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- Doyle, Andrew, 1992-, et al.
(författare)
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Subject(s) matter : a grounded theory of technology teachers’ conceptions of the purpose of teaching technology
- 2023
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Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
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| 2. |
- Seery, Niall, et al.
(författare)
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Epistemological treatment of design in technology education
- 2023
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Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804. ; 33:4, s. 1547-1561
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Tidskriftsartikel (refereegranskat)abstract
- Design as a construct has multiple meanings depending on context, function, and agenda. This paper proposes to set out functions of design as it manifests in the context of technological activity for the purposes of technology education. The importance of context and by association intention in technological and designerly activity is presented with reference to recent reforms of lower secondary school subjects in Ireland, in an attempt to demonstrate the complexity of design's treatment in technological activity. Critical to the success of designerly outcomes and outputs, is having a clear intention for the objectives of learning. This paper proposes a framework of articulations of design in the context of technological activity that attempts to position its utility with respect to the development of capability. Unpacking 'learning about design', 'learning by design' and 'learning to design' provides delineated intent that makes explicit learning, pedagogical, and evaluative decisions, reinforcing the position that it is what learners can do opposed to know, that is central to technological activity.
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