Australasian Journal of Technology Education
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63 research outputs found
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The Impact of Professional Learning and Development on Teachers’ Digital Technologies Implementation
No full textThis article examines the long-term impact of Digital Technology Professional Learning and Development on teachers’ implementation of the Digital Technologies portion of the Technology Curriculum and explores the challenges they face when implementing this content. Focussing on the empirical experiences of six individual primary and intermediate teachers, the findings showed implementation of key Digital Technologies skills was more intentional after the Professional Learning and Development, the provision of familiar lesson resources gave teachers the confidence to begin implementing Digital Technologies lessons, and that participants wanted long-term Professional Learning and Development but lacked the time to undertake this
Exploring the Gender Disparities in Computing Education Motivation
No full textThis article investigates gender disparities in Computer Science (CS) and Computational Thinking (CT). Existing literature reveals the gender gaps in CS and CT, spanning from the classrooms to the workforce. The literature that identifies the gender gaps in CS and CT and the lack of consensus in the current studies undertaken in relation to why women are less engaged in CS and CT than their male counterparts. The article explores concepts of motivation and engagement and advocates for early exposure to CS and CT. Strategies such as early exposure and offering role models and mentorship programs are proposed as effective ways to attract and retain female learners. Challenges in defining Computing Education terminology and assessing the long-term impact of interventions persist. This article emphasises the need for further research to understand factors influencing girls' motivation and engagement in Computing Education. In conclusion, this article suggests the importance of leveraging practical pedagogical approaches to create a more inclusive learning environment
Editoral: Reconceptualising Engagement, Literacy, and Integration in Technology Education
No full textAs the field of technology education continues to evolve in response to rapid technological, pedagogical, and societal change, it remains deeply concerned with questions of equity, conceptual understanding, and pedagogical coherence. The articles in this issue collectively contribute to the developing body of scholarship that interrogates how teachers and learners construct technological knowledge and identity, and how educational systems can better support these processes. Together, they reveal a shared preoccupation with the human dimension of technology education—how engagement, literacy, and learning unfold within complex social, cultural, and disciplinary contexts
Technological literacy in Finnish craft
No full textThe research task is to ask, “How do craft teachers and student craft teachers perceive technological literacy (TL) in craft for comprehensive school in grades 1-9?”. TL in craft includes the conceptual and functional levels in this study. The conceptual level comprises general learning goals. The functional level comprises learning objectives, content, and methods. Empirical data were collected from Finnish student craft teachers (n=23) and craft teachers (n=56). Respondents perceived TL’s general goals and learning objectives to be very necessary, and a quite strong positive correlation was found. They perceived learning content and methods as somewhat necessary, and there were no significant connections between general learning goals and learning content and methods. There were no significant differences between the respondents’ different educational backgrounds. Overall, the respondents had a good perception of TL in craft. The question of how TL could connect to the learning of learning content and learning methods more deeply arises as a research and development target for the craft subject as in technology education worldwide
Review of: A Nomadic Pedagogy about Technology: Teaching the Ongoing Process of Becoming Ethnotechnologically Literate: Author: John R. Dakers
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Science and Mathematics through a Technological Design Context: The Potential
No full textAs technology and engineering education evolves, its potential to naturally integrate STEM (Science, Technology, Engineering, and Mathematics) subjects through practical, hands-on learning remains underexplored. This study examines how students engage with scientific and mathematical concepts within a technology-based design project. The findings suggest that while students actively apply cross-disciplinary knowledge in design and experimentation, their conceptual understanding of STEM principles often remains implicit rather than explicit. The role of teacher facilitation emerges as a critical factor, with evidence indicating that strategic interventions could enhance interdisciplinary connections. This study contributes to the understanding of cross-disciplinary integration in technology education, offering insights into how a balanced approach, combining student autonomy with scaffolding, can deepen conceptual learning
An introduction to functions and variables in technology education, in a STEM-centred context at the elementary level
No full textSTEM education is gaining popularity in primary and high school curricula worldwide, emphasizing effective instructional methods. This article discusses a case study using the Technology Design Process (TDP) to create teaching materials to introduce variables and functions in a mathematical context at the elementary level. The TDP's iterative stages were used in the development, and data was collected from different sources: pre- and post-questionnaires, as well as a working document dealing with pupils’ understanding based on designing, making, testing, and simulating. Nineteen students from a fourth-grade classroom (9–10 years old) participated in the study. The results indicate that STEM activities enhance classroom engagement and math learning while fostering problem-solving skills in a transdisciplinary context. This research encourages elementary teachers to incorporate more STEM activities and emphasizes the importance of the design process for critical thinking and practical skills. It also suggests that technology teachers include these design process steps in their teaching to develop engineering design skills and spark student interest in STEM subjects
Online addictions are real: What are technology educators doing about it?
No full textThere are now five technological areas included in the New Zealand technology curriculum, two of which are based on digital technology. Like many other subjects, technology education encourages students to conduct research, consult with experts and design digital products. Increasingly, Generation-Z students use digital resources for learning, collaboration, and research, rather than face-to-face, phone, or letter communications, which are considered anachronistic. There is evidence that this improves the educational experience for most learners, but evidence for the impact on students and teachers who suffer from online and digital addictions is sparse. To ensure safe online practices for children, many countries have developed security guidelines and policies. Most of these efforts are aimed at keeping children safe from predatory interactions, preventing inappropriate content from reaching children, and minimising security breaches such as viruses, phishing, or scams. The strategies vary, but commonly include reducing screen time, implementing web security processes, and providing guidelines for parents and teachers. Generally, this protection focuses on protecting the user from others but not on protecting learners and teachers from themselves – particularly from compulsive online behaviours. With the recent advent of COVID and increased exposure to working, teaching and learning remotely, online and digital addiction issues have been exacerbated. It is now timely to consider options for supporting people suffering from digital addictions and those at risk. This article discusses some current trends and issues related to online and digital addictions and their implications for technology education students and educator
Empowering teachers’ gender sensitiveness
No full textTo this day, few girls in secondary and higher education opt for technology courses, which is reflected in the labour market. In order not to lose this potential, education must focus on gender sensitive teaching, more specifically when it comes to technological activities.
It requires certain insights, skills, and sensitivity to effectively empower girls in science and technology. Previous research is often widespread and not translated into concrete practice. For this design study, we brought together previous research and developed the Gender Sensitive Education Checklist (GSEC) in such a way that it evokes a sense of urgency for teachers and empowers teachers and edutainers in this quest. In an additional workshop we presented the checklist and its four main pillars regarding gender sensitivity in education, namely attitudes, representation, interaction, and pedagogical methods.
Teachers can use the developed checklist both as a practical tool, or as a reflection tool when designing and organising their activities. They scale their own skills, talents, and challenges on a continuum from strong to less strong in response to the relevant questions, relating to the four main pillars. Teachers can also, by using the checklist, be “just-in-time” reminded to make small adjustments to their lessons or workshops and by this means support girls more adequately in their STEM career.
Through multiple feedback-loops, qualitative questionnaires, and focus groups, we have learned that both (student-)teachers and edutainers consider the checklist to be a meaningful support. Teachers recognise a gender sensitive approach in STEM as very important, but also admit that they missed opportunities in the past because they did not know how to tackle these challenges and were not always conscious about the existing stereotypes and bias concerning gender. They indicate that after the workshop, they are motivated to teach in a more gender sensitive way, by focusing on some of the offered practical tools and tips