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    95 research outputs found

    Mentoring on Early-Career Technology and Engineering Teachers

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    Liverpool John Moores University
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    Many researchers in the field of technology and engineering education (TEE) have identified the shortage of TEE teachers as an existential crisis within the discipline. A major component of this crisis is the retention of early-career TEE teachers. This study sought to investigate the impact of current practices and impacts of mentoring on early-career TEE teachers’ sense of belonging, job satisfaction, and expectations to remain in the teaching profession. Data were collected from early-career technology and engineering teachers via an online survey distributed across the United States of America through the Association for Career and Technical Education, the International Technology and Engineering Educators Association, and state-level CTE directors. Data were analysed regarding the types of mentoring available to early-career TEE teachers, its effectiveness, and the relationship between mentoring and sense of belonging, job satisfaction, and teachers’ intentions to remain in the profession

    AI Text-to-Image Generation in Art and Design Teacher Education: A Creative Tool or a Hindrance to Future Creativity?

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    Liverpool John Moores University
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    In today\u27s constantly changing world technological developments in artificial intelligence can induce educational visions of both utopia and dystopia. New technologies and platforms of communication can provide new forms and possibilities of learning. Creating an image has historically mostly been a human process of using knowledge and application of technique that demanded training. This image making process changed with the invention, development and spread of the photographic camera, when creating a detailed visual representation of reality became a possibility without a complex process of craftsmanship and artistry. The nature of visual art changed but the visualization of ideas and prefigurative thoughts could not necessarily be captured by a camera. With the development and spread of AI text-to-image generation, can this change the need for a competency to visualize ideas in the way the camera changed the need for drawings and paintings as visual representations? This study explores how AI text-to-image generators can contribute to and change art and design teacher education. We conducted exploratory experiments where we tested a variety of AI text-to-image generators and explored the outcome of using different generators, prompts, and settings. Reflections were written down throughout the process. This was combined with an online ethnography on text-to-image communities. Different potentials of learning were identified, as well as issues of interaction and possible contexts of use. The results are discussed in a future learning context

    Augmented reality to support self-directed learning in practical technology teacher training : Presentation of the SelTecAR project and investigation of the conditions for success.

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    Liverpool John Moores University
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    Augmenting reality through augmented reality (AR) can be a useful tool to support self-directed learning processes. This possibility is being used in the SelTecAR project (Self-directed Learning in Technical Studies through Augumented Reality) of the Technical Education working group at the University of Oldenburg to improve the manual-practical training of technical education students and to consider more strongly that some students with previous experience can link to previously acquired skills, the other students cannot. Therefor a new learning concept is being developed for the technology teacher training for the workshop module, which enables AR-supported self-directed learning with flexible learning times and assistance. Within the project, an augmented reality environment is created in the workshops where teaching takes place, in which students can use their own smartphones to view instructions as overlays or video tutorials and call up important information on tools or machines. For the purpose of scientific monitoring, support needs are determined in order to be able to set up the AR environment in a targeted manner; in addition, conditions for success for the use of the AR environment are investigated. The results of the determination of the support needs for self-directed learning show that especially the work with machine tools and the circuit design are learning contents for which help for self-directed learning is needed. The investigation of the conditions for success in implementing such an environment happens within the development. Several points become apparent. Among other things, the selection of the right software plays a major role depending on the support needs. In addition, access must be low-threshold (use of the private smartphone, without login, etc.) and the use must be integrated into the instruction phases preceding the self-learning phases

    Different textbooks in technology education – different opportunities for developing subject literacy

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    Liverpool John Moores University
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    This study aims to investigate textbooks in technology education and what characterizes the content related to how instructional materials in technology for grades 7-9 (ages 13-16) provide students with opportunities to develop subject literacy in the subject of technology - how and to what extent. A delimitation is made to the specific content that covers industrial processes, which according to the curriculum should be taught to students aged 13-16 in the Swedish school. Textbooks constitute an important basis for education, and the study analyses the section that deals with industrial processes in four different technology textbooks commonly used for students aged 13-16. The content of texts, images, tasks, etc. has been interpreted in relation to (1) which language development aspects are addressed, (2) which prior knowledge students need to understand the content of the texts, (3) which concepts are discussed, and (4) which knowledge and prior knowledge students bring with them to upper secondary school through these textbooks. The study investigates how concepts are explained, as well as everyday words, words with different meanings in different subjects, and concepts alongside the subject-specific ones, as well as which other words and concepts may be unfamiliar to students and how they are explained and described. Text structures and linguistic structures are presented, as well as how headings and text transitions affect the understanding of the content. An important aim is to analyse the opportunities for developing subject literacy provided and whether the examples provided contribute to students\u27 understanding of the subject and to their ability to communicate their understanding of the subject. The preliminary results show differences in what characterizes the content of the books. The preliminary results also show differences regarding the conditions for developing subject literacy

    A DEVELOPING PROJECT: INVESTIGATING FUTURE FORMS OF DESIGN AND TECHNOLOGY EDUCATION

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    Liverpool John Moores University
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    It is regularly reported at previous PATT conferences that design and technology (D&T) in England is in decline. Despite initiatives, new curricula and government lobbying, the D&T juggernaut seems to be on the brink of collapse (according to some), with lowering numbers of pupils studying D&T, fewer teachers, less resources, and low status in schools. Pulling the D&T juggernaut back from the brink requires more than one approach and most of the recent ones have been led by national organisations. This paper reports on the first phase of a new project, led by practising teachers, that takes a new approach. In simple terms, the aim of the project is to redesign D&T, not so much the content but the curriculum delivery and framework. We have started by identifying the unresolved issues that are causing curriculum tensions and incoherence in the D&T community. In this paper we are reporting on the first phase of our design project, where we used a Delphi Study to identify the controversial D&T curriculum issues that need resolving before we can design a D&T curriculum. Nineteen teachers completed the first survey. Analysing of the survey data reduced the number of questions to 24. These were circulated to a self-selecting expert group (participants who completed the first survey). A second round of analysis has clarified that there are 18 unresolved questions and contentions issues that need to be debated. The next step is to invite teachers to respond to these issues; these responses will then be shared in a publication, debated, and shaped into a curriculum design specification. Finally, teachers will be invited to share at a future workshop or conference their curriculum design ideas that meet this specification

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