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.     

The Technology Workshops at Oundle

Psychologists have shown that knowledge can be acquired independent of practical action, by observing and imitating others and by extracting knowledge from vicarious experiences coded in text. Yet experiential learning theorists suggest that real learning takes a practical event to embody it. In schools we ask our students to learn through study. This paper examines a concept of learning in which personal experience is the base or framework for learning. Oundle Public School has a tradition of learning through technology workshops. Using the case study and narrative research traditions, the author illuminates the philosophy behind this orientation. The period of history which spawned the orientation has many parallels to the information revolution we are witnessing today. The response by the headmaster then, including the curriculum policy and implementation issues which relate to it, are central to the debates and responses which characterize curriculum change now. The philosophy that gives Oundle its reputation in technological education is visited, the lessons it imparts are reviewed. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Value of a Utilitarian Curriculum: The Case of Technological Education

The position taken in this paper is that narrow conceptions of human development and the purposes of schooling have tended to displace rather than situate subjects like technology in the curriculum. Arguments which support this position, however, are only possible when the paradigm through which schooling is operationalized, is inverted. Viewing classic school subjects as abstractions which perpetuate narrow conceptions of pedagogy is a contentious position to take. But taking it and understanding how a utilitarian curriculum spawns real human development and learning gives a whole new perspective to curriculum theory and practice.     

ON THE BIASES IN FOREIGN TRADE INDICES*

Starting out from the observation that both imports and exports may be viewed as the difference between domestic consumption (use) and production, static standard theory of biases in consumption and production indices is brought to bear upon trade indices: Laspeyres tends to overrate when applied to imports and to underrate when applied to exports; for Paasche, the opposite holds true. Hence, terms of trade tend to be underrated (exaggerated) when based upon Laspeyres (Paasche) price indices. The problem of extending these conclusions to the case of changes in production frontiers and preference maps is discussed. When homotheticity is absent, correlation between price and quantity relatives may upset the simple conclusions. This is of special importance in the large-country situation. Dynamics further complicate the situation. A cobweb mechanism in exports may thus reverse the static results.     

A technique for evaluating alternative population forecasts

The authors utilize third, fourth, and fifth order polynomials to illustrate a procedure for evaluating alternative population forecasts. Population for 1930–1970 and projections for 1970 and 1980 for the State of Maryland and its five major regions are fitted to polynomials and utilized for extrapolation of existing trends. The authors suggest that the use of a zero net migration assumption as a baseline permits policymakers to identify the range of growth subject to control, and that the use of derivatives can assist in the interpretation of maxima and minima of these growth paths. Additional research is suggested in areas of population density analysis and in other policy applications of this methodology.     

Outcomes of voting and planning: Condorcet,Weber and Rawls locations

The paper is concerned with the comparison of the locations of a facility resulting from voting and planning procedures. It is shown that a voting location exists and coincides with that minimizing the total distance covered by the users to go to the facility when the transportation network contains no cycles. For a general network, least upper bounds on the ratio of the social values of the voting and planning locations are given in the cases where the total or the maximal travelled distance is minimized.