Australasian Journal of Technology Education
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Comparative Analysis of Research Priorities for Technology Education
No full textThis study compares and contrasts the most relevant research priorities identified through two Delphi studies by the authors.  The panels of experts used in these studies, an international and a U.S. study group, were asked to identify important topics to guide future research studies for the school subject of technology education. Both panels sought to determine the most relevant issues that need to be researched related to K-12 technology education and preparation for teaching this school subject. This study reports the similarities of research priorities identified by both expert panels, then contrasts the major differences that the groups identified for further research.Â
Intervention through Design: Encouraging a creative approach to learning in Technology.
No full textIn an effort to enhance the education of young designers in New Zealand, this paper examines the key role of design thinking and methodology in Technology education. It suggests that the inclusion of the creative design approach will shift the current emphasis in the learning area of Technology in the New Zealand curriculum from an information gathering, declarative and procedural viewpoint towards one that develops creative and curious minds. This paper builds on earlier research that has identified events occurring within the practice of creative designers in New Zealand. It also presents a discussion on the theoretical views to inform design pedagogy and provides an historical overview of designing as part of a school curriculum. It concludes with reference to ongoing research into customary classroom practice from the Arts that may offer a way forward to inform and re-instate the designing aspect at the core of learning in Technology
STEM Education: Authentic Projects which embrace an Integrated Approach
No full textScience, Technology, Engineering and Mathematics (STEM) education integration is a world-wide response to the falling interest in science and engineering. The approach uses an authentic problem, usually based on a design technology or engineering need, which is solved by school students who apply their knowledge of science, technological design, engineering and mathematics. While there have been different attempts to develop programs that introduce students to a number of STEM concepts in their school curriculum, the practice of STEM integration is not widely used or appreciated. The researchers present some examples of student projects where authentic learning and integration across the STEM areas is obvious. In Malaysia, the “Search for SEAMEO Young Scientist Congress (SSYS)” is held biennially at the Regional Education Centre for Science and Maths (RECSAM). Middle year students from twelve ASEAN countries present their scientific, technological and mathematical solutions to pressing local and community problems. The projects represent a STEM education approach with the construction of a device or model to illustrate the students’ solution. Examples of some of these projects are provided and the discussion highlights the STEM elements, drawing on research into the relationship between science, technology, engineering, mathematics and problem-based learning