Laureate Professor Marilyn Fleer holds the Foundation Chair of Early Childhood Education and Development at Monash University, Australia. She was awarded the 2018 Kathleen Fitzpatrick Laureate Fellowship by the Australian Research Council and was a former President of the International Society of Cultural-historical Activity Research (ISCAR). Additionally, she holds the positions of an honorary Research Fellow in the Department of Education, University of Oxford, and a second professor position in the KINDKNOW Centre, Western Norway University of Applied Sciences, and has been bestowed the title of Honorary Professor at the Danish School of Education, Aarhus University, Denmark. She was presented with the 2019 Ashley Goldsworthy Award for Outstanding leadership in university-business collaboration, and was recently elected as a fellow of the Australian Academy of Social Sciences and inducted into the Honour Roll of Women in Victoria as a change agent.

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• Part I. Researching technology and technologies education: 1. What is technologies education?; 2. Key ideas in the technologies curriculum; 3. Designing and creating preferred futures; 4. Creativity in design; Part II. The curriculum in action: 5. The curriculum in action: digital technologies in everyday life, the community and the classroom/centre; 6. The curriculum in action: digital technologies – computational thinking; 7. Technologies contexts: food and fibre production and food specialisations; 8. Technologies contexts: engineering principles and systems, and materials and technologies specialisations; 9. The curriculum in action: project management; Part III. Pedagogical practices for technologies; 10. Planning, assessment and evaluation in technologies; 11. Planning for teaching technologies: analysing the pedagogical approaches.

Laureate Professor Marilyn Fleer holds the Foundation Chair of Early Childhood Education and Development at Monash University, Australia. She was awarded the 2018 Kathleen Fitzpatrick Laureate Fellowship by the Australian Research Council and was a former President of the International Society of Cultural-historical Activity Research (ISCAR). Additionally, she holds the positions of an honorary Research Fellow in the Department of Education, University of Oxford, and a second professor position in the KINDKNOW Centre, Western Norway University of Applied Sciences, and has been bestowed the title of Honorary Professor at the Danish School of Education, Aarhus University, Denmark. She was presented with the 2019 Ashley Goldsworthy Award for Outstanding leadership in university-business collaboration, and was recently elected as a fellow of the Australian Academy of Social Sciences and inducted into the Honour Roll of Women in Victoria as a change agent.

Select Guide Rating

• Part I. Researching technology and technologies education: 1. What is technologies education?; 2. Key ideas in the technologies curriculum; 3. Designing and creating preferred futures; 4. Creativity in design; Part II. The curriculum in action: 5. The curriculum in action: digital technologies in everyday life, the community and the classroom/centre; 6. The curriculum in action: digital technologies – computational thinking; 7. Technologies contexts: food and fibre production and food specialisations; 8. Technologies contexts: engineering principles and systems, and materials and technologies specialisations; 9. The curriculum in action: project management; Part III. Pedagogical practices for technologies; 10. Planning, assessment and evaluation in technologies; 11. Planning for teaching technologies: analysing the pedagogical approaches.