'Technologists' alongside : impact on student understandings in technology : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Massey University, Palmerston North, New Zealand

This research focuses on ascertaining the impact of technologists working alongside students; in particular the influence their involvement has on their understandings of and about Technology. The research was conducted within an interpretive paradigm. Quantitative and qualitative data were gathered using a mixed methods approach which consisted of a written questionnaire, followed by purposive interviews. The participants in the study were students in years 11 and 12 in 2005. Data from these participants were also gathered in 2006. The research findings identified that when students work alongside a technologist(s) to resolve problems embedded within real-life contexts, their concepts of technology and its purpose are enhanced. These findings also highlighted the importance of ensuring that student learning intentions (those learning outcomes which are planned) are shared between all parties involved in the learning environment (teachers, practicing technologists and students), so that interactions between students and technologists have a positive influence on student learning. This research concludes that the involvement of practicing technologists, in student learning in technology education, offers the potential to enhance student's technological practice and their learning in technology generally

E-learning accessibility practices within higher education: a review

The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, including provision and use of electronic materials and resources. Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of current accessibility practice. The review will focus on what key professionals (academics, researchers, educational developers and staff developers) within the learning technology field are saying and doing about making electronic materials and resources accessible to disabled students. Key issues that may influence the "accessibility" practices of learning technologists are highlighted; the importance of these issues for developing an understanding of "accessibility" practices is discussed and implications for future research are identifie

Total technology practice : preliminary study for application in New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Technology, at Massey University

The purpose of this research was to identify the important generic elements of total technology practice and to develop a preliminary list of the important techniques, knowledge and actions used by technologists. The research was based on the hypothesis that in technology education in New Zealand schools, the important elements of technology practice could be represented in the form of a model that could be used to organise and communicate the elements and knowledge involved in total technology practice. The research was undertaken with technologists working at Massey University and teachers involved in teaching technology. A product development research methodology was used to test ideas and develop a model of technology practice for use in New Zealand schools. The first phase of the research used the experience and knowledge of product development technologists to identify the important elements of technology practice and develop preliminary lists of techniques and knowledge involved in each element. A group of specialist technologists were used to verify these elements and identify detailed content. This research showed that total technology practice can be structured using seven elements that together provide a simplified description of total technology practice. The elements of practice associated with the human context and goal of technology practice were identified as society, the work environment, and purposeful action. The elements technologists bring to the context were organisation, information, resource use, and an extensive knowledge of techniques and the skill, ingenuity and experience to apply and adapt techniques to specific contexts and problems. Individual technologists were interviewed to identify the important practices and knowledge within their area of expertise. Technological knowledge was structured into a framework that reflected the way technologists broke complex systems into subsystems to solve problems and develop solutions. The detailed model developed with the technologists was evaluated by groups of teachers using focus group techniques and a small survey. The study indicated teachers perceived the model as a useful tool for communicating knowledge and understanding of technology practice and for structuring teaching units in technology education. This preliminary study indicated technology practice can be described in terms of seven elements and communicated in the form of a model. Technologists organise their knowledge into structures that facilitate application in practice. This structure and much of its knowledge can be made explicit and used to help students understand technological products and develop capability in their technology practice. This study has identified a structure for technology practice and technological knowledge that is common to all seven technological areas and nine contexts identified in the New Zealand technology curriculum

Technology, Normativity, and the Future: the Aristotelian Turn

In our postmodern era all certainties seem to have gone. Neither the idea of progress nor standard ethical theories have apparently retained enough power to guide humanity. As a result, technologists find themselves in a paradoxical situation. While they demonstrate increased reality-changing activity, they are increasingly losing the instruments to effectuate their responsibilities for the future of the species. Two reactions to this state of affairs are possible. The first way is to accept this condition passively. This reaction consists of hardly more than hoping and praying. The second way is more active. That reaction consists of bringing about alternative routes to tackle the responsibilities of technologists. Providing such a reconceptualization is the aim of this paper. Its starting point is rooted in the old Aristotelian philosophy.\ud However embarrassing this might sound, the claim will be defended that the basic structure of Aristotle's ethics (quality of character in changing circumstances) is highly relevant for a fresh approach to forming the "virtuous engineer.

Simulation modelling: Educational development roles for learning technologists

Simulation modelling was in the mainstream of CAL development in the 1980s when the late David Squires introduced this author to the Dynamic Modelling System. Since those early days, it seems that simulation modelling has drifted into a learning technology backwater to become a member of Laurillard's underutilized, ‘adaptive and productive’ media. Referring to her Conversational Framework, Laurillard constructs a pedagogic case for modelling as a productive student activity but provides few references to current practice and available resources. This paper seeks to complement her account by highlighting the pioneering initiatives of the Computers in the Curriculum Project and more recent developments in systems modelling within geographic and business education. The latter include improvements to system dynamics modelling programs such as STELLA®, the publication of introductory textbooks, and the emergence of online resources. The paper indicates several ways in which modelling activities may be approached and identifies some educational development roles for learning technologists. The paper concludes by advocating simulation modelling as an exemplary use of learning technologies ‐ one that realizes their creative‐transformative potential

Collaboration between Librarians and Learning Technologists to enhance the learning of health sciences students.

Collaboration between Librarians and Learning Technologists at Bournemouth University (BU) has been stimulated and cemented by Pathfinder funding from the Higher Education Academy. This paper will consider four case studies collected as part of the eRes Project that describe the use of Web 2.0 technologies in the School of Health and Social Care at BU. The project aimed to enhance the student learning experience in an increasingly electronic environment. This was achieved by developing and disseminating innovative pedagogical frameworks, bringing together learning activities and academically led quality e-resources within the unit of study. An e-reading strategy which encompasses models for resource discovery and e-literacy was developed, drawing on the experiences and findings of the case studies. Issues considered in this paper will include accessing academic electronic reading materials and using a social bookmarking tool integrated within BU’s virtual learning environment with students studying away from the main campus. Additionally the paper will consider how technology can be used to motivate students, especially in large groups and how it can be used to engage students with a subject perceived as “dry” or “difficult”. The rich possibilities of health science materials can be exploited more fully using new technologies embedded within the curriculum

A Future of Failure? The Flow of Technology Talent into Government and Civil Society

This report is an evaluation of the technology talent landscape shows a severe paucity of individuals with technical skills in computer science, data science, and the Internet or other information technology expertise in civil society and government. It investigates broadly the health of the talent pipeline that connects individuals studying or working in information technology-related disciplines to careers in public sector and civil society institutions. Barriers to recruitment and retention of individuals with the requisite skills include compensation, a perceived inability to pursue groundbreaking work, and cultural aversion to innovation