Element 2 Aspect 1: drivers behind technology education
Teacher Education – Pre-service
Aspect 1: drivers behind technology education
Describes the drivers that argue for technology education.
Aspect Purpose: To introduce student teachers to intrinsic and extrinsic drivers. Intrinsic drivers recognise the inherent human desire to intervene in the world. Extrinsic drivers are provided by the socio-cultural environment (for example curriculum).
Key Words: Argument for inclusion, intrinsic drivers, extrinsic drivers, intervene in the world, socio-cultural.
Baskerville, D., and Bondy, A. (2010). A Bicultural Approach to Teaching and Learning for Diversity. In: Delving into Diversity. Green, V., and Cherrington, S. (eds). Nova Science Publishers.
This paper explores a theme discussed by Brown, Collins and Duguid (1989), where social interaction is seen as a critical component of situated learning and where learners become part of a community of practice. The authors of this paper suggest that there can be a lack of cultural understanding which hinders what is learned in the classroom. It is suggested therefore, that there may be a disparity between theory and practice as a result.
This paper endorses an inclusive focus to classroom practice where collaborative social interaction is embedded in teaching and learning, and can lead to more effective construction of knowledge for students. This is put into two contexts; one a drama teaching and learning environment, and the other a technology education learning environment. Both contexts are described and make use of case study material to illustrate their discussion.
Keywords: Situated Learning; Collaborative Social Interaction; Culturally Inclusive Teaching and Learning.
Reviewed by: Bruce Granshaw.
Mortlock, A. (2005). The technologist-toddler an intentionality. The First Years Ngā Tau Tuarahi, 7(2), 30-32.
This paper examines how infants and toddlers respond to their technological world on a daily basis. A number of examples are provided to highlight how infants and toddlers by their repetitive actions intentionally explore familiar products in their everyday environments. All examples show how toddlers purposely select objects and then explore their behaviour, for example one child deliberately drops a toy into a box and tries repeatedly to retrieve it. Another example sees a child pushing a chair into position and using it as a tool to allow her to reach a window. Learning in all instances is seen as intentional, the child using it as a tool. This reading is insightful and it reveals the full extent to which infants and toddlers are constantly exploring how their world functions and materials from a very early age.
Keywords: intentionality, deliberately, infants, toddlers.
Reviewer: Moira Patterson.
Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course
'Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course', in International Journal of Technology and Design Education (2008) 18:247-253, Springer.
The paper describes the development of an integrated curriculum paper as part of a pre service teaching education programme at Massey University. It builds on over a decade of research looking at pre-service teachers developing their personal constructs with an emphasis on technology education. It focuses on the use of the DEPTH framework and a Problem Based Learning (PBL) approach.
Keywords: DEPTH framework, problem based learning.
Reviewed by: Gary O'Sullivan.
Title: Global issues, local actions: some key 68 agenda items for technology education in the new millennium
Reference: Stables, K. (2001). Global issues, local actions: some key 68 agenda items for technology education in the new millennium (pp. 11-22). Proceedings TENZ 2001, 3rd Biennial Conference of Technology Education, Wellington, New Zealand, 1-3 October.
Review Statement: This paper discusses global issues and how they impact on the development of technology education. Stables highlights two global realities which she believes should be considered. The first is the relationship between technology education and sustainability, the second is a growing understanding of learning. A strong point of this paper is the consideration of research projects and developments from a number of countries.
Keywords: local, global, technology education.
Reviewer: Gary O'Sullivan.
Title: Basic Principles in Holistic Technology Education
Reference: Seeman, K. (2003). Basic Principles in Holistic Technology Education. Journal of Technology, 14(2), pp. 28-39. scholar.lib.vt.edu/ejournals/JTE/v14n2/pdf/seemann.pdf
Review Statement: In this article Seeman asserts that any local technology curriculum should aim for holistic understanding. The author then articulates a rationale for holistic technology education followed by a philosophical discussion on what this might mean. The non neutrality of technology is highlighted before a structure for it is proposed and this is defined as 'technacy'.
Key phrases: holistic technology education, non neutrality of technology, technacy.
Reviewer: Gary O'Sullivan.