Contemporary Issues in Technology Education – serie

This book draws together the perceptions and experiences from a range of international professionals with specific reference to food education. It presents a variety of teaching, learning and curriculum design approaches relating to food across primary, secondary and vocational school education, undergraduate initial teacher education programs, and in-service professional development support contexts.  Contributions from authors of a variety of background and countries offer insight into some of the diverse issues in food education internationally, lessons to be learned from successes and failures, including action points for the future. The book will be both scholarly and useful to teachers in primary and secondary schools.

This book draws together the perceptions and experiences from a range of international professionals with specific reference to food education. It presents a variety of teaching, learning and curriculum design approaches relating to food across primary, secondary and vocational school education, undergraduate initial teacher education programs, and in-service professional development support contexts.  Contributions from authors of a variety of background and countries offer insight into some of the diverse issues in food education internationally, lessons to be learned from successes and failures, including action points for the future. The book will be both scholarly and useful to teachers in primary and secondary schools.

This book is about design and innovation – what it is and how to teach it. The blending of design and innovation is having an increasing impact not only on the world of products and services but on a wide variety of disciplines such as information and communications technology (ICT), business, education and medicine. However, there is a lack of books on teaching the subject despite the significant growth of interest in both academia and the workplace. This book addresses this gap by outlining foundational principles for the teaching of design and innovation and by offering a practical process for implementing the pedagogy in academic institutions and outside academia in the context of continuing professional development (CPD). It describes two undergraduate case-studies that aimed to instill design and innovation competences in students of both engineering and business disciplines. The cases involved student teams working with incubation centre start-ups and multi-national subsidiaries. One of the aims of this book is to provide a resource for continuing professional development (CPD). Consequently, a third practitioner-based case study is presented as an example of research-informed teaching. In addition, the book proposes the concept of Simulation-Action Learning (SAL) as an enhancement of Project-Based Learning (PBL).

This book is about design and innovation – what it is and how to teach it. The blending of design and innovation is having an increasing impact not only on the world of products and services but on a wide variety of disciplines such as information and communications technology (ICT), business, education and medicine. However, there is a lack of books on teaching the subject despite the significant growth of interest in both academia and the workplace. This book addresses this gap by outlining foundational principles for the teaching of design and innovation and by offering a practical process for implementing the pedagogy in academic institutions and outside academia in the context of continuing professional development (CPD). It describes two undergraduate case-studies that aimed to instill design and innovation competences in students of both engineering and business disciplines. The cases involved student teams working with incubation centre start-ups and multi-national subsidiaries. One of the aims of this book is to provide a resource for continuing professional development (CPD). Consequently, a third practitioner-based case study is presented as an example of research-informed teaching. In addition, the book proposes the concept of Simulation-Action Learning (SAL) as an enhancement of Project-Based Learning (PBL).

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.

This book provides an introduction to the philosophy of technology. It offers a survey of the current state-of-affairs in the philosophy of technology, and discusses its relevance for teaching about technology.Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give an appropriate answer to the question: what is technology? The question of the nature of technology is explored in the philosophy of technology, making this a highly relevant discipline for those who teach about technology. Literature in this field, however, is not always easy to access for non-philosophers. By providing an introduction to the philosophy of technology, this book makes the discipline more easily accessible. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators who are interested in the intriguing phenomenon of technology that is so important in our contemporary society.

This book provides an introduction to the philosophy of technology. It offers a survey of the current state-of-affairs in the philosophy of technology, and discusses its relevance for teaching about technology.Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give an appropriate answer to the question: what is technology? The question of the nature of technology is explored in the philosophy of technology, making this a highly relevant discipline for those who teach about technology. Literature in this field, however, is not always easy to access for non-philosophers. By providing an introduction to the philosophy of technology, this book makes the discipline more easily accessible. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators who are interested in the intriguing phenomenon of technology that is so important in our contemporary society.

Twenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places. This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved. The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students’ cultural capital are also explored, as are the role and place of political persuasion, professional organisations, and research that connects with practice. The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment.

This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education.The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Eachchapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.

This book addresses notions of critique in Design and Technology Education, facilitating a conceptual and practical understanding of critique, and enabling both a personal and pedagogical application to practice.Critique can be a frame of mind, and may be related to a technology, product, process or material. In a holistic sense, critique is an element of a person’s technological literacy, a fundamentally critical disposition brought to bear on all things technological. This book provides a reasoned conceptual framework within which to develop critique, and examples of applying the framework to Design and Technology Education. The book builds on The Future of Technology Education published by Springer as the first in the series Contemporary Issues in Technology Education.In the 21st century, an ‘age of knowledge’, students are called upon to access, analyse and evaluate constantly changing information to support personal and workplace decision making and on-going innovation. A critical Design and Technology Education has an important role to play, providing students with opportunities to integrate economic, environmental, social and technological worlds as they develop and refine their technological literacy. Through the design and development of technology, they collaborate, evaluate and critically apply information, developing cognitive and manipulative skills appropriate to the 21st century. Critique goes beyond review or analysis, addressing positive and negative technological development. This book discusses and applies this deeper perspective, identifying a clear role for critique in the context of Design and Technology Education.

This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education.The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Eachchapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.

This book addresses notions of critique in Design and Technology Education, facilitating a conceptual and practical understanding of critique, and enabling both a personal and pedagogical application to practice.Critique can be a frame of mind, and may be related to a technology, product, process or material. In a holistic sense, critique is an element of a person’s technological literacy, a fundamentally critical disposition brought to bear on all things technological. This book provides a reasoned conceptual framework within which to develop critique, and examples of applying the framework to Design and Technology Education. The book builds on The Future of Technology Education published by Springer as the first in the series Contemporary Issues in Technology Education.In the 21st century, an ‘age of knowledge’, students are called upon to access, analyse and evaluate constantly changing information to support personal and workplace decision making and on-going innovation. A critical Design and Technology Education has an important role to play, providing students with opportunities to integrate economic, environmental, social and technological worlds as they develop and refine their technological literacy. Through the design and development of technology, they collaborate, evaluate and critically apply information, developing cognitive and manipulative skills appropriate to the 21st century. Critique goes beyond review or analysis, addressing positive and negative technological development. This book discusses and applies this deeper perspective, identifying a clear role for critique in the context of Design and Technology Education.

This volume brings together significant international research in technology education by focusing on contemporary postgraduate research, elaborating on the findings with the aim of making the content relevant to researchers, teachers and other potential researchers in the field. The book shares with readers what the research means for classroom teachers through understanding different motivations for teaching technology in schools and observing the model of learning supported by the research. Each chapter in the book includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.This book continues the work done by 2017’s Contemporary Research in Technology Education by the same editors.

This book discusses the teaching and learning about technological systems in technology education and adjacent curriculum areas. It describes, analyzes and synthesizes contemporary research on technological systems in technology education. By delving into the philosophy, sociology and history of technology, technology education and the learning and teaching of technological systems, it summarizes prior research and analyzes new research. This book thereby serves as a resource and reference work for professionals in this area of research and education.

This book discusses the teaching and learning about technological systems in technology education and adjacent curriculum areas. It describes, analyzes and synthesizes contemporary research on technological systems in technology education. By delving into the philosophy, sociology and history of technology, technology education and the learning and teaching of technological systems, it summarizes prior research and analyzes new research. This book thereby serves as a resource and reference work for professionals in this area of research and education.

This book brings together significant international research in technology education through a focus on contemporary Ph.D. theses. It highlights the conceptual underpinnings and methodology of each research project and elaborates on how the findings are relevant for practitioners. This book addresses the common disjunction between research conducted and an awareness of that research by practitioners. It examines the extent to which the research aligns with different justifications for teaching technology in schools in economic, utilitarian, democratic, cultural, and other such contexts.

This book brings together significant international research in technology education through a focus on contemporary Ph.D. theses. It highlights the conceptual underpinnings and methodology of each research project and elaborates on how the findings are relevant for practitioners. This book addresses the common disjunction between research conducted and an awareness of that research by practitioners. It examines the extent to which the research aligns with different justifications for teaching technology in schools in economic, utilitarian, democratic, cultural, and other such contexts.

Twenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places. This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved. The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students’ cultural capital are also explored, as are the role and place of political persuasion, professional organisations, and research that connects with practice. The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment.

This book offers clarity and consistency of thinking in relation to Technology Education when situated within a STEM approach to teaching. It examines the range of Innovations and Issues which are being considered by schools as they implement STEM, with particular focus on the place of Technology, or the ‘T’ in STEM. The book is divided into three sections: Philosophy, Implementation and Issues and Innovations, with each containing five to seven chapters. The first section lays the foundations for the remainder of the book: it focuses the readers on the technology aspect of STEM education and situates it to align with the international understanding of technology education. The second section provides insights into how STEM is best implemented to give technology due consideration across a range of disciplines with technology education, including engineering, food technology, and textile technology. This section also provides suggestions for the successful implementation of the STEM approach, and offers further insight through a range of case studies. The third section outlines and discusses a range of issues that pose a threat to the position and understanding of technology within the STEM teaching and learning approach. This section also examines how technology and STEM are situated within, are supported or are threatened by, other current innovations and approaches to teaching an integrated curriculum, such as the Maker Space Movement and Play-based Learning.

There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this bookis transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.

There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this bookis transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.

This book brings together authors from around the world to discuss the Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education (STEL) released in July 2020 by the International Technology and Engineering Educators Association (ITEEA). The various chapters examine and elaborate on how educators must understand the structure of the standards used and their alignment with educational programs at specific levels and contexts, both in the context of the USA, and internationally. It also showcases case studies analyzing the use of standards in their various contexts from a number of countries which have either adapted STEL, or which have national Standards in Technology Education. The STEL represents a major update to the content standards that has guided the field of technology education (and, later, technology and engineering education) in the USA since 2000. In contrast to previous standards, STEL presents a substantial reduction in the number of standards and associated benchmarks, and the benchmarks have been operationalized to identify the key knowledge, skills, and dispositions associated with each standard. It also emphasizes a focus on core standards that should allow for deeper levels of understanding and engagement on the part of students, who in comprehensive educational programs will continue to revisit these core standards in increasingly sophisticated ways as they progress from Pre-K through Grade 12.