The problem solving in technology education (PSTE) project

International Journal of Technology and Design Education -     

When Paradigms Meet: Interacting Perspectives on Evaluation in the Non‐Profit Sector

This study examines a public debate in Australia, arising from a national government report, around how social contribution in the nonprofit sector should be assessed. Guided by several meta‐perspectives on evaluation, we identify connections between foundational assumptions and normative positions on evaluation espoused by non‐profit organizations (NPOs), and examine the ways in which the inter‐paradigmatic context of the non‐profit sector contributes to the emergence of NPOs’ different normative positions on evaluation. We conclude that particular paradigmatic orientations of NPOs (positivism, interpretivism, constructivism) lead to particular perspectives on how NPOs should engage with alternative paradigms (monism, impartial pluralism, radical pluralism).     

The International Trade Union Confederation: From Two (or More?) Identities to One

The International Trade Union Confederation was founded in 2006, consisting primarily of former affiliates of the International Confederation of Free Trade Unions and the World Confederation of Labour (although its creation was not formally a merger). I show how changes in the ideologies and identities of both confederations helped to overcome years of mutual antagonism and paved the way for unification. I consider the unification process in the broader perspective of the literature on trade union mergers but stress the need to focus on the role of ideas in such structural changes. The conclusion considers the problems the new confederation faces in developing a common set of ideas and a clear identity out of the separate orientations of its forerunners.     

Conceptual and Procedural Knowledge

The ideas that underlie the title of this chapter have been part of a familiar debate in education, namely that of the contrast of content and process. In both science and mathematics similar arguments have taken place, and these debates represent a healthy examination of, not only the aims of science and mathematics education, but the teaching and learning issues, and as such they reflect the relative maturity of these subject areas. Even in technology education, which is still in its infancy as a subject, echoes of these debates exist and there are contrasts of approaches to the balance of process and content across the world. The 'debate' in technology is evangelical in nature, with for example, proponents making claims for problem-solving approaches as a basis for teaching with few accounts and almost no empirical research of what actually happens in classrooms. There is insufficient consideration of the learning issues behind this, or other proposals, and it is timely to turn our attention to student learning. This article examines the nature of technological knowledge and what we know about learning related to it. The article argues that learning procedural and conceptual knowledge associated with technological activity poses challenges for both technology educators and those concerned with research on learning.     

Collaboration: The Challenge of ICT

Information and communications technology (ICT) brings many potential benefits to technology education, though the evidence of improved performance on traditional tasks is not yet proven. Areas such as computer-aided design and manufacture are now becoming standard elements of any student's technology education. These applications of ICT require changes to the arrangements of the teaching and the learning, but teachers may see few implications for what is learned. Network technologies, on the other hand, offer a new dimension of ICT for tasks such as designing. These dimensions may require a transformation in some aspects of technology education. This article will outline what such networking could do for collaborative learning in technology education, drawing on recent findings from research on learning. It will explore an example of collaborative designing, to see how its potential can be exploited and how it may transform learning in a way that ICT has probably not done so far. Such an exploration will look at both 'learning to collaborate' and 'collaborating to learn', two inter-related themes that are important in, and for, modern design practice in the world outside schools, as well as in research on learning. Although the technologies may yet have to reach maturity to become reliable and easy enough to use in schools, technology educators must be prepared to exploit the learning potential, and this paper is intended to encourage that preparation. This revised version was published online in July 2006 with corrections to the Cover Date.