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Kopiering og kulturelle referanser som verktøy i bildeskaping : Opphavsrettslige utfordringer i undervisningen
Get PDFThis article examines copying as a tool for creating images and ethical challenges related to copyright in this regard. To investigate the topic, a teaching plan was developed where students used existing works of art to create new images. The article presents examples of visual and written data from the study, forming the basis for discussions about legal boundaries when using copyrighted works and about knowledge development concerning this topic. I argue that image creation through remixing can increase the understanding and knowledge of copyright. The article is a contribution to discussions surrounding copyright and knowledge building in current visual participatory culture, with a special focus on how copying and cultural references can be used in a didactic context.Kopiering som verktøy i bildeskapende prosesser, og etiske og opphavsrettslige utfordringer i den forbindelse, er tema for denne artikkelen. For å undersøke temaet er det utviklet et undervisningsopplegg der studenter løser oppgaver gjennom å bruke og kopiere eksisterende verk. Eksempler fra studiens visuelle og skriftlige empiri presenteres i denne artikkelen, og er grunnlag for diskusjon om hvordan teori og kritisk refleksjon kan øves i studenters bildeskaping. Studien viser at denne type undervisning og oppgaver kan øke forståelsen av teori, når den må reflekteres over igjennom bildeskapende prosesser. Visuelle empiriske funn fra studien har vist seg hensiktsmessige som utgangspunkt for meningsutveksling og utvikling av kunnskap. Artikkelen gir et bidrag til formidling av kunnskap om opphavsrett i dagens visuelle delingskultur, spesielt med tanke på å forstå kopiering og kulturelle referanser i didaktisk kontekst
Perceived adequate education in ethics: A way to tap into ethical Social Networking Sites awareness?
Get PDFTeachers are role models when it comes to ethics both on- and offline. Teacher education on- and offline situations and issues that may be of ethical concernThis study first investigates perceived adequacy of ethics education. Second, it investigates how perceived usefulness of ethics education relates to how aware preservice teachers’ report to be regarding own and others’ negative SNS experiences. The rPreservice teachers who felt that ethics education had prepared them well for ethical challenges as professional teachers, ecognise and detect own experiences can psituations and issues as professional teacher
Refocusing Zuboff’s ‘division of learning’ on Education
Get PDFThis paper examines the concept of the ‘division of learning’, and the broader thesis of ‘surveillance capitalism’ within which it is situated, in terms of its relevance to education. It begins with defining the term, before suggesting two key ways in which aligning the ‘division of learning’ with perspectives from educational research might provide productive insights for both domains. The first considers the impact of increasing ‘datafication’ in education, where platform technologies are proliferating as powerful actors that both mediate and shape educational activity. Here the ‘division of learning’ offers useful insights concerning the disparities resulting from learning in and learning from educational platforms. The second explores the extent to which education theory might offer ways to develop the concept of the ‘division of learning’, through critique of the term ‘learning’ itself, as well as the foregrounding of questions of educational ‘purpose’. Here the ‘division of learning’ is suggested to maintain, rather than challenge, the dominant practices of data exploitation, for which further engagement with a purposive, political, and emancipatory form of ‘data science’ is suggested
A feminist Critique to digital consent
Get PDFThis paper presents a feminist critique to digital consent and argues that the current system is flawed. The online surveillance adtech industry that funds the web had to use a mechanism that commodifies people, rendering their behaviors into data - products that can be sold and traded for the highest bidder. This was made possible by objectifying, dehumanizing and decontextualizing human engagement and identity into measurable and quantifiable data units. In this way, digital consent serves as an authorizing and legalizing instrument to the business model of spying, selling and trading people in the online ecosystem. Using four key feminist approaches - process, embodiment, network and context - this article shows the way digital consent is a mechanism that transfers responsibility to people and enables an exploitative-extractivist market to exist. The design of digital consent creates a specific interface that teaches people to behave in ways that preserve the asymmetric power relations. Consequently, the article shows the broader educational effects of digital consent which conceives people as products with narrow agency and understanding of what they can do, think and imagine. The article concludes with a refusal to provide an easy solution to a flawed system. 
Mål- og resultatstyring og tillitsbasert styring: Ulike alternativer eller kunstige motsetninger?
Get PDFForvaltningspolitikk har i økende grad kommet på dagsorden. Særlig diskuteres behovet for å erstatte mål- og resultatstyring med tillitsbasert styring. I denne artikkelen argumenteres det for at motsetningen mellom mål- og resultatstyring og tillitsbasert styring er kunstig og at tillitsbasert styring er fullt forenelig med mål- og resultatstyring. Heller enn å diskutere mål- og resultatstyring og tillitsbasert styring som ulike dikotomier bør vi studere hvordan behovet for politisk kontroll og faglig autonomi og handlingsrom kan og bør balanseres i utøvelsen av mål- og resultatstyring. Artikkelen viser hvordan ulike teoretiske tilnærminger til styring, samt forskning på etatsstyring i Norge, kan brukes for å forstå ulik praktisering av mål- og resultatstyring. Slik får en et mer nyansert bilde av, og økt bevissthet om, hvordan offentlig styring gjennom mål- og resultatstyring kan utøves
Applying the 4C/ID-Model to Help Students Structure Their Knowledge System when Learning the Concept of Force in Technology
Get PDFLearning in technology education often involves students being confronted with the learning of complex concepts. However, how teaching interventions can be designed to help them learn these concepts better and avoid compartmentalised thinking remain unclear in the literature. This paper presents results from the implementation of a whole-task approach based on a four-component instructional design (4C/ID) model. The intervention focussed on teaching the concept of force and was introduced using interactive and CAD simulations. A protocol analysis was conducted to examine the dynamics of student learning through an experimental intervention that was organised into two task classes of six activities that first aimed to help students (N = 5, grade 12) construct the knowledge elements of different kinds of force, and second to elaborate connections between these elements. We finally measured student achievement using a mechanics inventory, and a factor analysis was conducted based on students’ responses to investigate the dynamics of their knowledge system. The primary exploratory results showed that the research intervention, in line with the whole-task approach, was helpful since it offered a time-efficient learning experience to students with low-to-moderate effects on learning progression. It is therefore suggested to teachers that elaborating different meanings of a concept through a whole-task-based approach would be more beneficial to students. Nevertheless, such an intervention would need to last for a longer duration to permit students to better reinforce their learning strategies in managing misconceptions and to stabilise their knowledge system. Some implications in technology education are also discussed
Design Feedback that Stimulates Children’s Creative Thinking: A Feedback Intervention
Get PDFDesigning is an inherently creative process in which divergent (generative) and convergent (evaluative) thinking drive the creation and development of a design. Nevertheless, navigating these creative thinking processes is not an easy endeavour, especially for young novice designers. In Design & Technology education, design feedback is often seen as an essential pedagogical tool to help guide novice designers’ divergent and convergent paths while designing. Although design feedback can help the creative design process greatly, this does not happen by default. This paper reports on the construction and utilization of a design feedback intervention during a real-life design project with two groups of primary school children (aged 7-12). The goal of the intervention was to stimulate the young novice designers’ creative thinking by guiding the design feedback dialogues with their peers and clients. It guides convergent and divergent design feedback to minimize the resistance towards the feedback and creates openness for new processes of reflection, evaluation, and generation. Our main contribution entails a detailed understanding of the successes and obstacles within the feedback dialogues, as guided by the new feedback intervention, and possible future improvements. Overall, the results show that the intervention can support young novice designers, their peers, and clients in engaging in constructive feedback dialogues, thereby stimulating their creative thinking.Designing is an inherently creative process in which divergent (generative) and convergent (evaluative) thinking drive the creation and development of a design. Nevertheless, navigating these creative thinking processes is not an easy endeavour, especially for young novice designers. In Design & Technology education, design feedback is often seen as an essential pedagogical tool to help guide novice designers’ divergent and convergent paths while designing. Although design feedback can help the creative design process greatly, this does not happen by default. This paper reports on the construction and utilization of a design feedback intervention during a real-life design project with two groups of primary school children (aged 7-12). The goal of the intervention was to stimulate the young novice designers’ creative thinking by guiding the design feedback dialogues with their peers and clients. It guides convergent and divergent design feedback to minimize the resistance towards the feedback and creates openness for new processes of reflection, evaluation, and generation. Our main contribution entails a detailed understanding of the successes and obstacles within the feedback dialogues, as guided by the new feedback intervention, and possible future improvements. Overall, the results show that the intervention can support young novice designers, their peers, and clients in engaging in constructive feedback dialogues, thereby stimulating their creative thinking
The Mātanga project: Developing a Self-Sustaining Model for Technology Teacher Education for and within the New Zealand Community
Get PDFThis paper outlines a study aimed at exploring the Mātanga (Māori term for expert) project, a professional learning and development (PLD) programme designed to foster and sustain teachers’ engagement with the technology education curriculum in New Zealand. The programme provides a response for technology teachers to develop their specialist identity by focusing on the notions of technological and technical thinking. The Mātanga project is led by expert teachers (Mātanga), for Early Childhood, Primary and Secondary technology teachers. It aims to reposition the agency within the professional community and support participants to feel more connected to local, regional and national support, through digital networks. Situated within a qualitative interpretivist framework and through a socio-cultural lens, the data analysis was based on the perceptions, experiences and evolving understandings of Mātanga (n=9), and participant teachers (n=12). Thematic analysis allowed for the extraction of meaning and reporting of emerging knowledge, as informed by existing literature on contemporary approaches to PLD in technology education. Early findings suggested that the participants who gained most from the project were digitally confident, and experienced regular and purposeful interactions between Mātanga and participants. Further findings identified that Mātanga perceived a need to develop their own mentorship skills and thought that this would strengthen the effectiveness of the project. The project positively impacted individual teacher’s subject identity and practice, which in turn will inform the evolving nature of technology teacher education, and the potential for self-sustaining models of professional learning and development in the future
Student Teachers’ Mental Models of Everyday Control Systems - The Sensors that Operate the Door
Get PDFThis 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 VIII, Introduction
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Methods and Agendas in Technology Education
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Methods and Agendas in Technology Education
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