Progression in Technology Education in New Zealand: Components of Practice as a Way Forward

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for brief development.     

The Politics of Technological Literacy

Technological literacy has been given official sanction; it is the end of technology education in the United States. For most technology educators, the construct is neutral, and something nobody could be ‘against’. This article situates technological literacy in its ideological context of competitive supremacy and conservative politics. In opposition to a ‘neutral’ notion of this construct, a turn toward critical technological literacy is negotiated. Critical technological literacy represents an overtly political turn toward overcoming forms of power that sustain inequities in the built world. To engage in these politics, it is argued that technology educators will necessarily have to resituate their practice within cultural studies. This revised version was published online in July 2006 with corrections to the Cover Date.     

Recognising Uniqueness in the Technology Key Learning Area: The Search for Meaning

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.     

Competing technologies and industry evolution: The benefits of making mistakes in the flat panel display industry

This article investigates the post‐entry implications of pre‐entry technological choices made during the uncertain period before a dominant design. Building on work on technological dynamics and organizational inertia, I argue that too early commitments to the winning technology may impede the ability to bring the best product to market, but delaying investment too long limits the ability to accumulate useful knowledge. Using data from the evolution of the flat panel display industry from 1965 to 2005, the study shows empirical support for the two theoretical mechanisms and offers the surprising result that firms starting in the losing technology before switching outperform other firms in terms of product value. Switching, while difficult behaviorally in recovering from failure, both delays difficult‐to‐reverse technological commitments and develops market knowledge. Copyright © 2013 John Wiley & Sons, Ltd.     

Toward sustainable practices in technology education

This paper discusses the problematic relationship between technology education, consumption and environmental sustainability. The emerging global sustainability crisis demands an educational response that moves beyond mere ‘tinkering’ with classroom practices, toward technology education which embraces life cycle thinking and ‘eco-innovation’. It will argue that the urgent transformation to technology education for sustainability citizenship must begin with a critical examination of existing practices and assumptions which underpin unsustainability. The initial context for this discussion will be technological education in Canada and the United States, in particular a recent national report on the assessment of technological literacy. The paper concludes by suggesting several ‘new paths’ forward to move technology education toward more sustainable practices and more relevance for young people.     

Technology learning 1: Towards a curriculum for children who are technologists

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.     

Issues of Learning and Knowledge in Technology Education

This article examines issues that arise from learning and knowledge in technology education. The issues examined are, first, the definition of technological knowledge and what the nature of that knowledge should be, where the concern is with how we define and think about that knowledge, especially in the context of how students learn and use knowledge in technology education. Second, the relationship between learning and knowledge in particular the inter-relationship between learning and knowledge, focusing on a situated view of learning. The third issue sees learning related to the context within which the learning takes place.This paper will explore these three inter-related issues in four sections. First, an outline of a view of learning that privileges context. Second, there will be a consideration of types of knowledge, namely, procedural and conceptual knowledge. These two types will be elaborated upon through research done at the Open University, particularly on problem solving and design. In discussing conceptual knowledge empirical work in mathematics and science education will be drawn on, along with work on the use of mathematics and science in technology education. Third, it will be argued that qualitative knowledge should become a part of teaching and learning in technology education because it both reflects a view of knowledge stemming from situated learning, and the tasks of technology. The article will end with a research agenda for what we have yet to understand, drawing on the earlier arguments.     

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.     

The Politics of Technological Literacy

Technological literacy has been given official sanction; it is the end of technology education in the United States. For most technology educators, the construct is neutral, and something nobody could be ‘against’. This article situates technological literacy in its ideological context of competitive supremacy and conservative politics. In opposition to a ‘neutral’ notion of this construct, a turn toward critical technological literacy is negotiated. Critical technological literacy represents an overtly political turn toward overcoming forms of power that sustain inequities in the built world. To engage in these politics, it is argued that technology educators will necessarily have to resituate their practice within cultural studies.     

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.     

Beyond local search: boundary-spanning,exploration, and impact in the optical disk industry

Recognition of the firm's tendency toward local search has given rise to concepts celebrating exploration that overcomes this tendency. To move beyond local search requires that exploration span some boundary, be it organizational or technological. While several studies have encouraged boundary-spanning exploration, few have considered both types of boundaries systematically. In doing so, we create a typology of exploration behaviors: local exploration spans neither boundary, external boundary-spanning exploration spans the firm boundary only, internal boundary-spanning exploration spans the technological boundary only, and radical exploration spans both boundaries. Using this typology, we analyze the impact of knowledge generated by these different types of exploration on subsequent technological evolution. In our study of patenting activity in optical disk technology, we find that exploration that does not span organizational boundaries consistently generates lower impact on subsequent technological evolution. In addition, we find that the impact of exploration on subsequent technological evolution within the optical disk domain is highest when the exploration spans organizational boundaries but not technological boundaries. At the same time, we find that the impact of exploration on subsequent technological development beyond the optical disk domain is greatest when exploration spans both organizational and technological boundaries. Copyright © 2001 John Wiley & Sons, Ltd.     

Multidisciplinary Technology Education

Contrary to a tale that is being told in the US, there is no transhistorical, universally pristine organisation of technology. This article resituates technology education in the contested, historico-political terrain to which it belongs. The current, and only, model of the technology discipline is interrogated in order to interrupt a project with roots bound up with a doctrinaire, academic conservatism popularised during the early 1960s. Following a lively critique of the technology mono-discipline, comparative curriculum is used for path-finding and interpretation. Counter to the mono-discipline model of technology, the conceptual parameters of a critical and plural multidiscipline are outlined. ‘Multidisciplinary Technology Education’ (MTE), inspired through efforts in art education, is proposed as a middle path between the technology mono-discipline and Design and Technology. MTE is balanced over four interdisciplines – Practice, Design, Studies and Criticism – with an end in technological sensibility and political sagacity. This revised version was published online in August 2006 with corrections to the Cover Date.     

Machine Control – A Design and Technology Discipline in Israel's Senior High Schools

This paper presents a concept of the Machine Control discipline developed through the past decade as part of the technological education reform in Israel. The discipline has been widely implemented in senior high schools as an optional matriculation subject. Principles, contents, experience, evaluation and challenges of the curriculum are discussed. Specific features of the discipline in rural, technological and general school environments are presented and illustrated by examples. Arguments in support of a cross-national comparison of specific technology programs are given. This revised version was published online in July 2006 with corrections to the Cover Date.     

The planning of technology education for South African schools

One of the recommendations made in the discussion document,A Curriculum Model for Education in South Africa (CUMSA), which was released by the Department of National Education in 1991, is that technology education should be offered for the first nine years of pre-tertiary education as a compulsory subject and for the last three years as an optional subject. This paper aims to locate technology education in the context of the sociopolitical and economic background to education in South Africa and to assess to what extent it meets the emerging aims and needs of education. Further aims are to propose a rationale for the teaching of technology at school level in South Africa, to suggest possible broad aims for the teaching of technology, to outline the nature and character of technology education relevant to the South African situation and to propose a possible methodology for technology education in South Africa. The conclusion is reached that technology education can make an important contribution to South African education if the so-called technological process is the major emphasis as this can be transformative and promote quality education.Dr Piet Ankiewicz (M Sc, D Ed, HED) is a Senior Lecturer in Education at the Rand Afrikaans University. He is responsible for teacher education programmes in the field of Science, and for an M Ed course in technology education. His areas of research include education policy and curriculum development for technology education.     

Technological literacy reconsidered: a model for enactment

This paper presents a model to describe technological literacy as enacted by indiviudals in the course of shaping their lives and the world around them. The model has two interrelated facets—the potential for and enactment of technological literacy—where enactment and potential mutually constitute each other. This potential is made up of knowledge of a particular situation, personal engagement with a situation, and social engagement in the world. Enactment requires a particular set of competencies in action, which together helps shape the situation: recognizing needs; articulating problems; contributing towards the technological process; and analysing consequences. The implications of this model for technological literacy in the context of the individual and society, and the role of technology education in developing technological literacy, are discussed.     

The Development of a National Curriculum in Technology for New Zealand

New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.     

Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers

In this issue of the International Journal of Technology and Design, we report on a series of case studies from the second phase of an international project—Developing Professional Thinking for Technology Teachers (DEPTH2). The first phase of the project was a study conducted with both primary and secondary technology pre-service teacher education students in a number of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their professional knowledge. We discovered that, despite the different country contexts, student teachers of technology could articulate aspects of their developing teacher knowledge using the same framework for teacher professional development. As previously reported in this journal (Banks et al. International Journal of Technology and Design Education, 14, 141–157, 2004), the common graphical tool enabled them to set out their subject knowledge, pedagogical knowledge and ‘school’ knowledge and was useful in helping them become more self-aware. In this second phase of the project we have developed this line of research in two ways. First, we extended the range of participants to include experienced teachers involved in in-service work connected to curriculum development. Second, we looked at the inter-relationship for pre-service teachers between their developing professional knowledge and their own ‘personal subject construct’. In this article, the theoretical framework for the subsequent papers is described and set in the context of recent debates surrounding the nature and importance of teacher knowledge; and the way such professional knowledge can be articulated by teachers.     

Designers as Teachers and Learners: Transferring Workplace Design Practice into Educational Settings

The nature of the design process and how to develop this skill in novice designers has been of considerable interest to technology educators. The relationship between workplace and school-based design is one area in which a need for further research has been identified by Hill and Anning (2001, International Journal of Technology and Design Education 11, 111–136). The research project described in this article had two aims. The first was to compare the workplace practice of six experienced designers with their practice when working on a technological assessment task as part of a pre-service teacher education programme. The second aim was to investigate their experience on teaching practicum in developing design skills with secondary school students. Findings from the research are described and the paper concludes with a discussion of the implications for teaching technology education.     

Venture capital in China: Past,present, and future

This article reviews the literature on venture capital in China and examines where China’s venture capital industry has been and where it is likely to go in the future. Since the 1980s, venture capital in China has grown steadily alongside the robust national economy. The future is likely to offer even greater opportunities, as entrepreneurs are encouraged and property rights improve. However, there will also be a period of transition as the market continues to mature and as new legal structures and commercial arrangements emerge. Venture capital in China has many interesting differences from that in Western countries. The venture capital industry is shaped by the institutional context and China is no exception to this. This article also examines some specific differences between the system in China and that of the United States. Future prospects for venture capital are also appraised as China continues its transition to a market economy.