School Technology Education Research Articles

The Role of 3D Printing in Science, Technology, Engineering, and Mathematics (S.T.E.M.) Education in General and Special Schools

The Role of 3D Printing in Science, Technology, Engineering, and Mathematics (S.T.E.M.) Education in General and Special Schools

Impacts of Computer-Managed Instruction in Basic Technology Education in Junior Secondary Schools in Anambra State

This study utilised a cross-sectional survey design in order to evaluate the impact of computer-managed instruction (CMI) on teaching basic technology in junior secondary schools in Anambra State. Covering the Onitsha Education Zone, the study employed a multi-stage sampling to select 20 schools and 840 students and teachers. Data was collected through a structured questionnaire assessing CMI availability and impact, validated by experts and tested for reliability. The questionnaires were administered over a month, with data analysed using the SPSS software and statistical techniques. The results indicated a positive correlation between CMI integration and enhanced learning experiences, with students reporting increased motivation, interest, and engagement in Basic Technology lessons. Additionally, CMI is found to enhance problem-solving abilities, confidence in learning, and performance outcomes. Both teachers and students recognize the transformative possibilities of CMI, despite differences in their perceptions. These findings underscored the importance of embracing technological advancements in education to cultivate dynamic learning environments. The study offers practical implications for educational stakeholders, advocating for the continued integration of CMI to meet the evolving needs of students and prepare them for success in a digital age.

Research on the Strategy of Artificial Intelligence Education in the Information Technology Curriculum of Primary and Secondary Schools

The development of science and technology has ushered in the era of artificial intelligence. This development affects school education in terms of information technology curriculum. The improvement of China’s national strength has led to the widespread of information technology education in primary and secondary schools. In this context, this paper studies artificial intelligence education in terms of its curriculum in primary and secondary schools.

The Influence of Peers on the Gender Divide Within Secondary Technology Education in Aotearoa, New Zealand

According to New Zealand government statistics, there is a consistent male–female divide within technology education in secondary schools, resulting in an ongoing underrepresentation of male students in fashion and textiles and female students in computer science and resistant materials learning areas. This underrepresentation is concerning as it contradicts the inclusion promoted in the New Zealand Curriculum and may contribute to reduced opportunities for a talented and diverse workforce. A large body of literature is dedicated to the underrepresentation of female students in STEM fields and has predominantly focused on female students in mathematics and science. However, minimal research focuses on the technology curriculum within the Aotearoa New Zealand context. This qualitative exploratory study investigated students’ perceptions of gender-typing and gender stereotypes within technology education and the experiences of students engaged in technology subjects in which they are gender minorities. Data were gathered through semi-structured interviews. The findings from the thematic analysis revealed that peers and the need for social connection impacted the experiences of gender minority students in their class and influenced their subject selection.

역공학 교육프로그램 개발을 통한 고등학교 기술과 공학교육 사례연구

This study develops a reverse engineering education program and analyzes its implications in response to the emphasis on engineering in the revised 2022 high school Technology Education curriculum. To this end, the study examined the concept and model of reverse engineering as well as the technology curriculum. A reverse engineering education program was developed following the stages of hands-on activity development. To ensure the program’s completeness, expert validation and teacher feedback from case presentations at the A City Teachers' Association were incorporated to achieve both quantitative and qualitative improvements. Program practicality was assessed through a preliminary class conducted with 15 general high school students in City A over a period of four days in January 2024, consisting of 10 sessions. The meaning of the class was assessed through students' online portfolio materials, recorded class videos, and teacher reflection journals. The study’s results are as follows: First, reverse engineering offers students opportunities to learn product design principles, understand the functions of each component, discern the relationships between components, and identify areas for product improvement by dismantling a completed product. It affords students a concrete understanding of previously abstract engineering principles by working with actual products. Second, developed as a 10-session program following the stages of preparation, development, and improvement, the program was applied to 15 general high school students in City A during a four-day preliminary class, and the resulting data informed final modifications and completion of the education program. Third, student experiences were analyzed through themes such as understanding engineering principles through participation, experiences of failure and challenges, sense of accomplishment in product operation, interest in engineering, and career exploration. This study provides insights into implementing the engineering education emphasized in the revised 2022 technical and vocational curriculum in school settings. The results have implications for the technology education field and future curriculum revisions.

Identifying the Best Model for Implementing Technology-Based Education in Indonesian Schools

This research aims to identify optimal models that can be implemented effectively in Indonesian schools using technology-based education. The approach used in this research is literature study analysis, using literature study research methods to collect and summarize related literature from various sources such as journals, books, research reports, and theses. An in-depth evaluation of the literature reviewed shows that each model, such as Blended Learning, Flipped Classroom, Learning Management Systems, Game Based Learning, Video-Based Learning, Open Educational Resources – OER, STEM Model, Social Media in Learning, and Mobile Learning (m-learning), has specific advantages and disadvantages. The results of this research identify optimal models to be implemented in the context of technology-based education in Indonesian schools but also provide a basis for improvement and concrete recommendations for further research and implementation. The implications of these research findings are significant, providing valuable guidance for educational stakeholders, teachers, and researchers. The resulting conclusions can also be a basis for policymakers to design more effective technology-based education strategies in Indonesia. Thus, this research has the potential to inspire positive changes in curriculum development and technology education in schools while supporting efforts to improve the overall quality of education in Indonesia.

Applying Physics Knowledge and STEAM Education in High School: Connecting Traditional Vietnamese Culture Through the Moon-Shaped Lute Production Project

<p style="text-align: justify;">This article explores the integration of physics knowledge and science, technology, engineering, arts, and mathematics (STEAM) education in high schools through a unique project that connects traditional Vietnamese culture with the production of moon-shaped lutes. The moon-shaped lute, known as “Đàn Nguyệt” in Vietnamese, holds great cultural significance in Vietnam. By incorporating physics principles into the lute production process, students develop a deeper understanding of its construction, sound production, and structural stability. They explore concepts like material selection, sound propagation, and ergonomic design to enhance the instrument’s craftsmanship and playability. This interdisciplinary approach not only fosters scientific and technical skills but also preserves and promotes traditional Vietnamese culture. Engaging students in projects that combine art, science, and culture highlights the power of STEAM education in nurturing well-rounded individuals who have a strong connection to their heritage. The integration of physics knowledge and cultural elements in this project demonstrates the value of interdisciplinary learning and its impact on students’ appreciation for their cultural identity.</p>

중국의 2017 개정 일반 고등학교 1학년 기술 교과서 체제 분석

Objectives The purpose of this study is to figure out the actual situation of the amount of learning, emphasis, teaching content, and teaching strategies of the required content of the general high school technology education courses in China by analyzing Chinese 2017 revised general high school first-grade technology textbooks. Methods In this study, the external and internal structures of textbooks were analyzed using the content analysis method and the descriptive research method. In the external structure of the textbooks, the layout, the total num-ber of pages in a large unit, and the number of illustrations were analyzed, and in the internal structure, the struc-ture of the content organization of each unit of the textbooks, the fields of content composition, and the weight of each field were analyzed. Results Chinese 2017 revised general high school first-grade technology textbooks were analyzed and evaluated for their external structure (the layout, the total number of pages in a large unit, and the number of illustrations) and internal structure (the structure of the content organization of each unit, the field of content composition, and the weight of each field). Finally, by comparing Chinese 2017 revised first-grade general high school technology textbooks with Korean 2015 revised general high school technology textbook, insights are drawn from the fea-tures that Korean technology textbook itself does not possess. Conclusions First, Chinese 2017 revised general high school first-grade technology textbooks, as compulsory textbooks, has achieved positive results in terms of facilitating school use and management, guaranteeing teach-ers' professionalism and learners' right to quality learning, and conforming to the orientation of the high school credit system. Second, in order to cultivate technological competence, the core strength of future human re-sources required by the Fourth Industrial Revolution and the hyper-connected society, the amount of learning content in Chinese 2017 revised first-grade general high school technology textbooks is about two times more than that in Korean general high school technology textbook. Third, most of Chinese 2017 revised first-grade technology textbooks are developed through the process of “large unit introduction, medium unit introduction, small unit (introduction, deployment, and organization), medium unit organization, and large unit organization”. Fourth, in Chinese 2017 revised first-grade technology textbooks for general high schools, the main organizing factor of the teaching content is design technology (drawing technology, model making), which focuses on the design of technological products.

Assessing the state of technology education in primary schools: a systematic review of the last 2 decades

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.

Exploring effective approaches for science and technology education in public high schools: A case study of Samar Division, Philippines

Exploring effective approaches for science and technology education in public high schools: A case study of Samar Division, Philippines

Technology education in primary schools: addressing teachers’ perceptions, perceived barriers, and needs

In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers’ lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in technology education, and the ambiguity of the definition of technology education have scarcely been discussed in the literature. This study explored teachers’ experiences with the current integration of technology and identified challenges to the integration of technology and areas where support is needed. Semi-structured interviews were used to collect data and were analyzed using content analysis. Content knowledge, proper training, and professional development programs on the integration of technology along with the need for clear and unanimous curricula standards have been perceived as important factors in the integration of technology education. Participants also acknowledged the need for the establishment of teaching communities wherein they can learn from one another. Our study discusses implications for research and practice and provides a knowledge base for the establishment of well-structured professional development courses based on teacher needs.

A Study of the Education of Model Based Development Thinking in Junior High School Technology Education

In order to make the realization of Society 5.0, which contributes to the achievement of the SDGs, a focus has been placed on human resource development to create new value in the Sixth Science, Technology and Innovation Plan. In addition, a development method called “Model Based Development”, in which simulations are conducted using mathematical models, is being promoted in industry. In this study, we develop and practice Model Based Development Thinking education at the junior high school level, and verify its educational effectiveness. Specifically, it is the development of learning materials for proportional control focusing on the characteristic of a sensor, using Advanced Emergency Braking System as the subject. In addition, this research is aimed at the SDGs goals : (4) Quality Education, (7) Affordable and Clean Energy, and (9) Industry, Innovation and Infrastructure.

Implementing artificial intelligence education for middle school technology education in Republic of Korea

The purpose of this study is multifold: First, to develop an educational program using artificial intelligence (AI) in middle school free semester system of South Korea. Second, to verify the program’s effectiveness, the study clarified the definition of AI and AI education and considered their meaning in technology education. This study used three steps: preparation, development, and improvement. In the preparation step, this study set the theme and purpose of the AI program and selected the free semester activity type “theme selection activity.” After analyzing the technology curriculum and extracting AI-related elements in the development step, this study laid out the program for 16 h of class time. In the improvement step, to augment the program’s validity, the researcher revised and supplemented it as a whole through expert consultation. This research differentiated the developed program from the AI education program of other subjects and specialized it, focusing on the specificity of technology education. The study emphasized the social impact of the latest technology, ethics of AI, physical computing using AI, and technological problem-solving activity using AI. The final developed program was applied to the students, and students participated in a pretest and posttest. The study used the PATT and AI competency test tools. The PATT results showed a significant increase in the mean of both constructs in “interest in technology” and “career aspirations in technology.” In AI competency, the mean of two constructs increased significantly in “social impact of AI” and “AI performance.” In particular, “AI performance” showed the largest increase. There was no statistically significant change in “interaction with AI.” The study results confirmed that the developed AI program was effective in technology education and career exploration, which is the primary purpose of the free semester. In addition, it was possible to confirm the technology educational value of the AI education program centered on technological problem-solving. These research results have implications for bringing AI into technology education.

Bridging the Gap: Identifying Key Factors Hindering the Implementation of Nigeria National Policy on Science and Technology Education in Secondary Schools in Anambra State

Bridging the Gap: Identifying Key Factors Hindering the Implementation of Nigeria National Policy on Science and Technology Education in Secondary Schools in Anambra State

Opportunities for teaching the basics of artificial intelligence in modern school technology education

Opportunities for teaching the basics of artificial intelligence in modern school technology education

Computational literacy in science education–A systematic review

Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre-service) science teachers and anchored in the curriculum. This is particularly important because many scientific professions or research can no longer be done without basic computer knowledge and computational literacy. The central approach to educating future teachers is the university course of study. This paper aims to systematically provide an insight into which scientifically relevant publications address this issue. The essential criterion in this review is the restriction on science education or more general science, technology, engineering, and mathematics (STEM) education in schools or universities. Equally important is the specification that computational literacy (informatics competencies, information literacy, computer literacy, or computational thinking) are purposefully taught or trained. Only publications in the Web of Science database were included for quality assurance. This paper investigates to what extent scientifically valid research or knowledge is available at this junction, i.e., computational literacy in science education. Thereby, we distinguish between different approaches, such as effect studies on individual aspects, isolated practical contributions with a pronounced trial-and-error character, or systematic or model-based considerations in quantitative and qualitative studies. The results show common aspects, prominent trends, and promising approaches. However, possibly existing (subject-) didactic concerns should be considered in more detail and the dual perspective role of the students as future teachers. In addition to learning basic computer skills, the ability to teach them is also essential so that the scientific education of the students can benefit from them to the required extent.

Programming in school technology education: the shaping of a new subject content

In Sweden, as in many other countries, programming has been added to the curriculum in recent years. This paper explores how and under what conditions programming is transformed into teaching in technology education. Teachers in grade 7–9 were interviewed about what and how they teach about programming in the context of technology education, and what influenced the choices they made. Data was analysed using content analysis. The results suggest that teachers mainly see programming as a medium to explore and understand technological systems and construction work. The results further implies that teachers are uncertain of what programming means in terms of practices and concepts, and how programming knowledge can be assessed. The process of transformation presents teachers with several challenges, related to their own knowledge of programming, quality of teaching materials, and knowing pupils’ prior knowledge about programming. In addition, the results indicate that technology teachers work in isolation. In consequence, the intended interdisciplinary collaboration between technology and mathematics teachers on programming is largely absent.

A study on the design of a practical arts laboratory for elementary level technology education in Korea

This study was conducted to confirm the specifications of the laboratory and the list of practice tools for technology education in elementary schools in Korea. For effective technology education, standardized laboratory specifications and a list of practice tools are needed. However, there were no standardized laboratory specifications and a list of practice tools for elementary school students in Korea, so there were many difficulties in practicing related to technology education at the elementary level. In particular, elementary-level technology education is combined with home economic and agricultural education within the subject of practical art subjects in Korea. Therefore, the laboratory should have a complex function so that it is not only for technology education but also to enable practice in other fields. The name of the lab is “The Practical Arts Laboratory” in elementary schools in Korea. The study design and method to achieve the study purpose are as follows. First, in the theoretical analysis stage, the concept of the laboratory and considerations for designing the laboratory were confirmed through the review of previous studies. Next, a list of practice tools was derived using the big data analysis method. Then, in the actual design stage, the practical arts laboratory was designed and an expert feasibility study was conducted. The results of the study are as follows. First, the minimum area of the practical arts laboratory is 13,600mm×12,450mm, which is twice the size of a general classroom. In addition to the practical arts laboratory, a preparation room for storing practice tools is also required. The minimum area of the preparation room is 12,450mm×3,500mm, which is 1/4 the size of practical arts laboratory. Second, the practice table in the practical arts laboratory was designed as a comprehensive practice table that allows various types of practice, and the area was designed to be 600mm×1,200mm in consideration of the Korean work area. Third, the number of practice tables was set to six considering the size of the practical arts laboratory and the number of people per class in elementary schools in Korea. As of 2018, the number of people per class at an elementary school in Korea was 23.1, so four people were set to use one practice table. Practice is a key element in technology education. Thus, it will be said that the practical arts laboratory plays a very important role in Korea’s elementary level technology education as an environmental background that makes the practice effective. For this reason, the standard specifications of the practical arts laboratory and the list of practice tools presented in this study are expected to contribute to the development of elementary-level technology education in Korea. Also, our results can be a reference for other countries in the world that have a similar situation to Korea.

중ㆍ고등학교 기술교과 교육과정에서 시기별 통신기술의 교육목표와 내용의 분석

The purpose of this study is to present directions for communication technology-related technology education by analyzing transition in communication technology instructional objectives and contents.
 From the first to third technology education in middle school, electrical and electronic-related education is the main focus, and industrial education is strong. On the other hand, from the 4th period, the instructional objectives and instructional contents of communication technology began to be emphasized, and from the 8th period, the ability to process information and solve technological problems related to information and communication was emphasized. High school technology education is also dominated by electricity and electronics-related education from the 1st to the 3rd, and has a strong industrial education character. On the other hand, from the 4th period, instructional objectives and instructional contents related to computers and information communication were presented in earnest, and in the 6th and 7th periods, information related subjects were newly established as independent subjects, so communication technology was not dealt with. In the 8th period, problem-solving experience activities related to information and communication technology were presented, and in the 9th period, instructional objectives and instructional contents suitable for the characteristics of technology education were presented, but the proportion was very small.
 Based on this study, instructional objectives and educational contents should be selected based on a systematic approach to technology in middle and high school technology subjects, and follow-up studies should be conducted on the instructional objectives and instructional contents as general education should be conducted.

미래사회 대비 2015 개정 중학교 기술과 교육과정의 진단과 개선 방안에 관한 연구

The purpose of this study is to diagnose the 2015 revised middle school technology education curriculum by examining the curriculum requirements related to the expansion of the proportion of technology education in preparation for the future society, and to suggest future improvement plans for nurturing science and engineering talents and cultivating technological literacy. To this end, as an improvement plan to diagnose the problem of the 2015 revised middle school technology education curriculum, and to expand the proportion, about 1,000 opinions from elementary and secondary school teachers, university professors and researchers, college students, and parents, etc. was investigated to derive implications. Firstly, technology education should be prioritized among the subjects that should be treated with importance in the future society in school education. And when considering future social changes, natural science and engineering fields with a high degree of job and employment creation were 907, accounting for 86.8% of the total respondents, showing high results. Secondly, as for the current technology education, the lower the school level, the more familiar the subject is, and the higher the school level, the more friendly the subject. However, it can be seen that it needs to be reflected in the future curriculum due to the lack of practice time and facilities and facilities for practice. Thirdly, it is recognized that the natural science and engineering field group lacks practical time and facilities and facilities for practice compared to the non-science and engineering field group. On the other hand, the non-science and engineering field group perceives that technology subjects are tied to home subjects compared to the natural science and engineering fields, preventing them from advancing into the science and engineering fields. Fourthly, compared to other subject majors, technology majors are suggesting two-fold improvement in the introduction of long-term projects, linked with STEAM education, use of digital equipment, and technology and home education. On the other hand, students majoring in other subjects had a higher degree of agreement than those majoring in technology about replacing the theoretical explanation part of technology education with cyber learning.