Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Pupils’ Emotional Experience in Human-Technology Interactions
No full textThe experience of human emotion is a central topic in the research field of product design and human interactions. Emotions have the ability to affect pupils’ experience deeply since the elicitation of emotion has the ability to affect attention, behaviour and attitude towards man-made artefacts. The qualitative study presented in this paper is part of ongoing research intended to develop a framework for modelling pupils’ emotional experiences when interacting with technological artefacts. This paper underlines how the elicitation of emotion is itself a consequence of the interaction between the human individual and the technological artefact. These conceptualisations underline the necessity to study the attributes both human and technological artefacts responsible for the elicitation of emotion. The study presented in this paper focuses on the human element. The participants in this study were students undertaking an undergraduate programme in technical design and technology offered by the Department of Technology and Entrepreneurship Education at the University of Malta. The study reveals that 43% of the subjects are concerned with being provided proper guidance and mentoring particularly when interacting with technological artefacts which are novel to the pupils. In addition, the study reveals that the inherent simplicity of a technological artefact and the ability to provide an immediate visual feedback, as factors which contribute to render the interaction between pupils and technological artefacts more enjoyable. The results emerging from the empirical study are discussed in light of how pupils’ concerns and emotional experiences influence attitudes towards technological artefacts
Student Teachers\u27 Understanding of Connections between Engineering Practice and Technology Education
No full textTechnology education and engineering are closely related. In schools when students are engaged in designing and making some outcomes it may be referred to as engineering, technology or more recently as STEM depending on national curricula. Whatever its name the undertaking of technology practice in schools has many similaraties with and therefore could lead students into engineering and engineering related careers, subsequently referred to engineering careers. It is perceived as desirable that engineers have a variety of characteristics included those that are typically associated with being ‘female’ such as considering social and moral issues impacts and empathy; however, in the Western world female numbers are very low in engineering careers. This paper is based on the premise that it is important to understand how and why this has come about. Girls need to be encouraged into engineering careers especially those fields traditionally dominated by males such as civil, mechanical and software engineering. Before we can address this issue it is important to understand what teachers understand about the links between school based technology education and engineering. As students between the ages of 11-13 years make critical decisions related to their career choice. As teachers influence their students both overtly and subliminally in this choice it is important to explore teachers’ views of engineering and technology, accordingly this paper reports on a study investigating student primary teachers’ views on engineering and its links with technology education. The results indicate that just under half of the students recognised technology as a precursor to engineering or that aspects of technology relate to aspects of engineering, however the data suggests that some of the participants recognised links based on flawed understanding of either technology or engineering
Qualitative Anticipation to Forecast Employees’ Future Professional Competencies: Considerations from the Viewpoint of Education
No full textIn daily practice, skills enable the professional competencies that are required for successful work. The qualitative anticipation of professional competencies gives information about the knowledge and skills that will be required for the future. Anticipation is challenging in the technical field, since it is easy to consider technological and engineering developments alone. The objective of this study was to get respondents (N=65), professional experts, to think their professional competencies from various viewpoints and across different periods of time using a Janus Cones method. Analysis reaches until the year 2025.
Using thematic content analysis, we identified seven main categories as the components of professional competence in the future of retail automotive services. These are safety and security competence, business management competence, human resource management, vehicle technology, general skills and knowledge, environment and quality competence, and customer service. “General skills and knowledge” was the only component that referred to general competence. The other six categories are clearly contextually bound to retail automotive services, but they might also be usable in other technological and study programs. These results can be used to develop technology education and curricula at various levels of education, especially in automotive education. They also offer information for comprehensive schools as to how working life and professions are changing
Designerly Play and the Mud Pool: Using Designerly Play as a Lens to View Young Children Experiencing Forest School
No full textThis paper reports on the introduction of outdoor learning and Forest School experiences to young children by a Forest School and primary-trained teacher and a secondary Forest School and Design and Technology specialist. Their backgrounds allowed the leaders and the class teachers to develop a deeper understanding of how play can lay the foundations for students to access and feel more engaged in their learning. In addition, they discovered that the activity of designerly play was directly linked to developing the ‘characteristics of effective learning’ such as reflection, meta learning and independence, which are essential basic skills in their own right. Developing these skills gave a direct link to ‘what designers do’ and related aspects of learning, such as creativity. The project reported was the result of setting up and running sessions with pupils aged 5 to 7 years of age in three phases over 18 months in Forest School experiences. The outcomes indicate the success of the project in the well-being and engagement of the students and their class teachers, plus the extra insight this gave teachers into their students’ potential designerly capability. It discusses the implications of expanding such a philosophy and the conflicts it will face in the present education of young people
Student Teachers’ Mental Models of Everyday Control Systems - The Sensors that Operate the Door
No full textThis study aimed to identify student-teachers’ mental models of everyday life control systems to develop appropriate instruction processes that help them understand subject matter knowledge (SMK) and pedagogical content knowledge (PCK) (Shulman, 1987) needed for teaching control issues in K-6. The research group consisted of student-teachers from Beit Berl College, Israel studying in preservice programs for kindergarten and primary school teachers.
Introduction: Student-teachers study systems and system controls while experimenting with and coding a robot’s behavior. Prior to this, student-teachers are asked to explain in text and graphics how the ‘automatic door’ works. It is important to understand student-teachers’ perceptions as in their future career as technology teachers they will have to explain these subjects according to their concepts. Methods: The student-teachers’ textual and graphic explanations are analyzed on the followings levels: the student-teachers’ structural and functional characteristics and their control process mental models. Findings and conclusions: It was found that student-teachers’ mental models are partial, most of them have a structural model that contains only the visible components that are part of the operation unit and not the control unit. Moreover, their functional mental models are also missing. However, most of them explain the behavior of the system with rules (If…Then…) and as a sequential process (a,b,c…). From these findings, it is clear that a very systematic instruction unit must be developed to assist the student-teachers to construct their appropriate “runnable” mental models of a self-regulated system and PCK enabling them to teach this topic properly to their pupils
Section VI, Introduction
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Methods and Agendas in Technology Education
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Methods and Agendas in Technology Education
Click on the "pdf" button to open and readthe introduction to this section
Introducing Maker-Inspired Technology in the Finnish Craft Subject – A Case Study from One School
No full textIn the last two decades, the use of technology in Finnish basic education has developed rapidly. The combination of digital and analogue resources is emphasized especially in the maker movement to reduce abstraction in digital equipment. Craft as a learning subject has substantive conditions for offering pupils instruction in both traditional analogue and current digital working methods within the subject area. The purpose of this study was to examine what kind of knowledge and skill development are expressed when three types of maker-inspired technologies consisting of 3D modelling, 3D printing and e-textiles, are integrated into a lesson sequence in craft in Grade 7 in a Finnish basic education school. The study was conducted as an action research cycle consisting of seven lessons within a craft sequence. The data collection method was a questionnaire. The study shows the development of pupils\u27 self-reported knowledge and skills as well as their attitudes towards the technological contents of the lesson sequence. Keywords: craft, sloyd, maker movement, basic educationIn the last two decades, the use of technology in Finnish basic education has developed rapidly. The combination of digital and analogue resources is emphasized especially in the maker movement to reduce abstraction in digital equipment. Craft as a learning subject has substantive conditions for offering pupils instruction in both traditional analogue and current digital working methods within the subject area. The purpose of this study was to examine what kind of knowledge and skill development are expressed when three types of maker-inspired technologies consisting of 3D modelling, 3D printing and e-textiles, are integrated into a lesson sequence in craft in Grade 7 in a Finnish basic education school. The study was conducted as an action research cycle consisting of seven lessons within a craft sequence. The data collection method was a questionnaire. The study shows the development of pupils\u27 self-reported knowledge and skills as well as their attitudes towards the technological contents of the lesson sequence. Keywords: craft, sloyd, maker movement, basic educatio
You Have One New Message: Knitting intimacy for connecting opinions, people and the world
No full textKnitting is often practiced as a group activity that takes place in the domestic environment. Besides the collectivity, using motifs with meanings has also facilitated communication between people. Building on these ideas, a workshop was designed to facilitate discussions about everyday concerns or experiences, both on personal and societal levels, to strengthen communication with the self and others. In the workshop, the thirteen participants were asked to design a motif to convey a message to themselves, to the group or to the society. Through a group discussion, the motifs stemming from personal experiences were knitted, shared and discussed. The topics emerging from the workshop indicates that knitting affords intimate exchanges between the self and others, and connects people by facilitating socio-political discussions, such as on environmental sustainability, women rights and self-development.Knitting is often practiced as a group activity that takes place in the domestic environment. Besides the collectivity, using motifs with meanings has also facilitated communication between people. Building on these ideas, a workshop was designed to facilitate discussions about everyday concerns or experiences, both on personal and societal levels, to strengthen communication with the self and others. In the workshop, the thirteen participants were asked to design a motif to convey a message to themselves, to the group or to the society. Through a group discussion, the motifs stemming from personal experiences were knitted, shared and discussed. The topics emerging from the workshop indicates that knitting affords intimate exchanges between the self and others, and connects people by facilitating socio-political discussions, such as on environmental sustainability, women rights and self-development
‘It\u27s in my hands’: Analytical tools for the communication of craft knowledge
No full textCraft knowledge is built from examples of experience, and when experiences from many people are gathered and compared, new knowledge is developed. This requires either socialization between practitioners or a systematic collection of practice descriptions, such as in a manual. However, there is always a risk that knowledge that is difficult to put into words will never be communicated. The aim of this paper is to show how theoretical perspectives can be used as analytical tools to help us develop methods that support the communication of craft knowledge. Using an approach of research through practice in the field of gardening, and combining a tripartite theory of knowledge with a SECI-model analysis, I will discuss how it is possible to make practitioners’ subjective knowledge more readily available to others. Craft knowledge is built from examples of experience, and when experiences from many people are gathered and compared, new knowledge is developed. This requires either socialization between practitioners or a systematic collection of practice descriptions, such as in a manual. However, there is always a risk that knowledge that is difficult to put into words will never be communicated. The aim of this paper is to show how theoretical perspectives can be used as analytical tools to help us develop methods that support the communication of craft knowledge. Using an approach of research through practice in the field of gardening, and combining a tripartite theory of knowledge with a SECI-model analysis, I will discuss how it is possible to make practitioners’ subjective knowledge more readily available to others.