| 1. |
- Doyle, Andrew, 1992-
(författare)
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Consolidating concepts of technology education : From rhetoric towards a potential reality
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis focuses on the relationship between international rhetoric and classroom realities in technology education. For some time there has been widespread recognition that the intended goals for learning in the subject area have failed to manifest in enacted practices as envisioned. As the intermediary between rhetoric and reality, the technology teachers and ways of understanding their enacted practices are the focus of this work. The thesis is based on four research articles which adopt theoretical and empirical approaches to investigating the technology teacher as mediator of enacted practice. In Article I, technology education in the Irish national context is investigated through technology teachers’ reflections on enacted practice. In response to a variety of situational- and systemic- factors which impede classroom practice being identified, Article II and III theorise approaches to investigating enacted practice in technology. In acknowledging the epistemological basis of technology as depicted in the extant literature, a reconceptualisation of how to utilise pedagogical content knowledge research in explaining enacted practice is put forward. Article IV returns to the technology teacher in a transnational context, whereby teachers from the Republic of Ireland, Sweden and New Zealand are interviewed in constructing a grounded theory of teachers’ purposes for teaching technology. The contributions of the research are twofold. Firstly, following the identification of evidence to support the existence of rhetoric-reality tensions in technology education, an ecologically situated framework of enacted practice is put forward. The framework acknowledges how subject matter is treated in technology education in striving for more comprehensive ways of investigating enacted practice. Secondly, in taking a preliminary step toward understanding enacted practices, a grounded theory of teachers’ purposes for teaching technology is put forward. This grounded theory offers a unified model for articulating the purposes of teaching technology that prevail in classroom realities today.
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| 2. |
- 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
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Annan publikation (övrigt vetenskapligt/konstnärligt)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 significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. 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 interviewees designed and implemented, interviewees 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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| 3. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 4. |
- MacKenzie, Alison, et al.
(författare)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 4, s. 271-329
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Tidskriftsartikel (refereegranskat)abstract
- This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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| 5. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Automating Teacher Work? : A History of the Politics of Automation and Artificial Intelligence in Education
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Nature. - 2524-485X .- 2524-4868.
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Tidskriftsartikel (refereegranskat)abstract
- The debate on automation in education is also a debate on teachers’ work. Throughout history, promises of labor-saving and efficient automation technologies have been repeatedly promoted, while research at the same time has rather argued that automations will always depend on extensive human labor. In this study, we historicize how automation in education has been related to teachers’ work and with what implications. Based on Sweden’s long history of educational technology, we have drawn on digital and archival materials published from 1957 to the present. By contrasting the policy elements on automation and artificial intelligence (AI) across the past several decades, we show how debates and technologies are dynamically established and naturalized over time, which also risk silencing the critical debates on what the politics of automation and AI means for teachers’ work and for public education. We conclude not only that the automation debate aligns with familiar ‘techno-solutionist’ educational technology histories, including forms of resistance on the technological uptake in education and society, but also that the scale and impact of automation are shifting with the technologies for automation and global platform infrastructures integrated into education. Consequently, one of the main questions is how the critical debate on automating teacher work and education is made possible even under such circumstances.
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| 6. |
- Cronhjort, Mikael, et al.
(författare)
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Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
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| 7. |
- Hallonsten, Olof, et al.
(författare)
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Commissioning the University of Excellence : Swedish research policy and new public research funding programmes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:3, s. 367-381
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Tidskriftsartikel (refereegranskat)abstract
- In many countries, current research policy is dominated by managerialism and excellence, manifesting the aim of making universities into national strategic assets in the globally competitive knowledge economy. This article discusses these policy trends and their mirror in recent developments in public funding for academic research, with special attention to Sweden. A review of the language in three consecutive Swedish governmental research bills from the past 10 years shows a clear policy shift towards the promotion of excellence and strategic priority on the level of higher education institutions. Reforms to the funding system, especially the launch of specific strategic excellence funding programmes, are introduced to put the policy in practice. While the policy shift itself might be discursive, the changes to the funding system clearly show a determination on behalf of the Swedish government to increase strategic profiling and the pursuit of excellence in research on behalf of universities. © 2012 Copyright Taylor and Francis Group, LLC.
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| 8. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases
- 2016
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Ingår i: PATT-32 Proceedings. - Utrecht, the Netherlands. ; , s. 141-149
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Konferensbidrag (refereegranskat)abstract
- It is widely agreed that developed pedagogical content knowledge (PCK) is a knowledge base unique to teachers. Therefore, the successful development of a teacher can be evaluated in terms of an evolved PCK. However, research has shown that teachers in later professional life phases (PLP’s) are at a greater risk of being less effective (Day & Gu, 2007). Given that the rational and grade point-orientated nature of the Irish education system hinders the development of an integrated pedagogy (Commission on the Points System, 1999; Hennessy, Hinchion, & Mcnamara, 2011), this paper explores the relationship between technology teachers’ PLP and their orientations towards teaching as a critical construct of PCK.The study cohort consisted of practicing technology teachers (n=9) ranging in experience from 4 to 31 years of classroom practice. An interpretive research methodology was employed whereby participants were involved in semi-structured interviews focused on eliciting an understanding of participants’ knowledge and beliefs around the purposes and goals of teaching technology. The findings suggest that technology teachers’ orientation towards teaching varies as teachers’ progress through their teaching career. It emerged that participants in earlier PLP’s are more likely to display a pupil-centred orientation towards teaching whereas teachers in later PLP’s are inclined to adopt transmission pedagogies suggesting a teacher-centred orientation towards teaching.
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| 9. |
- Gumaelius, Lena, et al.
(författare)
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Outreach initiatives operated by universities for increasing interest in science and technology
- 2016
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis Group. - 0304-3797 .- 1469-5898. ; , s. 1-34
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Tidskriftsartikel (refereegranskat)abstract
- Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students.
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| 10. |
- Kirchmeyer, Nathalie, et al.
(författare)
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International collaborative tasks in language courses for engineers
- 2022
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Konferensbidrag (refereegranskat)abstract
- Todays globalized world demands successful communication with an increasing diversity of people - from different fields, background and cultures. Intercultural competence is increasingly recognized as an essential skill, especially for engineering graduates who, throughout their professional career, will work in global teams and play an important part in international communities. In the Department of Languages and Communication at KTH, students can opt/take/add for additional courses to develop their core communication skills, e.g. scientific writing, rhetoric, foreign languages, and Global competence. The language courses focus on language for professional use in the technology sector. For this reason/accordingly the course offerings at the Department of Languages and Communication aim to prepare the students for a professional career in international contexts, hence communicating in different languages and communicating with others is playing an important role in being a citizen of today’s world. In the language courses for engineers, we have implemented different methodologies such as collaborative learning, tandem-learning, workshops, visits to technological museums and companies, and virtual Industrial Visits. Integrating these learning activities has different impacts on the course, the teacher, and the students. A course with integrated collaborative international tasks implies changes both in the pedagogic approach of a course, the role of the teacher, and the student’s learning outcome. Using methodologies like collaborative learning as a pedagogical approach in language teaching for engineering students enhance the students'' skills in cross-cultural communication while linking their technological knowledge, with being respectful of multilingualism. In our presentation, we want to map these impacts on students and teachers in relation to our experiences. We also aim to share best practice on how we integrate international collaborative tasks in language courses for engineers, as a virtual mobility experience. Rethinking our teaching practices in order to facilitate cross-cultural communication through students’ discipline-specific academic language and literacy development to meet the challenges of the increased internationalization and diversity in higher education. We will show a variety of collaborative activities offered in language courses - French, Japanese and German - as well as in courses in professional communication. These activities provide students with an opportunity to interact with peers at technical universities and professionals, so they can develop intercultural competences and language skills while working together on subject-specific learning tasks.
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