Teaching In Engineering Education Research Articles

Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies

Due to its rapidly evolving and changing nature, technology is rapidly and effectively integrated into education and teaching processes. Technopedagogical content knowledge is one of the important knowledge types that teachers should have in the process of technology integration. Teacher performance is naturally affected, as technology integration reshapes the education process. However, there is no research on how teacher performance is related to the use of technology in Turkey and teacher performance evaluation is one of the areas that are not emphasized enough. For this purpose, the research was designed using correlational model to determine the relationships between two or more variables. The study group consists of 305 teachers working in primary, secondary and high schools in Central Anatolia Region. The data of the research were collected through the Technopedagogical Content Knowledge Scale and the Teacher Performance Scale. The data were analyzed using descriptive statistics, t-test, ANOVA, correlation and regression techniques. The findings of the study showed that technopedagogical knowledge competencies and performance did not differ according to the gender of the teachers. Technopedagogical content knowledge competencies differ according to educational status and school type, and teacher performance differs according to school type. The technopedagogical content knowledge competencies and performances of teachers were negatively correlated with their ages and seniority. On the other hand, small positive relationships were determined between technopedagogical content knowledge and performance. In terms of this relationship, it can be stated that teachers who have high competence in technopedagogical content knowledge can perform better by using this knowledge or they can become more competent in technopedagogical content knowledge with the improvement of teachers' performances. Accordingly, it can be ensured that technology, pedagogy and content knowledge in teacher education are not presented separately and, presented as integrated knowledge.

INTRODUCTION TO TECHNOLOGICAL EDUCATION STUDENTS WITH THE TYPES OF NATIONAL ORNAMENTS AND TEACHING THEM TO IMPLEMENT

Patterns have a special place in many areas of Islamic culture, such as folk crafts, applied arts, architecture. Uzbek national patterns differ from the patterns of other nations by their elegance, perfection and originality. The article discusses examples of introducing future technology education teachers to the types of national patterns and teaching them to perform them

The viability of diverting from a linear to a parallel approach to the development of PCK in technology teacher education

The continual trend of the declining number of prospective student teachers in technology education necessitated a revisit and investigation of the entrance requirement (for technology teacher education) of having studied technology as a school subject. Subsequently a small scale, longitudinal, quasi-experimental research project was adopted with the aim to increase the number of prospective student teachers in technology education. As part of the project technology student teachers had to take the school subject in parallel together with the development of discipline knowledge within the broader development of their PCK. However, the viability of such a parallel approach of taking the school subject and developing discipline knowledge simultaneously was unknown. The purpose of the study was to determine the viability of technology student teachers taking the school subject technology and developing discipline knowledge simultaneously within the broader development of their PCK. The main research question was: What is the viability of technology student teachers taking the school subject technology and developing discipline knowledge simultaneously within the broader development of their PCK? The population consisted of the technology student teachers who enrolled for the 4-year pre-service teacher education qualification for the first time in 2016 and 2017, and a mixed-method research approach was followed. The qualitative findings did not indicate important differences in student experience between students with or without Engineering Graphics and Design (EGD) in year 12 for both cohorts. The quantitative findings indicated that although the students from both Cohort 1 and Cohort 2 who had studied EGD in year 12 achieved statistically significantly higher marks at the end of their first year than those who did not have EGD in year 12, students without EGD in year 12 from both cohorts also completed their second year successfully. It was found that the parallel approach to PCK development in technology teacher education seems to be viable to increase the number of prospective technology student teachers, with the requirement that it happens within a social constructivist, co-operative learning environment with ample opportunities for cognitive and practical apprenticeship in a community of practice.

Modern Educational Technology in Teaching of Transport Field

Technical universities that carry out educational activities in the field of transport training and specialization have accumulated rich experience of modern teaching technologies. The final result of specific competence developing can be achieved only on the basis of a number of intermediate results in the learning of several disciplines through the implementation of multi-disciplinary projects. Multi - disciplinary projects implementation allows to develop the graduate qualification work more efficiently and in a short term. Of great importance in preparation of graduates in the field of transport specialization are the connection of education, science and operation. Creation of a practice-oriented educational process ensures the efficiency and attraction of the education for the all involved participants.

Teachers’ Perception of the Influence of the Teaching Context on Cognitive Achievements in General Technology Education

High achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed.

Teaching art and design in a digital age: challenges facing Ugandan teacher educators

ABSTRACT Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that art and design (A&D) educators in Uganda encounter when teaching with digital technologies and examines how they cope with these challenges. To address the research question, the study adopts a descriptive case study design that seeks to document the participants’ accounts. Semi-structured interviews and non-participant observations were employed to collect data from teacher educators (TEs) and administrators (ADs) in two teacher training institutions (TTIs) in Uganda. The findings indicate that A&D TEs face accessibility challenges relating to motivation and material access. The educators use various strategies to cope with the existing challenges including peer support, continual practice, improvisation, lobbying for technical and financial support, and advocating for Bring Your Own Device (BYOD).

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

The steady migration of higher education online has accelerated in the wake of Covid-19. The implications of this migration on critical praxis—the theory-in-practice of pedagogy—deserve further scrutiny. This paper explores how teacher and student-led educational technology research and development can help rethink online critical praxis. The paper is based on a recent research project at the University of Edinburgh that speculatively explored the potential for automation in teaching, which generated insights into current and future pedagogical practice among both teachers and students. From this project emerged a series of pedagogical positions that were centred around visions of the future of teaching in response to automation: the pedagogical potential of visibility and invisibility online, transparency, and interrogating the hidden curricula of both higher education and educational technology itself. Through the surfacing of these pedagogical positions, this paper explores how critical pedagogy can be built into the broader teacher function and begins to identify the institutional structures that could potentially impede or accelerate that process.

Integrating AR and VR in Teacher Education: What Pre-service Teachers Perceive

Augmented Reality (AR) and Virtual Reality (VR) are two of the most important technologies nowadays. Both had brought significant changes to education. Recognizing that these technologies have become two of the most powerful scaffolds in education is important to better train pre-service teachers with the use of these technologies. By doing so educator preparation programs provide opportunities for their candidates to practice newly learned skills, imagine new ways of thinking and teaching, and build confidence. At the same time is important to gather the pre-service teachers perceptions with the use of both technologies. This paper focuses on a research that sought to determine the perception of pre-service teachers with the use of AR and VR. It found that pre-service teachers believe in the potential of both technologies for the teaching and learning process and at the same time recognize the need to confront the lack of access and digital divide that students might face. It also showcases the need for more training, resources and research of these technologies in teacher education.

Application of Courses for Ideological and Political Education to Basics of Computer

Courses for ideological and political education are the specific application of educational technology in teaching. Based on constructivist learning theory, it has highlighted learners’ central position and emphasized teachers’ guiding role to achieve the goal of completing courses by breaking down and accomplishing tasks. The selection of tasks should focus on practicality, feasibility, hierarchy, and creativity. The Basics of Computer course is highly practical, which is suitable for the application of ideological and political education. The paper is an experience and summary of the application of courses for ideological and political education to the Basics of Computer teaching.

An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education

The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a first year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e. the amount of work done, can significantly predict performance (R2 = .333, p < .001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (ϕ = .082, p < .01) and that there was need to use varying criteria in the assessment of design outputs.

Electrical/electronics technology education teachers attitude, engagement, and disposition towards actual usage of Mobile learning in higher institutions

The conventional teaching methods like the use of demonstration, lecture and project methods in teaching skilled/trade subjects is still persistent among higher institutions in Nigeria, therefore, this study examined Electrical/Electronics technology education teachers attitude, engagement and disposition towards actual usage of mobile learning in higher institutions. The sample for the study comprised 418 electrical/electronics technology education teachers using cluster sampling technique to select samples from higher institutions in three states in the geo-political zone. Data analysis was done with exploratory factor analysis and confirmatory factor analysis. The study found out that teacher’s perceived ease of use significantly have positive direct link on actual usage of ML, teacher’s disposition positively linked with perceived ease of use, teacher’s psychological well-being and perceived usefulness positive linked while technical/technology teacher’s training linked negatively with perceived ease of use of ML. Extending TAM robustness, the study affirmed that technical teacher education training and psychological well-being are factors that could influence perceived ease of use and perceived usefulness towards actual usage of mobile learning.

Human Kinetics and Engineering (Technology) Education Teachers, Perception on Health Safety Practice Skills: Legal Liabilities and Tort Administrative Agenda

Human Kinetics and Engineering (Technology) Education Teachers, Perception on Health Safety Practice Skills: Legal Liabilities and Tort Administrative Agenda

Pandemic designs for the future: perspectives of technology education teachers during COVID-19

PurposeThe disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?Design/methodology/approachA snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).FindingsThe analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.Originality/valueThis research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.

Using Educational Technology to Enhance Teaching and Learning EFL (A Case Study of English Language Teachers- KKU- Faculty of Sciences and Arts at Muhayle Assir)

This paper aims at investigating the method of applying educational technology to enhance TEFL in the Faculty of Sciences and Arts at Muhayle Aassir. The researcher uses close-ended questions interview and direct observation as instruments for collecting the data, and then he uses the descriptive method to analyse them. He chooses these two instruments as most appropriate for exchanging and evaluating ideas about using educational technology to enhance teaching EFL in the prescribed faculty. He, also, uses the observational method to study classroom events. The interview was held with 20 teachers of the English Department in order to get valuable information for the study. Furthermore, the researcher uses the SPSS programme to compute the data. The following are the study findings: Firstly; the usage of mere traditional devices in instruction has a poor efficiency on LEFL at the above-mentioned faculty. Secondly; there is effectiveness in using educational technology in teaching. Thirdly; it seems that the Faculty of Sciences and Arts provides training for the English language teachers with regard to educational technology, but in vain. The researcher recommends that English language teachers, of Faculty of Sciences and Arts, should facilitate and enhance learning via using educational technology- in their teaching- in order to keep students more interested and more engaged with the topic which is presented.

تصمیم برنامج تدریبی إلکترونی قائم علی مواقع التواصل الاجتماعی ومهارات التنظیم الذاتی لتنمیة الإدراک الأرجونومی والتفکیر التأملی وأثره علی تصمیم الأثاث الأرجونومی لدی معلمی التعلیم التکنولوجی الصناعی

تمحورت مشکلة البحث في : إفتقاد معلمي التعليم التکنولوجي الصناعي تخصص الصناعات الخشبية للإدراک الأرجونومي والتفکير التأملي مما أدي إلي قصور التصميم الأرجونومي للأثاث لديهم، مما أثر علي تدريس وإنجاز تصميم وإنتاج الأثاث الذي يحقق الراحة الجسمية والسيکولوجية والأمان والسلامة للإنسان.، ومن ثم استهدفت الدراسة تصميم برنامج تدريبي إلکتروني قائم علي مواقع التواصل الاجتماعي ومهارات التنظيم الذاتي لدي معلمي التعليم التکنولوجي الصناعي، وقياس فعاليته في في تنمية الإدراک الأرجونومي والتفکير التأملي، وقياس أثره علي إتقان معلمي التعليم التکنولوجي الصناعي تخصص الصناعات الخشبية لتصميم الأثاث، وقد اتبع هذا البحث المنهج الوصفى التحليلى فى إعداد الإطار النظرى، والمنهج شبه التجريبى عند تصميم البرنامج التدريبي الإلکتروني القائم علي مواقع التواصل الاجتماعي ومهارات التنظيم الذاتي لمعلمي التعليم التکنولوجي الصناعي تخصص الصناعات الخشبية، وإعداد أدوات البحث والتجريب الميدانى، وفى ضوء تفسير النتائج تم التوصل إلى توصيات ومقترحات من أهمها ما يلى: 1- أن تسعى الأکاديمية المهنية للمعلمين إلى استخدام برامج التدريب الالکترونية عبر تطبيقات شبکات التواصل الاجتماعى التعليمية من خلال وسائل الاتصال التکنولوجية الحديثة (المحمول - التابلت – الشاشات التفاعلية ) لتفعيل عمليات الاتصال والتدريب لکافة معلمي التعليم التکنولوجي الصناعي. 2- إعداد دليل إسترشادى مرجعى لمعلمي التعليم التکنولوجي الصناعي يوضح أوجه الإستفادة من شبکات التواصل الاجتماعى عامة والتعليمية خاصة، وطريقة استخدامها بصورة مفيدة في التنمية المهنية الذاتية. 3- أن يکون هناک نوع من الشراکة والتعاون بين وزارات ومؤسسات الدولة وبين وزارة التربية والتعليم والتعليم الفني لتمکين معلمي التعليم التکنولوجي من تصميم احتياجات هذه الوزارات والمؤسسات من الأثاث الأرجونومي وتنفيذه داخل مدارس التعليم الصناعي. 4- ضرورة تفعيل آليات التواصل بين التعليم التکنولوجي الصناعي، ومؤسسات المجتمع المحلي بکافة أشکالها في مجال تصميم وتنفيذ الأثاث الأرجونومي الملائم للمجتمع المصري. The research problem centered on: “The lack of teachers of industrial technological education, specializing in wood industries, of ergonomic perception and contemplative thinking, which led to the deficiency of the ergonomic design of their furniture, which affected the teaching and completion of the design and production of furniture that achieves physical comfort, psychological comfort, safety, and safety for humans.” Then the study targeted Designing electronic training program based on social networking sites and self-organizing skills for industrial technology education teachers, measuring its effectiveness in developing ergonomic perception and speculative thinking, and measuring its impact on mastery of industrial technology education teachers specializing in wood industries for furniture design. This research followed the descriptive analytical approach in Preparing the theoretical framework and the quasi-experimental approach when Designing electronic training program based on social media and self-organizing skills for industrial technology education teachers specializing in wood industries, and preparing research tools and field experimentation, and in light of the interpretation of the results, recommendations and proposals were reached, the most important of which are the following: 1- The Teachers' Professional Academy seeks to use electronic training programs through educational social networking applications through modern technological communication means (mobile - tablet - interactive screens) to activate communication and training processes for all teachers of industrial technology education. 2- Preparing a reference guide for teachers of industrial technology education that clarifies the ways to benefit from social media networks in general and educational in particular, and how to use them in a useful way in personal professional development. 3- There should be some kind of partnership and cooperation between ministries and state institutions and between the Ministry of Education and Technical Education to enable teachers of technological education to design the needs of these ministries and institutions of ergonomic furniture and implement it within industrial education schools. 4- The necessity of activating the mechanisms of communication between industrial technological education and local community institutions of all forms in the field of designing and implementing ergonomic furniture appropriate for the Egyptian society.

Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Sch\xf6n\u2019s theory of action

Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national efforts, practitioners in the education system do not seem to work in line with the given policy. There is therefore a gap between the micro and macro levels, necessitating the need for a closer exploration of the issue. We have conducted a quantitative study of teacher educators and their students in Northern Norway (N = 112). Amongst the staff, professional attitudes have a stronger impact than PDC regarding the extent of the educational use of digital tools, whereas amongst students, PDC has a stronger influence. These results are interpreted using Argyris and Schön’s theory of action in learning organisations.

THE USE OF DIGITAL TECHNOLOGY IN ESP: CURRENT PRACTICES AND SUGGESTIONS FOR ESP TEACHER EDUCATION

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices. This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Republic of Cyprus describing their use of technology (hardware and software) for the preparation and delivery of their courses. Furthermore, it outlines ESP practitioners’ views on the inclusion of a component on the use of technology in ESP teacher education. The paper concludes with suggestions regarding opportunities for professional development on issues related to the integration of ICT tools in ESP teaching and learning.

Time to Re-Conceptualize the Role of Secondary Schools in New Zealand

Technology education in New Zealand has evolved from a subject with technical beginnings, to be a learning area with the potential to develop the types of knowledge and capabilities that students are likely to need in a technologically mediated future. The recent review of the technology education curriculum, and proposed changes for our schooling assessment framework, presents opportunities for teachers to develop or embed their curriculum practices. This article reports on findings from an interpretivist, qualitative study, which considered secondary technology education teachers' perceptions and practice. The findings suggest that participants viewed their subject as a means to predominately develop student skills and specialist content knowledge, and practice was impacted by teacher ability to make meaning of curriculum intent. There is an urgent need to challenge some established teachers' views and teaching practices, which negate or marginalise curriculum policy and intent. Recommendations are made to support the alignment of technical and technological ways of thinking and practice, for those teachers who are motivated by the curriculum, which aims to develop student technological literacy.

Construction of the Teaching Evaluation System Based on Engineering Education Accreditation

Recently, with the vigorous development of engineering education, the three concepts of student-centered, outcome-based and continuous improvement put forward new requirements for engineering education evaluation. Based on the analysis of the status quo of engineering education teaching evaluation and three concepts of engineering education accreditation, this paper analyzes and rebuilds the evaluation system of engineering education from four aspects: student learning evaluation, teacher teaching evaluation, classroom teaching evaluation and practical teaching evaluation.