School Technology Education Research Articles

Science, technology and mathematics education resources in junior secondary schools for the attainment of the millennium development goals

This study investigated the resources allocated to Science, Technology and Mathematics Education (STME) in junior secondary schools in Anambra State between 2003 and 2006. The study, which was based on three research questions and one null hypothesis, adopted the ex-post-facto research design. Twenty-six schools were selected using proportionate stratified sampling from 261 junior secondary schools in Anambra State. A twenty-one item researcher-developed questionnaire titled “Science, Technology and Mathematics Education Resource Allocation Inventory (STMERAI)” was used in collecting data. Mean scores were used in answering the research questions while the Analysis of Variance were used to test the null hypothesis at the 0.05 significance level. The findings of the study indicate that the resources allocated to the STME subjects (integrated science, introductory technology and mathematics) were highly inadequate irrespective of the subject. This implies that, the allocation of experienced teachers, materials, laboratory equipments and books to these subjects needs to be improved, so that inadequate resources do not hinder the provision of high quality education needed for the attainment of the Millennium Development Goals. Key words: Educational resources, science, technology and mathematics education, millennium development goals, quality education, resource allocation, teachers, facilities

Diffusion of Innovations in Elementary School Technology Education (DI-ESTE)

Diffusion of Innovations in Elementary School Technology Education (DI-ESTE)

S2002-3-3 CAE技術の中学校技術分野への応用(技術教育・工学教育(3),社会変革を技術で廻す機械工学)

S2002-3-3 CAE技術の中学校技術分野への応用(技術教育・工学教育(3),社会変革を技術で廻す機械工学)

Teaching in middle school Technology Education: a review of recent practices

We review articles published between 1995 and 2008 in four journals that are the primary scholarly resources for Technology Education middle school teaching. This descriptive study identified four main issues that scholars addressed: what should be taught in middle school, the structure and content of curriculum transformation, integrating Technology Education with other disciplines, and the impacts of Technology Education transformation programs on classroom practice. We conclude that, while there has been considerable effort to move the field from a “craft/industry/skill” approach to focus more on teaching processes and technological content, the transformation is not complete. In addition, it appears that both practitioners and theorists will need to focus efforts to investigate more completely the variables that can influence teachers to conceptualize and implement new curricular ideas.

Technical knowledge in a technical society: elementary school technology education in Sweden, 1919–1928

The aim of this article is to identify a technical domain of knowledge in the curriculum of the Swedish elementary school and views on elementary school technology of two interest groups – school teachers and engineers. Gradually during the early to mid‐1920s there was increased technical content in the Swedish elementary school, if we look at the new curriculum, in‐service education and stakeholders’ views. The main reasons for this were, first of all, that the first decades of the twentieth century witnessed industrial growth with accompanying technification of large parts of society including the school. Second, the curriculum of 1919 had a broader technical content than earlier curricula, and thus mirrored the societal changes. Third, vocational secondary schools led to new requirements in respect of elementary technology education. Representatives of the Government were prime movers in enhancing the significance of technology in school together with teachers, while engineers generally showed little interest.

Effects of Intellectual Property Learning Using Information Sharing System by CMS in Junior High School Technology Education

Effects of Intellectual Property Learning Using Information Sharing System by CMS in Junior High School Technology Education

20702 中学校の技術教育における材料・構造力学の内容に含まれる形態モデルの特性(技術教育・工学教育(1),OS.2 技術教育・工学教育)

The mechanic contents of materials and structure in junior high school technology education was extracted in terms of the strength of materials and the structural mechanics. The extracted contents were analyzed considering the force action in the material and structure. The analyzed results were classified on the basis of morphologic models in strength of materials and structural mechanics. The classified morphologic models were shown in following nine models: Bending strength in simply supported beam, bending deformation in cantilever beam, shearing force, moment of inertia of area, rigid frame structure, planar structure, rigid joint, hinged joint and truss structure. The results of the questionnaire showed that the junior high school students were hard to understand about the condition of force action and the direction of resistant force in material.

Delivering Core Engineering Concepts to Secondary Level Students

Introduction Within primary and secondary school technology education, engineering has been proposed as an avenue to bring about technological literacy (Lewis, 2005; Dearing & Daugherty, 2004). Different initiatives such as curriculum development projects (i.e., Project ProBase and Project Lead The Way) and National Science Foundation funded projects such as the National Center for Engineering and Technology Education (NCETE) have been developed to infuse engineering into primary and secondary education. For example, one key goal of the technology teacher education component of NCETE is to impact the focus and content of the technology education field at the secondary level (National Center for Engineering and Technology Education, 2005). More specifically, the goal is to facilitate students’ learning relative to core engineering principles, concepts, and ideas. A number of activities have been developed by the Center to facilitate these goals, including a series of teacher professional development experiences, research designed to identify core engineering concepts, development of engineering-related activities, engagement with faculty from the STEM disciplines, and interaction with technology education pre-service teachers. Through the efforts of NCETE, three core engineering concepts within the realm of engineering design have emerged as crucial areas of need within secondary level technology education. These concepts are constraints, optimization, and predictive analysis (COPA). COPA appears to be at the core

Problem based learning: application to technology education in three countries

An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering, community health), and they may have a corresponding variety of educational objectives. However, they all have in common the use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL offers a number of relevant features to technology education and it is because of these that the project outlined in this paper has been developed.

Teachers learning about technology and technology education: Insights from a professional development experience

The introduction of technology education in primary and secondary schools during the past 10–15 years around the world has presented a number of difficulties for teachers, primarily related to their coming to understand the phenomenon of technology and to conceptualise the technology learning area in line with national frameworks. This paper reports on a professional development experience that aimed to assist a small group of primary school teachers to develop their understandings of technology and technology education. A theoretical model framed a series of professional development interactions between the researchers and the experienced teachers who were new to teaching technology. Data sources included teacher interviews, video recordings of the activities, teacher made models, and extracts from their reflective journals. The study presented some insights into how professional development experiences for teachers new to technology could be organised and implemented to best support their developing technology practices and understandings.

Investigating the Relationship between High School Technology Education and Test Scores for Algebra 1 and Geometry

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Mind tools contributing to an ICT-rich learning environment for technology education in primary schools

This paper examines how the learning environment in primary education can be enhanced by stimulating the use of innovative ICT applications. In particular, this discussion focuses on mind tools as a means of leveraging ICT for the development of cognitive skills. The stimulating effect of mind tools on the thinking skills and thinking attitudes of students is examined. The various types of mind tools and a number of specific examples are closely examined. We consider how mind tools can contribute to the establishment of an ICT-rich learning environment within the domain of technology education in primary schools. We illustrate two specific applications of such mind tools and discuss how these contribute to the development of thinking skills.

A Chilling Project Integrating Mathematics, Science, and Technology

Principles and Standards for School Mathematics states that in the middle grades “measurement concepts and skills can be developed and used throughout the school year rather than treated exclusively as a separate unit of study” (NCTM 2000, p. 241). One part of my attempt to do that with my seventh-grade students involved a collaborative activity carried out with the school's technology education teacher, Todd Kelley. We decided to combine our classes for one period of the day for two weeks. We both taught seventh graders during that one period: my students were in an Advanced Math class; his students were in an elective Technology Design class. My students had just completed a unit on calculating surface areas and volumes; they were expected to be able to use formulas to find the surface area and volume of basic three-dimensional shapes, including prisms, cylinders, spheres, cones, and pyramids. The technology students had been working on the IDEATE design process, which gives six specific steps that students should follow in a design project: Identify and define the problem; Develop the design brief; Explore possible alternatives; Accumulate and assess the alternatives; Try out the best solution; and Evaluate the results (Todd 1996, p. 17). We wanted to give our students a chance to practice the skills learned from both classes by applying them to a realistic situation and in a setting that gave them maximum room for creativity, problem solving, and divergent thinking. With the help of our media specialist, Kris McGlaun, we were able to create a unit that accomplished these goals.

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

Alternative Strategies for Preparing Middle School Technology Education Teachers

(2004). Alternative Strategies for Preparing Middle School Technology Education Teachers. Childhood Education: Vol. 80, No. 3, pp. 142-148.

Learning Style and Laboratory Preference: A Study of Middle School Technology Education Teachers in Virginia

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Enhancing Teachers' Technological Knowledge and Assessment Practices To Enhance Student Learning in Technology: A Two-Year Classroom Study.

This paper reports on a two-year classroom investigation of primary school (Years 1–8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.

Whose Image is it Anyway?: Some Considerations of the Curricular Importance of Subject Image in Secondary School Design and Technology Education

This paper explores the idea that a sense of school subject image is a necessary feature of curriculum management and a potent force for change. The discussion centres on the view that all school subjects have an image and that if those intimately involved with the subject do not control the image then someone else does! In such circumstances the image is the product of past encounters and old euphemisms and is unlikely to hold the changed realities.

Learning science in an alternative context: The effects on a selected group of young science educators

The Ontario Science Centre is a popular alternative learning environment for science and technology. Using semi-structured interviews, the research underpinning this paper investigates the experiences and effects of working as a Host or exhibit interpreter at the Science Centre. It examines how the Hosts benefit from the program in terms of their knowledge about and attitudes toward science and technology. What is distinctive about learning in this context, and its implications for science and technology education in schools, are discussed. The dominant aspects of learning for the respondents tended to be inspirational and attitudinal, as well as cognitive. The comments of the respondents indicate that in order to encourage learning in science and technology, science education needs to focus on more than a narrow concern with curriculum content.

Establishing a Taxonometric Structure for the Study of Biotechnology in Secondary School Technology Education

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