A theoretical reflection on the implications of the philosophy of technology for teacher education.

<p>Since the implementation of technology as relatively new school subject, challenges are constantly being posed to higher education institutions (HEIs), and in particular those engaged in teacher training and the professional development of technology teachers. Teacher training programmes had to be developed and implemented within a limited time frame in comparison to other school subjects, despite a lack of previous experience of an appropriate academic discipline, subject methodology and classroom pedagogy. Furthermore, implications on organisational and managerial level regarding its accommodation within existing structures of faculties, schools and departments at HEIs had to be accounted for. The purpose of the article was to investigate how a scientifically founded philosophical framework of technology might guide teacher training at HEIs. The following research questions served as point of departure: in which way can a scientifically founded philosophical framework of technology be indicative regarding a relevant: (1) Subject methodology of technology? (2) Underlying academic discipline for undergraduate technology education students? In answer to the first question, it was found that it is important for programme developers, coordinators and subject methodology lecturers at HEIs to acquaint themselves sufficiently with a philosophical framework for technology to direct the technology teacher’s training and professional development. It seems viable to keep subject methodology of technology autonomous, with only one lecturer responsible, and that technology education students should be conversant in the philosophical framework for technology. In answer to the second question HEIs should urgently determine the nature and composition of the relevant academic disciplines underpinning the undergraduate qualification of a specialised technology teacher. Mechanisms should also be created to forge a relationship between the academic discipline and the pedagogical content knowledge (PCK) of technology education students.</p><p> </p

Perceptions and attitudes of pupils towards technology : in search of a rigorous theoretical framework

Abstract: The perceptions and attitudes of pupils towards technology have been researched for just over three decades. Recently, following an extensive review of the available literature, Ankiewicz (2016) provided an overview of the current state of research, in a chapter in the Springer Handbook of Technology Education. However, due to length restrictions the chapter had to be concise and thus focused primarily on the mainstream instruments and their derivatives. More detailed descriptions of the perceptions and attitudes of students as well as discussions of unconventional and non-related instruments therefore had to be omitted. Consequently, the purpose of this article is to extend the chapter concerned by providing a more extensive and nuanced review of the total substantive body of knowledge that has been generated in just over three decades. The following research question underpinned the literature review: How may the existing research and subsequent findings be systematised into a more rigorous theoretical framework that may assist scholars in navigating their way through the current research on the perceptions and attitudes of students towards technology? In addition to the previous findings made and conclusions drawn in the chapter, it was found that such a theoretical framework should be informed by the following guiding insights: viewpoints concerning the construct of attitudes towards technology, as well as measuring such attitudes; the mainstream instruments in The Pupils’ Attitudes Towards Technology (PATT) studies and their derivatives, as well as problematic aspects associated with these; unconventional, PATT-related instruments; new, non-related instruments for ascertaining students’ attitudes and concepts; the general research findings on students’ attitudes; means that may positively develop students’ attitudes; and unidimensional versus multidimensional studies studying the effect of all characteristics or determinants of all aspects of learners’ attitudes. Such a rigorous theoretical framework may serve as a valuable resource for future researchers embarking on this area of research, as it provides a synopsis that may assist in enhancing an understanding of research that has been done and work that needs to be done in order to contribute to developing new knowledge in the field of design, technology, and engineering education. It also indicates gaps in this research area, notably in researching the behavioural component of attitudes

What is Design Volition? Implications for Technology Education

Design is a central aspect of technology education and has a prominent position in curricula all over the world, not only in subjects named Design and Technology (and similar) but also in most other technology and engineering subjects, or disciplines. In philosophy, it has been asserted that design volition (axiology) has a strong relationship with and in many ways forms the basis of design as a methodological stance. In this paper, therefore, we investigate the affordances of volition/axiology as an integral philosophical component of technology education, specifically in relation to design methodology. The primary philosophical frameworks used as the foundation for this philosophical analysis are the ones presented by Carl Mitcham in his Thinking through Technology (1994) and Andrew Feenberg’s critical theory of technology. We perform a critical review of relevant literature, in line with a procedure suggested by Grant and Booth (2009). Based on this review, we attempt a clearer definition of the lucid concept of volition/axiology in the literature, as well as explicate relationships and influences between axiology and methodology in which we also review design as societal phenomenon, strong and weak intentionality, determinism, etc. In conclusion, implications for technology education are drawn

Developing the Professional Knowledge of Technology Student Teachers via a Parallel Approach: A Longitudinal Study

In a small scale, four-year longitudinal, quasi-experimental research project, technology student teachers could study the school subject in parallel, together with the development of discipline knowledge (or their major) within the broader development of their pedagogical content knowledge (PCK). We investigated the performance of students – who had studied the school subject at school and those who studied it in a postschool-university context – in their (1) major, (2) specialised methodology/ pedagogy and (3) their experiences and competencies during their final year work-integrated learning period in schools. We interpreted the findings within the broader theoretical framework of Shulman’s PCK by relating the first aspect to content knowledge, and the second aspect to pedagogical knowledge. We found that the parallel approach to PCK development in technology teacher education seems to be viable to increase the number of prospective technology student teachers, with the requirement that it happens within a social constructivist, co-operative learning environment with ample opportunities for cognitive and practical apprenticeship in a community of practice. However, by building on Shulman’s PCK and Gardner’s cognitive theory, Banks has developed the internationally acknowledged model of teacher professional knowledge (TPK). It entails the active interaction between subject knowledge, school knowledge, pedagogical knowledge and experience which underpins the personal subject construct of the teacher. The purpose of this conceptual paper is to reinterpret the previous findings through the lens of Banks’ TPK model by following a qualitative meta-synthesis as research methodology. In conclusion, implications for curriculum design of initial professional education of technology teachers are drawn

Laying down the “T” and “E” in STEM education : design as the basis of an integrated STEM philosophy

Abstract: STEM – science, technology, engineering, and mathematics – has become ubiquitous in education. How STEM and STEM education are to be defined is still a matter of debate, however, and it is only just recently that STEM education has been probed from a philosophical point of view. The need for a philosophical basis for STEM education is therefore fundamental. The aim of this study is thus to investigate specifically the role of the “T” and “E” in STEM, and how they not only may be fruitfully integrated with the “S” and “M”, as part of a philosophy of STEM education, but also potentially form a methodological backbone of such a philosophy when it comes to design. The research question that underpinned the study is: What are the affordances of Mitcham’s (1994) fourfold philosophical framework of technology for unifying the STEM subjects, with particular consideration of the “T” and “E”? The research methodology consisted of a qualitative meta-synthesis of the literature regarding the philosophy of technology and engineering, technology education, and the current issues of integrating the various STEM subjects. We conclude that from a methodological point of view – Mitcham’s “activity” – the design in technology (“T”) and engineering (“E”) holds the most promising affordances for unifying the four STEM subjects. Design as part of particular design projects may require the “design” of applicable scientific experiments as well as the design of applicable mathematics expressions and formulae specifically when modelling in “E” (and “T”)

An industry-sponsored, school-focused model for continuing professional development of technology teachers

Traditionally a divide has existed between faculties of education at higher education institutions (HEIs) and trade and industry, but the business sector is increasingly buying into community development with corporate social investment, especially regarding technology education. We report on a continuing professional teacher development (CPTD) model, which entails trade and industry sponsoring learning and teacher support material (LTSM) for technology education in under-resourced schools, paying for LTSM through their corporate social investment funds, and sponsoring CPTD of technology teachers where they are trained to use LTSM more efficiently. Trade and industry, together with HEIs and Departments of Education (DoE), could change the traditional concept that CPTD is the responsibility of DoEs into a new model where the business sector shares some of the responsibility for equipping teachers so that they can provide quality education. We argue that custom-made and sponsored LTSM and CPTD play an important role in the training and empowerment of technology teachers

The facilitation of critical thinking in a Technology Education classroom

The teacher’s role in facilitating learning and thinking in Technology Education classrooms is crucial to creating an environment conducive to the promotion and development of thinking. The aim of this study was to&nbsp;&nbsp; determine how teacher facilitation can promote and develop thinking in Technology Education lessons. A single case study using a qualitative research approach with convenience sampling and involving grade eight Technology Education learners was used to conduct the study. Data collection was by means of direct non-participant observation of both teacher-learner and learnerlearner interaction. Transcripts of video tapes, audio tapes, field notes and&nbsp;&nbsp; instructional aids were analysed and recommendations for the facilitation of co-operative learning and critical thinking in the Technology Education classroom were made

Implementing a technology learning programme in a school for learners with special educational needs: a case study

This article explores the viability of implementing a technology learning programme in a school for learners with special educational needs. TechnEd (the former RAUTEC), Bernina, the school and the Gauteng Department of Education were involved in the project. The nature of the project required a qualitative, action research approach using group interviewing, observation and narratives to gather data. The action research allowed for evaluation, planning and action after every session. Qualitative data analysis methods were applied. The project had the following educational value for the learners: cognitive, personal and social skill development

The facilitation of critical thinking in a Technology Education classroom

The teacher’s role in facilitating learning and thinking in Technology Education classrooms is crucial to creating an environment conducive to the promotion and development of thinking. The aim of this study was to   determine how teacher facilitation can promote and develop thinking in Technology Education lessons. A single case study using a qualitative research approach with convenience sampling and involving grade eight Technology Education learners was used to conduct the study. Data collection was by means of direct non-participant observation of both teacher-learner and learnerlearner interaction. Transcripts of video tapes, audio tapes, field notes and   instructional aids were analysed and recommendations for the facilitation of co-operative learning and critical thinking in the Technology Education classroom were made

Teaching Values in Technology Education through Co-Design: Teaching values through co-design

Co-design pedagogy appears to be gaining momentum in technology education to counteract the critique of design education for the lack of collaborative initiatives. Hence, co-design pedagogy aligns with technology education in socially constructed values that are inter-subjective and co-constructed. Socially co-constructed values imply that technology education should pave possibilities for students to learn about and practically apply value judgments to foster futuristic change agents. Like co-design, the rationale to include values, especially moral values, in technology education has grown. Incorporating values in technology education would prevent the discipline from becoming mere technical education. The exploration of the context for designing and making is one stage in the technological process to support students’ exploration of value judgements. However, replacing the current orthodox pedagogy by ones in which values relating to technology and technology education are co-constructed rather than imposed requires investigation. This conceptual paper draws on the empirical findings of three co-design principles used to guide co-design pedagogy, which are then superimposed on the theoretical framework of values in technology and technology education.&nbsp; Hence a two-fold: Firstly, it draws on the findings of three co-design principles emanating from co-design interventions in fashion education, namely: 1) users as core and inspirational source, 2) design with users, and 3) identify user needs for integration. Subsequently, the second purpose draws linkages to technology education and proposes strategies for the teaching of moral values. Thus, the overarching research question is: How can co-design design principles be linked to and inform strategies for teaching moral values in technology education?&nbsp; The three co-design principles emanated from qualitative design-based research embedded in an interpretive paradigm via social constructivist methods. Following that, the linkages were a result of a superposition of the co-design principles on the theoretical framework of values in technology education. The said superposition could be instrumental in reviving the stagnant framework as a contribution for technology education