Interpretation of Technology in curriculum documents – a comparative analysis

This paper is set up to examine the understanding of technology in curriculum documents of four countries - Australia, the UK, the USA and Russia, and to provide a basis for possible ways of expanding knowledge about technology in technology education curriculum. On the theoretical level, the understanding of technology is controversial, partly because it is developed by different disciplines. In the paper two broad categories, taken from the philosophy of technology, will be used for the analysis of curriculum documents: engineering (applied science) - humanities approaches and technological - value-driven (social) determinism. The comparison is presented in the table. Then the argument will be developed that a more critical and more balanced view on technology is needed for developing an adequate concept of knowledge about technology in technology education. A more critical view could include: reasonable doubt in technological progress; technology can escape from the peoples' control; the integration of people and society into the technical world; the relationship between power and technological knowledge; uncertainty should be treated more seriously. A more balanced view has to reflect, on one hand, that development of technology depends on human values, and on the other hand that it has its own laws of development. This proposal is based on the Ellul's analysis of technology

Russia in transition: the concept and practice of technology education in schools - the programme "technology and enterprise education in Russia"

This paper describes and analyses a programme aimed at developing a humanistic, design-based approach to Technology education in Russian schools. Most Russian children are still taught craft skills in wood and metal (boys) and cooking and sewing (girls). There is no tradition of teaching design, nor of developing problem-solving capabilities. However, the Russian Education Law of 1992 demands curriculum reform which is humanistic, and geared towards developing a creative, proactive individual, capable of life-long learning. The programme started in 1994, and was adopted by the Ministry of Education of The Russian Federation in 1996. The authors describe some of the difficulties ­ there is no Russian word for 'Design'; teachers need to reinvent a wide range of pedagogical technologies; the climate is uncertain politically and disastrous economically. Issues of impact assessment are considered, and a possible structure for national curriculum order outlined. Finally, the paper raises questions of the suitability of such an approach for Russia

A design-based approach to technology education - is it acceptable practice in Russia?

This paper discusses the results of an evaluation of a curriculum development project, aimed at introducing a design-based or 'project' approach to Technology education in one of the central regions in Russia. The work was started four years ago and in October 1999 it was evaluated for the first time. Qualitative methodology has been used for this evaluation, including interviews with students and teachers, project leaders and regional administrators, as well as questionnaires to students and teachers, and analysis of documents. The findings demonstrate that there is a very positive move in the 'right' direction and that the project has been successful. However, there are some deep, culturally rooted misinterpretations of the approach. Two main areas of concern have been discussed: understanding of the nature of projects in technology education and humanisation as a new epistemological basis for technology education. In the paper the interpretations of the findings are presented within the context of educational reform in Russia. Comparisons are drawn with trends in the practice of English teachers of Design and Technology

Technology education in Russian schools - the role of 'standards'

The paper examines recent developments in technology education in Russian schools. The new subject grew from the Labour Training of the Soviet educational system. This was geared towards the reproduction of prescribed skills, knowledge and attitudes, as determined by central planners. Although the new subject technology aims in theory at developing children's creativity, the draft standard or curriculum order is still redolent of the old philosophy. However, an alternative design-based, child-centred approach to the subject is being developed by the authors in four regions in Russia. The paper describes and analyses the proposed new curriculum, and contrasts it with other messages being given out by the Federal Ministry of Education. They analyse the responses of teachers who are trying out 'the project approach' in the pilot regions. These teachers want to develop this method, but are inhibited by the status quo. Finally, the paper discusses how realistic this approach is for Russia

Concept of knowledge in technology education: a cross-cultural perspective

This paper reports on the result of a cross-cultural study conducted in three countries Russia, UK and Australia with the aim to examine the interpretations of the concept of knowledge in Technology Education (TE). It is based on the interviews with educators from those countries. The results are grouped in several themes which are considered as a context for examining the concept of knowledge. The paper discusses key factors influencing the development of the concept, including the difference in cultural and educational tradition and the difference in understanding technology as a phenomenon in the society. Encyclopaedic tradition in Russia and early specialisation in UK, for example, play an important role in developing the concept of knowledge. On the basis of interviews and theoretical analysis two questions, crucial for the further examining of the concept of knowledge, are considered: What is the relationship between technology as a phenomenon and technology education? and What are the aims of technology education

Action research as an effective way of developing educational policy

This paper considers the successful implementation of the results of an action research project concerned with technology education in Russia. The history of action research in Russia is not very long and the area of research was mainly concentrated on improving methods of teaching and programmes of study. Traditionally, the main paradigm within methodology of educational research was positivism, with a strong belief that it leads to scientific and justified knowledge. As with any other educational reform in Russia, the development of technology education curricula was done from the centre on the assumption that change will be applied in all schools and will be seen as an innovation. Schools were seen as targets for change, and teachers as consumers of new ideas and products. It is therefore assumed that schools will adopt solutions prepared at the system level. This approach did not work, particularly, in the context of big socio-economic change. The case study that is analysed in this paper exemplifies the use of action research for the development of a new program within a new epistemological paradigm. Use of the design-based approach for development of technology education curriculum within 'Technology & Enterprise Education in Russia' is an example of successful action research. Educators' perceptions of the transfer process is presented on the basis of interviews and private conversations. This data is analysed and conclusions drawn