Bloom’s taxonomy, contexts & task challenge

No abstract available

Promoting transfer and an integrated understanding for pre-service teachers of technology education

The ability of pre-service teachers (PSTs) to transfer learning between subjects and contexts when problem solving is critical for developing their capability as technologists and teachers of technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programmes. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organization and structure of institutions and schools tends to compartmentalize rather integrate these. Providing a knowledge base and strategies to enhance PSTs’ awareness of and skills in transferring knowledge may allow for a more integrated understanding to develop. The importance of developing this ability to transfer knowledge is heightened as PSTs will, in turn, be responsible for developing the similar capabilities of their future students. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an initial teacher education degree programme for technology education. Provisional data from evaluations and PSTs’ work indicated a positive effect in enhancing their thinking and additional data collected in the form of questionnaires, interviews and course work further illuminate this finding. It is argued that the development framework and approach enhances PSTs’ mental models of teaching technology and offers a significant step forward in promoting skills in the transfer of future learning between subjects; something increasingly critical for 21st century STEM Education

Technological problem solving as skills for competitive advantage: an investigation of factors associated with levels of pupil success

No abstract available

Considerations for Classroom-Level STEM Implementation

No abstract available

Mediated Support for Learning Enhancement (ELLI) (Effective Lifelong Learning Inventory)

No abstract available

Steps toward a Utah geospatial index

presentationGISAC Presentation February 14, 2009

Design & Technology and Computer Science in the CAMAU Project: the Genesis of Learning Progression in the New Curriculum for Wales

No abstract available

Humanising the design and technology curriculum: Why technology education makes us human

As practical and creative education in England continues to experience challenges and a relative loss of status, this paper argues for the importance of a broad and balanced curriculum and in particular design and technology (D&T) education. This paper is a position piece and discusses some of the challenges facing D&T. Calling for a reinvigoration of the subject to its original intentions, as the first National Curriculum subject in the programmes of study for England - discussed in the 1980s and enacted in 1990 – we explore how perspectives on education, curriculum and technology are politically informed and constructed. This paper reasserts the fundamentally humanising nature of technology in society. Drawing on ideas from science and education, both within and outside of D&T, the authors explore the cultural aspects of the subject; beyond the technical and economic arguments

Cultural and historical roots for design and technology education: why technology makes us human

In the continuing context of curriculum change within English education, this paper explores the cultural and historical roots of design and technology, as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing and outside of the discipline. The authors revisit the original intention of design and technology as a national curriculum subject and within the contemporary challenges, highlight the historical and social importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners tend to focus on practical and potentially mundane concerns. This paper asserts that technological human activity is rooted in technological innovation and determinism. The aim is to add to the literature and debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a socio-technological perspective; recognising the value of the subject as cultural rather than a merely technical or as an economic imperative

The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy

Technology Education subjects encompass a diverse range of concepts, ideas and subject content. In our experience, however, student teachers find it challenging to develop the types of evidence-informed pedagogies these necessitate. To be effective in the long term, teacher education must enable students to critically synthesise theory, practice and different forms of knowledge in ways that allow effective subject pedagogy to emerge. Yet this is ambitious. As teacher educators, it requires us to move beyond ideas of simply bridging the theory-practice gap, and away from pedagogical thinking which is led by overly instrumental approaches to lesson planning that can mitigate creativity and omit reasoning. It forces us to think through how we might help students to develop better pedagogical expertise in richer and more considered ways. Here, we present a new andragogical model for teacher education, created as part of the Design & Technology Teacher Education programme at the University of Glasgow, Scotland. The Adaptive Subject Pedagogy Model, or ASPM, is developed from the work of Lee Shulman and draws upon theoretical and empirical understanding from content and pedagogical knowledge for teaching, reflective practice, learning progression and transformation. Rather than viewing pedagogy as generic, the ASPM purposefully promotes curriculum driven pedagogy and does not privilege published evidence over expertise. Specifically, the ASPM asks students to: • Identify an area or topic for learning in the Technologies curriculum and the pupils who would be learning. • Explicitly represent and explain the subject matter in that topic. • Reflect upon their own experience of both teaching and learning the subject matter. • Critically investigate the evidence-base. • Synthesise the understanding gained from these elements to form a pedagogical approach for the topic which students could then draw upon when planning different lessons. The model is being co-developed by staff and students using an iterative and participatory methodology. Empirical data is gathered at key points in the process using focus groups, student evaluations, and the written submissions of students form their use of the ASPM in their own learning. The data reported on here were analysed using thematic networks analysis (Attride-Stirling, 2001: https://doi.org/10.1177/146879410100100307). Findings show that the ASPM has potential in helping students to organise and connect their thinking and, for some students, revealed a deeper level of pedagogical reasoning than was previously seen. For some students, the model enabled them to create pedagogical approaches that were both evidence-informed and unique to them. Overall, students found the model helpful, but intellectually challenging. They appreciated the research element, but some students found it to be more effective if they had the chance to reflect beforehand, and this led to the model being altered. By reflecting first, it meant that some of their personal theories could be challenged or more fully understood. The ASPM required a slower pace of learning to allow for deeper engagement by the students. Those who found it most helpful viewed it as something to inform lesson creation, whilst those who were more doubtful viewed as something for planning lessons