korea is a forerunner in integrating the topic of standardization into engineering education at the academic level. This study investigates developments and evolutions in the planning and operating of the University Education Promotion on Standardization (UEPS) in Korea. This paper examines why the Korean government initiated the UEPS, how the UEPS has operated, and what the educational content of the UEPS program is. This study of the UEPS may serve as a benchmark of how to incorporate technical standards into science and technology education at both the national and individual university levels. Some implications and considerations for the future introduction of similar courses in other countries are discussed.     

Examining fidelity of program implementation in a STEM-oriented out-of-school setting

In the United States and many other countries there is a growing emphasis on science, technology, engineering and mathematics (STEM) education that is expanding the number of both in-school and out-of-school instructional programs targeting important STEM outcomes. As instructional leaders increasingly train teachers and facilitators to undertake new STEM focused programs, it will become especially important for these leaders to understand the concept of program fidelity, which seeks to examine the alignment between how a program is designed to be implemented and how that program is actually implemented in the field. This article discusses an exploratory study examining program fidelity within the geospatial and robotics technologies for the twenty-first century (GEAR-Tech-21) project, which is an out-of-school program teaching educational robotics and geospatial-related STEM concepts, across more than 20 different states, as funded by the National Science Foundation. The study results identified relationships related to program fidelity that were identifiable across various instructional modules, and associated with specific training and content characteristics.     

A process-based assessment framework for technology education: a case study

Over the past few years, educators in South Africa have been subjected to many changes in the educational sphere. Not only was a new approach to education, namely outcomes-based education (OBE) implemented, but the curriculum was also changed and now consists of eight learning areas, some of which are groupings of traditional school subjects (e.g. languages). Technology, however, is a new and for most educators unfamiliar learning area. The implementation in 1998 of the technology learning area in South African schools had educators reeling as they were unprepared and untrained to facilitate this new learning area. There was also limited information available for the assessment of learners in technology. Learners’ competence in technology education should be assessed in a meaningful and responsible manner, which requires more than just the evaluation of the end product. The purpose of this research was to develop a process-based assessment framework to support the technology teacher with assessment activities, which incorporate the technological process and provide opportunities for the assessment of aspects of the thinking sub-processes as part of the technological process. Qualitative action research was undertaken. Three Grade 7 learners and a teacher at a parallel medium primary school (school where two official languages are used congruently as medium of instruction) were involved in the case study. Resource, case study and a capability task were done by the three learners. For the purpose of the research project, information obtained from the capability task was used. This research focused on the initial idea generation stage (stage five) of the technological process, as well as creative and critical thinking (as thinking sub-processes) processes. Observation and semi-structured interviews were used as data-collection methods. The validity and reliability of the research were ensured by means of triangulation. Three main categories (findings) were named as aspects which could be employed when compiling a process-based assessment framework, namely outcomes, content and assessment methodology. Further subcategories were identified within each of these main categories. The framework will serve as a roadmap to technology teachers, especially those with little or no pedagogical knowledge in technology to assist them to base their assessment on sound methodology.     

Innovation upgrading of local small and medium-sized enterprises and regional innovation policy: An empirical study

The aim of this paper is to clarify factors that promote innovation upgrading of regional SMEs and to analyze why and how policy programs implemented by local government affect their upgrading. This study is based on a firm-level questionnaire survey conducted in 2014 that targeted 1324 SMEs in Hyogo Prefecture, Japan. Innovation upgrading was classified into four stages depending on the novelty of the technology used and products; the novelty is classified according to whether they were existing or new. Measures of upgrading include the ratio of research and development (R&D) investment to sales, open innovation, sources of ideas, problem solving ability, human resource development (HRD), and business development strategies. An ordered probit model was employed. Six policy programs of Hyogo Prefectural Government were analyzed. The Manufacturing Academy was seen to be significant, and how this policy program affects upgrading through factors inside SMEs was examined by introducing cross-terms of policy programs and measures. Estimation results demonstrated that this policy program enhanced upgrading through HRD in SMEs, and it is considered that this was due to the policy programs meeting the necessity that SMEs have to develop the skills and abilities of their engineers and workers.     

The technological knowledge used by technology education students in capability tasks

Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally, it does not have an established subject philosophy. In the absence of an established subject philosophy for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework was derived mainly from Vincenti’s (What engineers know and how they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks and included an analysis of a questionnaire administered to these students. Findings suggest that the conceptual framework used here is useful in technology education and that the categories of technological knowledge apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge presented in the conceptual framework.     

The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842–2010

Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.     

Factors of broadband development and the design of a strategic policy framework

The paper analyses the household use of broadband technology and services in EU countries in an attempt to find the main reasons which explain the differences seen among countries. With the use of factor analysis, the underlying factors are identified as: (1) enablers and means; (2) the use of services; and (3) the ICT sector's development. Based on these findings, a two-dimensional framework that enables the classification of policy actions depending on the influencing factor and type of influence is developed. The framework can be used to analyse what is the appropriate set of policies at the national and regional governmental levels leading towards the better diffusion of new broadband (BB) technologies and services.     

The need to change pedagogies in science and technology subjects: a European perspective

This paper evolves out of a consultancy that was carried out with the European Commission over a two year period between 2001 and 2003. A working group, set within the European Commission and comprising representatives from 15 member states, as well as associated and accession countries, stakeholders and social partners involved in maths, science and technology education, was formed. Its remit was to identify good practice in maths, science and technology education across Europe and to make recommendations for policy makers in the area. One important theme which emerged during the analysis of good practice was the need to develop the type of pedagogies which would encourage the active involvement of pupils in authentic and meaningful learning experiences within these subject domains. A series of questions relating specifically to this area was therefore incorporated into the second phase of the investigation and sent out to all participating countries. Qualitative analysis of these questionnaires was carried out. Using the results of these analyses, along with information from discussions, this paper considers the situation in Europe in respect of the introduction of what are essentially social constructivist pedagogies in the field of technology and science education. It explores some of the attempts which have been made to implement such pedagogies and more importantly the barriers to their introduction which have been identified in most countries across Europe. A consideration of research literature in the field is then used to promote the argument that teacher beliefs or theories are a crucial factor in preventing change. The role of these theories in presenting barriers to change are discussed and the implications for both policy makers and for initial teacher education are analysed.     

Teaching and learning for sustainable development: ESD research in technology education

When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in “securing sustainable life chances, aspirations and futures for young people”. This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth’s carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge.     

Creating a bridge between university and industry in small European countries: the role of the Industrial Liaison Office

The frequent and intermittent need for new scientific knowledge has resulted in an increasing focus on links between industry and academic institutions. This has been particularly pronounced in the flows of knowledge between the two partners, which may lead to considerable diffusion of scientific and technical knowledge, particularly into the small firm sector. This development could be of particular benefit to smaller peripheral economies, which have demonstrated low levels of indigenous industrial technological development. As a result, universities could become increasingly important for local economic development in smaller countries on the periphery of Europe. However, a greater understanding is required of the pro-active role that the university itself can play in developing strong linkages with industry, particularly through mechanisms such as the Industrial Liaison Office (ILO). In particular, there needs to be an examination of the strategies and policies that are undertaken to increase the process of technology transfer from academia into local indigenous business within smaller countries. This paper will therefore examine the role that universities play in the regional economic development in two contrasting small countries of Europe, namely Sweden and Ireland. Drawing on interviews with key individuals in the processes of technology transfer between academia and industry (including ILOs), as well as secondary data, it will examine the general role and function of the industrial liaison office and how this has changed. It will also discuss the involvement of the university in different types of industrial links, the main opportunities and barriers to the development of links between university and industry, the benefits to the university from industrial links, and the perception of industry’s assessment of the relationship with universities. The research will provide valuable insight into the role of universities in developing innovation and entrepreneurship within the smaller and peripheral countries of Europe and will determine whether these universities are undertaking a pro-active role in encouraging the growth of innovative indigenous industry. This may have significant policy implications, especially with regard to the development of specific regional programmes to encourage academic-based entrepreneurship.     

A conceptual framework for developing the curriculum and delivery of technology education in early childhood

The purpose of this article is to provide an overview of the analysis of the Early Childhood Education (ECE) curriculum in six countries involved in the UPDATE-project, and on that basis, propose a conceptual foundation for technology education in ECE that aims to enhance gender sensitive technology education in the continuum from early years to adulthood. The existing ECE curricula in the participating countries were analysed according to the general pedagogical approach as well as the contents specific to technology education. In many cases technology education was presented generally or implicitly, embedded in various curriculum content areas, and the existing curricula did not offer much support for teachers to figure out the nature, aims and pedagogical means of early childhood technology education. The comparison of the curricula raised some common key-issues which are important to construe more theoretically. In consequence, the article also focuses on the contemporary view of child-centred pedagogy and the conceptualisation of technology education fitting into the scope of ECE. Play is highlighted as a fundamental way of learning seldom studied in the context of technology education. In addition, a gender perspective on technology education deals with equal possibilities of both sexes to acquire knowledge, abilities and attitudes needed in technological agency.     

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.     

Organization, programme and structure: an analysis of the Chinese innovation policy framework

The paper first identifies the stakeholders involved in the design and implementation of China's innovation policy and compares them with different government systems in selected Organization for Economic Co-operation and Development (OECD) countries. In order to disclose the relative strength and weaknesses inside China's innovation policy framework, we proceed to utilize policy practices in the OECD countries as a guideline to examine China's innovation policy in five categories: reform in the public S&T institutions, financial policy, business innovation support structure, human resource policy and legislative actions. Subsequently, several weak components of the Chinese innovation policy framework are identified and two of them are selected for further analysis: education and human resource policy, and protection of Intellectual Property Rights (IPR). Finally, the paper provides some priorities and possible actions for future innovation policy developments in China.     

Will 5G lead to more spectrum sharing? Discussing recent developments of the LSA and the CBRS spectrum sharing frameworks

This paper discusses two recent spectrum management frameworks, the Licensed Shared Access (LSA) developed in Europe and the Citizens Broadband Radio Services (CBRS) developed in the United States (US), which build their management approach on spectrum sharing. The importance of these two frameworks, besides their leading normative roles, is that recent debates have shaped them as cases to consider in the adoption of the upcoming fifth generation (5G) of mobile communications technology, in particular in the C-band. A discussion on these two frameworks is organised by following the four-step decision-making guide for spectrum management developed by Pogorel (2007), which requires spectrum authorities to make decisions in four areas of spectrum management: frequency harmonization, technology standardization, type of usage rights and assignment procedures.Notwithstanding the similarities with respect to the four areas of spectrum management considered, the two frameworks differ on their implementation schedules. CBRS leads the way, with a handful of providers receiving government approval to manage spectrum access controllers, and as of mid 2020, scheduled to have allocated spectrum licenses on half of its available spectrum. On the contrary, European countries have shown scarce interest towards implementing the LSA, despite the extensive work carried out by regulatory and standardization bodies.This may suggest that there are external contextual factors which influence the successful implementation of spectrum sharing frameworks. An interesting aspect which deserves further investigation is the institutional context in which decisions related to radio spectrum management are taken. Unlike the US authorities, European institutions do not possess coercive enforcement powers with respect to spectrum sharing. This key difference may contribute to explaining the different speed at which LSA and CBRS are implemented.     

Government in standardization in the catching-up context: Case of China's mobile system

This paper categorizes the multiple-faced roles of the government in technology standardization in the catching-up contexts. It presents a case that China has developed a third generation (3G) of mobile system, TD-SCDMA, and deployed it in the Chinese market. The authors attribute the success of this national standardization initiative to that the government is able to balance the interests of different stakeholders of mobile technology and market, and enroll them into the process of TD-SCDMA development and industrialization. The TD-SCDMA case demonstrates that the government in the standardization process can act as a project founder, risk undertaker, interest moderator, collaboration facilitator, and process monitor. Practical implications for developing countries in pursuing their indigenous innovation strategy are given.     

Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching

Integrating engineering and technology concepts into K-12 science and math curricula through engineering design project-based learning has been found to increase students’ interest in science, technology, engineering, and mathematics (STEM), however preparing teachers to shift to interdisciplinary teaching remains a significant challenge. Primarily teachers need to develop both skills and attitudes toward interdisciplinary teaching. In doing so, professional development (PD) is considered a key component in helping teachers through this transformation process. In an educational environment of accountability, measuring the effects of PD programs on teacher behaviors and capacity is essential but often elusive. The current study describes the change in attitudes to interdisciplinary teaching of 29 self-selected middle and high school teachers who participated a PD workshop and in delivering a 12–15 week interdisciplinary teaching and design problem unit that spanned multiple STEM subjects. This quasi-experimental pilot study implemented a single group pretest–posttest design using survey methods to collect data from the participants at two intervals; at the time of the PD workshop and at the completion of the teaching unit that emphasized a long-term engineering design problem. The goals of this research are to (1) assess the changes in attitudes to interdisciplinary teaching, attitudes to teamwork, teaching satisfaction, and resistance to change, (2) explore relationships among these changes, (3) and describe the variation in these changes across teachers’ gender, school level, discipline taught, and education level.     

Comparing technology education in the U.S. and U.K.

British and American discourses and experiences with respect to technology education are compared. Out of this comparison important issues are identified that have implications for the larger ongoing conversation on technology beyond these countries. They include the role of the state in establishing and validating the subject, the dual claims of technology literacy and technological capability, and dual curricular approaches — content and process.