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Embedding Computational Thinking into Authentic Technology Practice
Full text linkThis paper presents the findings from a pilot study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world
Rethinking Measures of Attitude Toward Technology in Technology Education
Full text linkTechnology curriculums encompass an interdisciplinary approach that integrates science, engineering, the arts, and mathematics, along with a design-oriented learning process. Given the rapid advancement of technology and the challenging environment, technology education has the potential to enhance students\u27 positive outlook on technology. The objectives of this study are to gather existing student attitude scales for technology education, analyse the cognitive, affective, behavioural, and environmental components of these scales, and describe the assessment format and its application. This study referenced established research procedures and instructions, used keywords to research and examine the literature, and collected literature on relevant scales. Afterwards, a coding framework was developed based on the theoretical structure of this study for the research content analysis. Last, descriptive data and critical analysis information were reported. The results of this study can offer a comprehensive component structure for the development of attitude scales in technology education. Furthermore, they will contribute to a more comprehensive understanding of how research in technology education investigates students\u27 attitudes
The Utensil and the Tool: Making Definitions Gender Inclusive
Full text linkIn Thinking through technology, Carl Mitcham puts forward his philosophical framework on technology in four aspects; objects, activities, knowledge and volition (Mitcham, 1994). When describing technology as objects, he presents a \u27slightly modified and enlarged\u27 list by Lewis Mumford (1934) specifying \u27some basic types of technology as object\u27 (Mitcham, 1994, pg. 162). By dividing the body of technological objects into clothes, utensils, structures, apparatus, utilities, tools, machines, and automata, I argue that these divisions and descriptions of the objects will create gendered perceptions of technological objects. One example of this is the dichotomy of utensils as objects used inside the home, and tools as objects usually used outside the home. In this research paper, I intend to discuss these conceptualizations of the philosophy of technology as expressed by Carl Mitcham, with the aim of finding more gender inclusive definitions of the utensil and the tool. Technology and masculinity have been closely intertwined for a long time and can partly be traced to women\u27s exclusion from the labour market. Despite numerous initiatives in the past of enhancing women\u27s attitudes, interest or will to pursue technology the gender balance in the field has remained none or little affected. I argue that without an inclusive philosophy to rely on, the field of technology will continue to exclude half of the earth\u27s population. By discussing Mitcham\u27s philosophy of technology as object, examine contemporary definitions, and elaborate on alternative conceptualizations, I will supplement this framework that has been of great importance to educators and philosophers of technology
What Attracts Children to Computer Science?
Full text linkSignificant effort is being committed internationally to promote computer science (CS) learning in K12 classrooms. Career & Technical Education and Design & Technology courses are two of the most common targets for increased CS instruction. “Hour of Code” (HoC) is one example of the tasks technology teachers are asked to implement, devoting one hour annually to complete pre-developed CS activities with their students. Researchers collected data from students before and after engaging with an HoC activity and investigated students’ motivation, or lack thereof, around coding. Specifically, all students were asked why they would or would not like to learn more about coding following their participation in the HoC activity. Several key findings emerged from the analysis of the student comments. These findings, as well as practical classroom implications, will be shared with an emphasis on trends in student’s preconceptions and future interest in CS. Additionally, our examination of students’ interest in coding as it relates “to “fun” and “job prospects” will be explored, as well as students\u27 associated concerns. The role of K12 education as it relates to career preparation is one that can provide greater insight for all technology teachers as they approach CS but also subjects like engineering and design. These trends are aligned with the integration and implementation of the HoC activities in classrooms. Thus, this research has practical significance and can inform future efforts aimed at increasing student interest
Characterising Structure-Property Reasoning within a Chemical Design Challenge: Green Bubble Soap
Full text linkWhere design seems to merge easily with physics or technology education, it does not seem to take place much in secondary chemistry education. Design is one of the crosscutting concepts between the different STEM subjects, (Science, Technology, Engineering, Mathematics) and is therefore included in curricula and standards in many countries. Structure-function reasoning is an important design skill. In a chemical context it shows similarities with structure-property reasoning (SPR). This SPR is a common practice for expert chemists but difficult to learn for secondary students. Given the similarities, chemical design activities might be a way to enhance students’ SPR. Moreover, stimulating SPR might open a way to expand the role of chemistry in integrated STEM education. We describe an explorative study in which the design of bubble soap is used as a context to promote students’ SPR. Data was collected in the form of audio recordings of student conversations within the design team, student-teacher conversations and design drawings on worksheets. Qualitative analysis, using the perspective for SPR as a framework, revealed that identified SPR was expressed in three ways: as a link between structural features and substances, as a link between the term ‘molecule’ and property and as a link between molecular structures and properties of a substance. Furthermore, analysis showed that SPR was only found during evaluation, discussion and ideation stages of the design process. The results indicate that this chemical design project can be used to stimulate students’ SPR and that SPR can be a way to integrate design practices more in chemistry classrooms
Considering the credibility of technology education research: A discussion on empirical insights and possible next steps
Full text linkTechnology education is a maturing research field. If studies are conducted which lead to suggestions for practice – which many are – as such changes can impact a substantial number of learners and require significant resources, it is essential that the underpinning results are credible. Therefore, much like there are standards for educational practice, standards in research are equally as important. Such standards help ensure that findings are valid and trustworthy.
There are several dimensions to research credibility, such as replicability, reproducibility, the clear presentation of research questions and/or hypotheses, and reporting transparency, and it is important that the credibility of technology education research is considered for several reasons. In addition to ensuring sufficient empirical support for recommendations for practice, credibility is important to ensure trust in findings from both researchers and the wider community of stakeholders. It is also important for new studies which build upon prior work, that the evidential strength of the prior work is clearly understood.
Over the past two years, several studies have been conducted to examine current levels of credibility dimensions, specifically replicability and transparency, in technology education research. In this paper, the results of these will be briefly summarised with a view towards suggesting general areas for improvement and in providing practical ways in which to do so. More importantly, through this paper a broader discussion can be started around what standards should be considered for technology education research across different dimensions of credibility. Finally, other ways in which research credibility can be examined will be considered with a view towards gaining an understanding of what the technology education research community consider as more or less important within this research agenda
What is Design Volition? Implications for Technology Education
Full text linkDesign is a central aspect of technology education and has a prominent position in curricula all over the world, not only in subjects named Design and Technology (and similar) but also in most other technology and engineering subjects, or disciplines. In philosophy, it has been asserted that design volition (axiology) has a strong relationship with and in many ways forms the basis of design as a methodological stance. In this paper, therefore, we investigate the affordances of volition/axiology as an integral philosophical component of technology education, specifically in relation to design methodology. The primary philosophical frameworks used as the foundation for this philosophical analysis are the ones presented by Carl Mitcham in his Thinking through Technology (1994) and Andrew Feenberg’s critical theory of technology. We perform a critical review of relevant literature, in line with a procedure suggested by Grant and Booth (2009). Based on this review, we attempt a clearer definition of the lucid concept of volition/axiology in the literature, as well as explicate relationships and influences between axiology and methodology in which we also review design as societal phenomenon, strong and weak intentionality, determinism, etc. In conclusion, implications for technology education are drawn
Developing a teaching chatbot for learning tools and equipment in technology classrooms
Full text linkUsing and applying tools and equipment for designing and building projects has always been indispensable in living technology classrooms. However, students must be aware of their proper use to avoid mistakes and safety concerns. In recent years, chatbots have been widely used in various fields, offering instant, interactive responses, and their application in educational contexts has also increased rapidly. Therefore, this study developed a chatbot for LINE, a popular messaging app in Asia, for teaching standard hand tools and equipment in living technology classrooms at secondary schools. This chatbot covered (1) measuring tools, (2) hand tools, (3) power tools and equipment, and others. A total of 49 tools and pieces of equipment were included. The instructional content for each consisted of (1) instructions, (2) operating procedures and skills, and (3) troubleshooting and maintenance. The user interface adopted point-and-click forms and graphical menus to quickly guide users searching for specific information. In addition, users can enter relevant keywords and the chatbot will answer the corresponding content. The chatbot is expected to solve student questions more efficiently and assist teachers, improving the effectiveness and convenience of these hands-on lessons
Primary to Secondary Engineering Learning: A Framework for International Consideration
Full text linkThe teaching of engineering has made its entrance into the subject of Design & Technology Education (DTE) around the world over the past few decades. This inclusion has been particularly true for the United States which refers to its DTE-related subject as Technology & Engineering Education. The inclusion of engineering has likely been due to the closely aligned epistemologies and classroom practices between engineering and DTE. But, while engineering has been emphasised in primary and secondary schooling, there has also been limited guidance for articulating how engineering could/should be taught, both authentically and equitably, across the years of school and how it is connected with other school subjects. To aid in this effort, a Framework for P-12 Engineering Learning was formed through over 3 years of iterative research and development work and published by the American Society of Engineering Education (2020). This framework was created to help provide a unifying vision and guidebook to inform decisions for improving the coherency and equity of engineering teaching and learning across the country. In addition, throughout this process, Engineering Performance Matrices (EPMs) were generated to offer sample blueprints of how the engineering concepts and sub-concepts identified within the framework could build upon each other to support teachers in creating authentic learning experiences that increase in sophistication over time—enabling students to achieve any designated engineering-related performance tasks or standards related to engineering/technology. The goal of this poster presentation is to share the framework, and the EPMs, with the international DTE community for consideration of any useful components that could be adapted for their own efforts related to engineering learning. The poster will specifically highlight engineering literacy elements of the framework, the EMPs, and examples of ways in which this information can be used to establish engineering-focused instruction in the pursuit of engineering-literacy for all
Subject specific pedagogy in technical vocational education – the implementation of a new way of teaching
Full text linkResearch regarding classroom pedagogy of subject specific contents in the field of technical vocational education is scarce, nationally in Sweden, but also in an international perspective. This paper presents results from a Swedish action research project and it aims at exploring the process of a learning study, which deals with the settings in MIG/MAG welding and the intervention of the new pedagogic approach CAVTA (Conversation Analysis and Variation Theory Approach). The empiric material consists of video recorded welding education in a workshop and documented meetings in a welding teacher team. The theoretical toolbox of CAVTA permeates the teaching and learning processes as the teachers in the intervention try to implement patterns of variation in the planning, enactment and evaluation of the teaching and learning processes. In combination with the variation theoretic principles embedded in the teaching, ideas inspired by conversation analysis are implemented – the main element being an enhanced interaction, thus enabling for the students to display their understanding of the subject specific contents. The results show how CAVTA can be integrated in the teaching of settings regarding MIG/MAG welding, so that certain aspects of the object of learning is visualized. Furthermore, the findings show how the integration of CAVTA support the manifestation of a student’s understanding of the object of learning. How variation and the use of several senses and simultaneous different semiotic resources are activated as essential components in the teaching and learning processes, is made explicit in the paper. Plans for a recently launched research project including several different technical vocational education programs are also presented. The lack of classroom studies regarding technical vocational education calls for exploration in research, but should not avoid the ambition of development. This study captures the design and the development of a new pedagogic approach. Our hope is that the study will contribute to a growing body of knowledge within the field of technical vocational education and spur on further studies in this field of research. 
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PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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