Gifted students’ needs in technology education

Students who are gifted and students with high abilities can have special educational needs. Teaching should be challenging and stimulating and teachers and educators in inclusive settings have a variety of needs to consider, included the gifted students’ needs. However, when it comes to secondary technology education, little is known about gifted students’ needs. The aim of this ongoing study is to describe and synthesize knowledge about gifted students’ needs in technology education through a systematic research literature review and a thematic analysis. The tentative results are four themes describing gifted students’ needs in technology education as Complexity, Autonomy, Support, and Authenticity. The themes can be used by teachers and guide them in their efforts to plan and implement diverse and differentiated technology teaching as a proactive response to the gifted students’ needs in inclusive settings

Promoting Creativity in the Secondary Design and Technology Classroom in England

This study explores the use and implications of biomimicry as a design method in a secondary school Design and Technology classroom in England. The study’s aim was to explore biomimicry as one of the design approaches in a Design and Technology classroom. The goal of this research was to develop an appropriate teaching strategy for including biomimicry in the design process as a means for encouraging students to “use a variety of approaches to generate creative ideas and avoid stereotypical responses when responding to design briefs” (DfE, 2013, p. 2). The Biomimicry approach takes inspiration from natural solutions adopted by nature and imitates the concepts when designing products. Working with a class of year 9 pupils (aged 13 - 14) the research team introduced the principles of biomimicry, which was chosen as an innovative approach for promoting creativity. This action research took a qualitative approach to gain insights into pupils\u27 thought process as they applied biomimicry in the given design brief. Action Research was used to understand if the introduction of biomimicry as an intervention would develop pupils’ creativity. The data that was used for analysis includes responses to open-ended questions, drawings, and artefacts. The findings of the study show that with the support of teachers, pupils used inspirations from nature in their design and make tasks to creatively think through and create original artefacts that meet an identified design need. The biomimicry approach was embraced by pupils who developed a range of nature inspired designs. The paper also presents interesting findings on pupils’ knowledge and learning process through demonstration of acquired skills of originality and creativity represented through interventions in natur

Students’ Reasoning About Sustainable Development in Relation to Products’ Life Cycles

In this study, we investigate Secondary School students’ reasoning about a product’s life cycle in relation to three dimensions of sustainable development: economic-, social- and ecological sustainable development. Production and consumption are part of a complex socio-technological system that affects nature and life on earth and knowledge about this complex system are required to achieve sustainable development. In technology education, students can get the opportunity to reason about products and their life cycles. Hence, this study aims to explore what emerges in students’ reasoning about products’ life cycles in relation to sustainable development. Data collection was made through two semi-structured interviews where the students participated in focus groups containing 3 and 4 participants in each group. All student responses have been analysed through thematic analysis to explore dimensions of sustainability. Results show that the students reason with regard to all three dimensions of sustainable development. However, the three dimensions occur to a varying extent within the different phases of a product’s life cycle. Additionally, the students also connect dimensions in their reasoning, with both harmonies and contrasted perspective. Participating students’ reasoning indicated traces of an anthropocentric approach. These results have implications for technology education both associated to content and practice, which is an important step towards education for conscious consumers

AI Text-to-Image Generation in Art and Design Teacher Education: A Creative Tool or a Hindrance to Future Creativity?

In today\u27s constantly changing world technological developments in artificial intelligence can induce educational visions of both utopia and dystopia. New technologies and platforms of communication can provide new forms and possibilities of learning. Creating an image has historically mostly been a human process of using knowledge and application of technique that demanded training. This image making process changed with the invention, development and spread of the photographic camera, when creating a detailed visual representation of reality became a possibility without a complex process of craftsmanship and artistry. The nature of visual art changed but the visualization of ideas and prefigurative thoughts could not necessarily be captured by a camera. With the development and spread of AI text-to-image generation, can this change the need for a competency to visualize ideas in the way the camera changed the need for drawings and paintings as visual representations? This study explores how AI text-to-image generators can contribute to and change art and design teacher education. We conducted exploratory experiments where we tested a variety of AI text-to-image generators and explored the outcome of using different generators, prompts, and settings. Reflections were written down throughout the process. This was combined with an online ethnography on text-to-image communities. Different potentials of learning were identified, as well as issues of interaction and possible contexts of use. The results are discussed in a future learning context

Implementing Engineering Based STEM Programs in High School Classrooms in the Republic of Korea

In 2022, South Korea announced new national curriculum that implement it from 2023. High school curriculum is about to fully implement the high school credit system, which allows students to choose subjects that suit their needs and career paths. In South Korea, technology education in middle school is a common compulsory subject, but high school technology education is a selective subject and has the name of technology and home-economics. High school technology education experiences difficulties that are not selected in many schools due to the confusion of identity of subject names and social negative perception of technology. The purpose of this is to develop an engineering education program that can be used in high school technology education and to verify its effect on students. To achieve the purpose of this study, an engineering education program was developed and students’ changes through the program were measured. This study was based on a single-group pre-post test design and was conducted with 96 10th grade students. As a result of this study, students’ engineering interest, engineering self-efficacy, and engineering career awareness were statistically significantly improved through the developed engineering education program. This study provides great implications for actively including and utilizing engineering in technology education. In addition, it will give great implication for the direction and program development of high school technology education

Impact of a Creative Design Course on Undergraduate Learners’ Creative Confidence

This study was conducted as part of an effort to critically analyze and assess student outcomes in Creative Design, an undergraduate course at [Institution]. Topics covered in the course include, but are not limited to: the design process, technical drawing, working with tools and materials, modeling a product or design, and design elements and principles. While some students (e.g. Technology and Engineering Education majors) are required to take this course, it is also open to students across campus, and is a Literary, Visual, and Performing Arts liberal learning course option. There are typically several sections of the course offered each semester, and it is taught by a variety of instructors. The research aimed to investigate how Creative Design impacted undergraduate students’ creative thinking, creative self-efficacy, and spatial thinking skills. Students were asked to complete instruments to assess each of these areas, both at the beginning and end of a semester in which they were enrolled in the course. Students also completed a demographics survey, which allowed outcomes to be explored further, for example, by major (STEM/non-STEM). The focus of this manuscript is creative self-efficacy, measured by the Short Scale of Creative Self (Karwowski, 2011). Results indicate that Creative Design may raise female students’ creative confidence, resulting in female students feeling nearly as creatively confident as male students by the culmination of the course. While the results of this study are specific to Creative Design, further research could explore the effects of other design, creativity, and technology courses on undergraduate student outcomes

Influence of Pre-professional Organizations on TEE Students

Since the 1970’s, there has been a notable decrease in the number of Technology and Engineering Education (TEE) teacher preparation programs, as well as TEE teacher preparation program graduates within the United States. Previous studies have investigated reasons that post-secondary students pursue a TEE degree. However, no research is currently available regarding factors influencing student retention in TEE teacher education programs as well as factors that influence whether TEE preservice teachers enter the education field. Using the expectancy-value theory, this study investigates the relationship of participation of communities of practice in a student’s intention to graduate from the program and enter the teaching field following graduation. This is the first step to a cross-sectional study looking at the influence of exposure to and participation in the Technology and Engineering Educators Collegiate Association on TEE teacher preparation program students. Participation in TEECA was measured ordinally with varying levels of participation depending on a student’s activity level in student chapter meetings, conference attendance, and event participation

How do Swedish technology teachers assess programming education in grade 4-6?

This study examines Swedish teachers\u27 teaching and assessment practices in programming education for students in grades 4-6, with a focus on the technology subject. It investigates whether existing governing documents provide sufficient guidance for effective teaching and assessment in programming, particularly regarding Pedagogical Content Knowledge (PCK). The study addresses challenges faced by teachers, including limited training and a lack of instructional guidelines, stressing the importance of bridging this gap to support effective programming instruction and assessment. It explores assessment practices in programming within the technology subject, referring to previous studies that identify various approaches. The discussion includes product and process criteria for assessing programming tasks and emphasizes the need for clearer links between programming assessment and core technology content. The methodology involves semi-structured interviews with experienced teachers who taught programming prior to its inclusion in the curriculum. Analyzing the interview data helps examine alignment between teachers\u27 assessment practices and governing documents. Results and discussion focus on one teacher, Camilla, with six years of programming teaching experience. It describes how Camilla facilitates curriculum goals and aligns assessments with grading criteria. The article also summarizes specific areas assessed in programming education and compares Camilla\u27s criteria with essential content knowledge from previous studies. Based on the findings, the study concludes that while Camilla demonstrates comprehensive understanding of assessing programming knowledge, improvements are necessary in primary school programming education in Sweden. The existing governing documents inadequately support effective programming instruction, particularly in terms of content knowledge. It suggests identifying key characteristics of quality programming education at each stage of compulsory schooling and engaging in discussions to establish a strong educational foundation. Key Words: Computer programming, PCK, assessment, teacher education, professional developmen

Design & Technology Education: What can we do to Influence Transdisciplinary Undergraduate Learning?

Creating new ways to position Design and Technology (DT) teacher preparation programs in higher education can be considered critical today. For example, in the United States, the few remaining DT-related teacher programs can be in jeopardy of supporting the school subject as a result of teaching workforce declines. But, while some may view that DT programs are no longer relevant in parts of the world today, there can be an opportunity to leverage and make pertinent DT content/practices beyond teacher preparation. New DT approaches can be important to consider, not only to just sustain the remaining programs, but to also create new educational experiences that provide valuable skills/knowledge to a broader audience. In doing so, teacher programs can deliver DT experiences across college campuses that many students may no longer have access to in secondary schools—due to the aforementioned teacher workforce concerns. These DT learning experiences can involve the content/practices related to designing/making/innovating as well as the pedagogical approaches that support transdisciplinary learning. With a variety of educational transformation initiatives happening at universities, DT programs can help shape the way that undergraduate learning occurs. So how do DT programs leverage their value related to transdisciplinary learning through design/innovation practice to reach new audiences while also sustaining programs that develop teachers? To provide an answer, this poster will highlight a transdisciplinary program, titled Mission Meaning Making (M3), that was developed to provide a new cross-college learning experience for undergraduate students focused on design and innovation. The M3 program has been created to synergize the key strengths of three partnering units/disciplines (DT, anthropology, and business) to prepare undergraduates for addressing contemporary challenges in innovative, and transdisciplinary ways. The poster will provide details/research related to the M3 program and explore how DT can strive to make a broader impact on campuses

Rupe Rere Nui: Place-based Storytelling in Robotics with Māori-medium Students

This paper is part of a larger study involving the design and implementation of a prototype of a low-cost programming environment or tangible user interface where students use robots to navigate a geographical map in telling and re-telling stories associated with that place. The geographical map that was initially developed depicted the Wellington region (the lower North Island of New Zealand), as the lead researcher for this project had connections to Wellington. The story-telling focused on the narratives of Kupe, a Māori explorer and one of the first to discover New Zealand. However, in response to an inner-city Auckland school, we designed a map that would support the children’s engagement with local landmarks, as expressed in a waiata (song) called Rupe Rere Nui. Māori kaumatua (elder), Wally Penetito, exhorts teachers to ‘start where your feet are’, emphasising the importance of place-based learning or localised curriculum. The focus of this paper lies in pedagogical possibilities and the importance of responsive curriculum design when you are working in classroom contexts. The study contributes to the field of localised curriculum with a focus on the place of storytelling and the incorporation of non-technical subjects, such as place-based narratives, into a robotics system. The use of paper-based commands with young children aged between 5-9 years of age has been evaluated over a range of settings and the working prototype has been refined as a result of trials with teachers and children in classrooms