The Impact of Technology Education
International Insights
1st Edition
Published on 19. November 2020
177 pages
978-3-8309-9141-0 (ISBN)
Description
The increasing use of technology in our lives requires not only the qualification of young professionals through vocational training in order to maintain innovation and technical and societal progress, but also a technical education 'for everyone', so as to cope with these environments and to become a society with technology literacy. A lack of technology activities may not only result in a 'technology illiteracy', thus making a responsible participation in social life more difficult, but also has an impact on identity development. Against this background, technology education is getting important and has an impact on various aspects of the personality, e.g. skills, knowledge and interest in technology, which initiate lifelong learning.
With the combination of articles, the editors of Technology Education Vol. III want to give an insight into international approaches of technology education and its impact. Nine authors, respectively teams of authors from various countries present their educational setting and the impact it has for the personality development in technology.
With the combination of articles, the editors of Technology Education Vol. III want to give an insight into international approaches of technology education and its impact. Nine authors, respectively teams of authors from various countries present their educational setting and the impact it has for the personality development in technology.
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Other editions
Additional editions
Marc J. de Vries | Stefan Fletcher | Stefan Kruse
The Impact of Technology Education
International Insights
Book
11/2020
1st Edition
Waxmann
€34.90
Available immediately
Content
1 - Frontmatter [Seite 1]
1.1 - Cover [Seite 1]
1.2 - Imprint [Seite 4]
1.3 - Contents [Seite 5]
1.4 - Preface [Seite 7]
2 - Primary-school pupils' self-efficacy and its influence on solving technological problem-based design tasks (Victoria Adenstedt & Annika Gooß) [Seite 13]
2.1 - Introduction [Seite 13]
2.2 - 1. Self-efficacy in technology education [Seite 14]
2.2.1 - Developing technological self-efficacy through technology education [Seite 15]
2.2.2 - Technological self-efficacy from a gender perspective [Seite 16]
2.3 - 2. Technological self-efficacy study [Seite 17]
2.3.1 - Research questions [Seite 17]
2.3.2 - Method and design [Seite 17]
2.3.3 - Sample [Seite 18]
2.3.4 - Results [Seite 18]
2.4 - 3. Problem-solving in technology education [Seite 20]
2.4.1 - Problem-solving circle [Seite 21]
2.5 - 4. Problem-based design study [Seite 22]
2.5.1 - Research questions [Seite 22]
2.5.2 - Sample [Seite 23]
2.5.3 - Method and design: mixed-methods [Seite 23]
2.5.3.1 - I. Questionnaire [Seite 23]
2.5.3.2 - II. Videotaping the problem-solving [Seite 23]
2.5.3.3 - III. Guided interview [Seite 25]
2.5.4 - First Results [Seite 25]
2.6 - 5. Outlook [Seite 26]
2.7 - References [Seite 27]
3 - What distinguishes a technology literate pupil? Conception and development of a test instrument (Stefan Fletcher) [Seite 31]
3.1 - 1. Starting situation and objectives [Seite 31]
3.2 - 2. Test conception - a model for technology literacy [Seite 33]
3.2.1 - 2.1 The technology literate pupil - an ideal vision [Seite 33]
3.2.2 - 2.2 Theoretical reference points [Seite 35]
3.2.2.1 - 2.2.1 Content dimension: The system theory for the identification and structuring of possible contents of the concept of technology literacy [Seite 35]
3.2.2.2 - 2.2.2 Action dimension: Typical ways of thinking and acting in technology [Seite 37]
3.2.2.3 - 2.2.3 Dimension: fields of action / action contexts [Seite 38]
3.2.3 - 2.3 Merging: A task development model for recording technology literacy [Seite 39]
3.3 - 3. Test Design [Seite 40]
3.3.1 - 3.1 Obtaining test items based on the task development model [Seite 40]
3.3.2 - 3.2 The chosen task format [Seite 42]
3.3.3 - 3.3 An example task [Seite 44]
3.3.4 - 3.4 The test time [Seite 45]
3.3.5 - 3.5 Linguistic design of the test [Seite 45]
3.3.6 - 3.6 Data collection and analysis [Seite 45]
3.4 - 4. Assessment of the quality criteria of the test instrument [Seite 46]
3.5 - References [Seite 47]
4 - Affinity for technology of girls and boys of lower secondary school level (Karin Güdel, Anni Heitzmann & Andreas Müller) [Seite 49]
4.1 - 1. Introduction [Seite 49]
4.2 - 2. Objectives and research questions [Seite 49]
4.3 - 3. Study design and methods [Seite 50]
4.4 - 4. Theoretical background and operationalization of the construct affinity for technology (AFT) [Seite 51]
4.4.1 - 4.1 General acceptance of technology or attitude towards technology (OECD, 2006) [Seite 52]
4.4.2 - 4.2 Individual interest [Seite 52]
4.4.3 - 4.3 Self-efficacy in solving technical tasks [Seite 53]
4.4.4 - 4.4 Gender role in vocational choice [Seite 54]
4.5 - 5. Results [Seite 54]
4.5.1 - 5.1 Research question 1 [Seite 54]
4.5.2 - 5.2 Research question 2 [Seite 57]
4.5.3 - 5.3 Research question 3 [Seite 57]
4.6 - 6. Summary and discussion [Seite 58]
4.7 - 7. Conclusions [Seite 58]
4.8 - Acknowledgements [Seite 59]
4.9 - References [Seite 60]
5 - Increasing decision making competencies by applying simulation and gaming in technology and engineering education (Christian K. Karl & Heide Lukosch) [Seite 63]
5.1 - 1. Introduction [Seite 63]
5.2 - 2. Methodology [Seite 64]
5.3 - 3. Decision making competencies in technology and engineering [Seite 65]
5.4 - 4. Introduction to the employed approaches [Seite 66]
5.4.1 - 4.1 Case 1: The educational training environment "Construction Giant" [Seite 66]
5.4.2 - 4.2 Case 2: Triadic Game Design Approach as learning process [Seite 68]
5.5 - 5. Application of the approaches [Seite 69]
5.5.1 - 5.1 Case 1: "Construction Giant" as training method in construction technology [Seite 69]
5.5.1.1 - 5.1.1 Included decision areas [Seite 70]
5.5.1.2 - 5.1.2 Student groups and process [Seite 71]
5.5.2 - 5.2 Case 2: Triadic Game Design as teaching method in Management of Technology [Seite 72]
5.5.2.1 - 5.2.1 Student group and process [Seite 73]
5.6 - 6. Results and discussion [Seite 73]
5.6.1 - 6.1 Case 1: Board game as tool for improving decision making abilities [Seite 73]
5.6.2 - 6.2 Case 2: Triadic Game Design workshop as educational structure for decision making [Seite 76]
5.7 - 7. Conclusions [Seite 80]
5.8 - References [Seite 81]
6 - Competences in a digitalised world in the context of general and vocational technical education and training (Stefan Kruse & Alexander Franz Koch) [Seite 85]
6.1 - 1. The social relevance of digitalisation [Seite 85]
6.2 - 2. Digitalisation and competences [Seite 86]
6.2.1 - 2.1 Qualification requirements of the industry [Seite 87]
6.2.2 - 2.2 Content structuring of possible fields of competence [Seite 88]
6.3 - 3. Analysis of exemplary subject areas for the digital transformation on the basis of the VDI educational standards technology [Seite 88]
6.3.1 - 3.1 Topic "internet of things" [Seite 89]
6.3.2 - 3.2 Topic "socio-technical systems" or "man-machine systems" [Seite 90]
6.3.3 - 3.3 Topic "cyber-physical systems" [Seite 92]
6.3.4 - 3.4 The resulting competence grid for general technical education [Seite 94]
6.4 - 4. Research question and method [Seite 94]
6.4.1 - 4.1 Research question [Seite 94]
6.4.2 - 4.2 Methodology [Seite 95]
6.4.3 - 4.3 Sample and procedure [Seite 97]
6.5 - 5. Results of the study and recommendations [Seite 97]
6.5.1 - 5.1 Inter-rater agreement [Seite 97]
6.5.2 - 5.2 Overall agreement [Seite 98]
6.5.3 - 5.3 Agreement by dyads [Seite 98]
6.5.4 - 5.4 Top categories: High agreement and high scoring [Seite 99]
6.6 - 6. Discussion [Seite 100]
6.6.1 - 6.1 Results by sampling and limitations by methodology [Seite 100]
6.6.2 - 6.2 Differences in domains: Contents for future education [Seite 101]
6.6.3 - 6.3 Effects of competence recommendations in the context of transitional preparation [Seite 102]
6.7 - Acknowledgments [Seite 104]
6.8 - References [Seite 104]
7 - Technology education in pre-school and primary school (Ingelore Mammes) [Seite 107]
7.1 - 1. On the necessity of technology education in early education [Seite 107]
7.2 - 2. Early learning from technical phenomena [Seite 107]
7.2.1 - 2.1 Technical phenomena - defining the term [Seite 107]
7.2.2 - 2.2 Early learning conditions [Seite 108]
7.3 - 3. Technology education in nursery and primary school [Seite 109]
7.3.1 - 3.1 Technology education in nursery school [Seite 109]
7.3.2 - 3.2 Technology education in primary school [Seite 110]
7.4 - 4. Results [Seite 111]
7.5 - 5. Conclusion [Seite 113]
7.6 - References [Seite 115]
8 - Tinkering with technology education (Elizabeth McGregor Jacobides & Mark Winterbottom) [Seite 117]
8.1 - Making sense of Tinkering for technology education [Seite 117]
8.2 - What do Tinkering and Making offer Technology Education? [Seite 119]
8.3 - How does Tinkering provide the benefits of open inquiry to technology educators? [Seite 123]
8.4 - How does tinkering provide the benefits of informal learning to technology educators? [Seite 125]
8.5 - Tinkering and engineering education [Seite 128]
8.6 - The process connection between Tinkering and engineering [Seite 128]
8.7 - The affordances of Tinkering for engineering [Seite 131]
8.8 - Exploiting affordances through a focus on tinkerability [Seite 137]
8.9 - Digital tinkerability [Seite 138]
8.10 - Conclusion [Seite 139]
8.11 - References [Seite 140]
9 - Current state and suggestions for the K-12 STEM school industry partnership in the United States (Johannes Strobel & Yan Sun) [Seite 143]
9.1 - Introduction [Seite 143]
9.2 - Literature review [Seite 144]
9.3 - Methodology [Seite 146]
9.4 - A taxonomy of K-12 STEM school-industry partnership [Seite 148]
9.5 - A model for building K-12 STEM school-industry partnerships [Seite 156]
9.6 - Conclusion [Seite 160]
9.7 - References [Seite 161]
10 - National evaluations of technology education. What do they tell us about the impact?. What do they tell us about the impact? (Marc J. de Vries) [Seite 163]
10.1 - 1. Introduction: promises and reality [Seite 163]
10.2 - 2. National evaluation of technology education in the Netherlands [Seite 164]
10.3 - 3. National evaluation of technology education in England [Seite 168]
10.4 - 4. Comparing the two national evaluations [Seite 170]
10.5 - 5. The value of national evaluations for technology education [Seite 171]
10.6 - References [Seite 173]
11 - Backmatter [Seite 175]
11.1 - List of authors [Seite 175]
1.1 - Cover [Seite 1]
1.2 - Imprint [Seite 4]
1.3 - Contents [Seite 5]
1.4 - Preface [Seite 7]
2 - Primary-school pupils' self-efficacy and its influence on solving technological problem-based design tasks (Victoria Adenstedt & Annika Gooß) [Seite 13]
2.1 - Introduction [Seite 13]
2.2 - 1. Self-efficacy in technology education [Seite 14]
2.2.1 - Developing technological self-efficacy through technology education [Seite 15]
2.2.2 - Technological self-efficacy from a gender perspective [Seite 16]
2.3 - 2. Technological self-efficacy study [Seite 17]
2.3.1 - Research questions [Seite 17]
2.3.2 - Method and design [Seite 17]
2.3.3 - Sample [Seite 18]
2.3.4 - Results [Seite 18]
2.4 - 3. Problem-solving in technology education [Seite 20]
2.4.1 - Problem-solving circle [Seite 21]
2.5 - 4. Problem-based design study [Seite 22]
2.5.1 - Research questions [Seite 22]
2.5.2 - Sample [Seite 23]
2.5.3 - Method and design: mixed-methods [Seite 23]
2.5.3.1 - I. Questionnaire [Seite 23]
2.5.3.2 - II. Videotaping the problem-solving [Seite 23]
2.5.3.3 - III. Guided interview [Seite 25]
2.5.4 - First Results [Seite 25]
2.6 - 5. Outlook [Seite 26]
2.7 - References [Seite 27]
3 - What distinguishes a technology literate pupil? Conception and development of a test instrument (Stefan Fletcher) [Seite 31]
3.1 - 1. Starting situation and objectives [Seite 31]
3.2 - 2. Test conception - a model for technology literacy [Seite 33]
3.2.1 - 2.1 The technology literate pupil - an ideal vision [Seite 33]
3.2.2 - 2.2 Theoretical reference points [Seite 35]
3.2.2.1 - 2.2.1 Content dimension: The system theory for the identification and structuring of possible contents of the concept of technology literacy [Seite 35]
3.2.2.2 - 2.2.2 Action dimension: Typical ways of thinking and acting in technology [Seite 37]
3.2.2.3 - 2.2.3 Dimension: fields of action / action contexts [Seite 38]
3.2.3 - 2.3 Merging: A task development model for recording technology literacy [Seite 39]
3.3 - 3. Test Design [Seite 40]
3.3.1 - 3.1 Obtaining test items based on the task development model [Seite 40]
3.3.2 - 3.2 The chosen task format [Seite 42]
3.3.3 - 3.3 An example task [Seite 44]
3.3.4 - 3.4 The test time [Seite 45]
3.3.5 - 3.5 Linguistic design of the test [Seite 45]
3.3.6 - 3.6 Data collection and analysis [Seite 45]
3.4 - 4. Assessment of the quality criteria of the test instrument [Seite 46]
3.5 - References [Seite 47]
4 - Affinity for technology of girls and boys of lower secondary school level (Karin Güdel, Anni Heitzmann & Andreas Müller) [Seite 49]
4.1 - 1. Introduction [Seite 49]
4.2 - 2. Objectives and research questions [Seite 49]
4.3 - 3. Study design and methods [Seite 50]
4.4 - 4. Theoretical background and operationalization of the construct affinity for technology (AFT) [Seite 51]
4.4.1 - 4.1 General acceptance of technology or attitude towards technology (OECD, 2006) [Seite 52]
4.4.2 - 4.2 Individual interest [Seite 52]
4.4.3 - 4.3 Self-efficacy in solving technical tasks [Seite 53]
4.4.4 - 4.4 Gender role in vocational choice [Seite 54]
4.5 - 5. Results [Seite 54]
4.5.1 - 5.1 Research question 1 [Seite 54]
4.5.2 - 5.2 Research question 2 [Seite 57]
4.5.3 - 5.3 Research question 3 [Seite 57]
4.6 - 6. Summary and discussion [Seite 58]
4.7 - 7. Conclusions [Seite 58]
4.8 - Acknowledgements [Seite 59]
4.9 - References [Seite 60]
5 - Increasing decision making competencies by applying simulation and gaming in technology and engineering education (Christian K. Karl & Heide Lukosch) [Seite 63]
5.1 - 1. Introduction [Seite 63]
5.2 - 2. Methodology [Seite 64]
5.3 - 3. Decision making competencies in technology and engineering [Seite 65]
5.4 - 4. Introduction to the employed approaches [Seite 66]
5.4.1 - 4.1 Case 1: The educational training environment "Construction Giant" [Seite 66]
5.4.2 - 4.2 Case 2: Triadic Game Design Approach as learning process [Seite 68]
5.5 - 5. Application of the approaches [Seite 69]
5.5.1 - 5.1 Case 1: "Construction Giant" as training method in construction technology [Seite 69]
5.5.1.1 - 5.1.1 Included decision areas [Seite 70]
5.5.1.2 - 5.1.2 Student groups and process [Seite 71]
5.5.2 - 5.2 Case 2: Triadic Game Design as teaching method in Management of Technology [Seite 72]
5.5.2.1 - 5.2.1 Student group and process [Seite 73]
5.6 - 6. Results and discussion [Seite 73]
5.6.1 - 6.1 Case 1: Board game as tool for improving decision making abilities [Seite 73]
5.6.2 - 6.2 Case 2: Triadic Game Design workshop as educational structure for decision making [Seite 76]
5.7 - 7. Conclusions [Seite 80]
5.8 - References [Seite 81]
6 - Competences in a digitalised world in the context of general and vocational technical education and training (Stefan Kruse & Alexander Franz Koch) [Seite 85]
6.1 - 1. The social relevance of digitalisation [Seite 85]
6.2 - 2. Digitalisation and competences [Seite 86]
6.2.1 - 2.1 Qualification requirements of the industry [Seite 87]
6.2.2 - 2.2 Content structuring of possible fields of competence [Seite 88]
6.3 - 3. Analysis of exemplary subject areas for the digital transformation on the basis of the VDI educational standards technology [Seite 88]
6.3.1 - 3.1 Topic "internet of things" [Seite 89]
6.3.2 - 3.2 Topic "socio-technical systems" or "man-machine systems" [Seite 90]
6.3.3 - 3.3 Topic "cyber-physical systems" [Seite 92]
6.3.4 - 3.4 The resulting competence grid for general technical education [Seite 94]
6.4 - 4. Research question and method [Seite 94]
6.4.1 - 4.1 Research question [Seite 94]
6.4.2 - 4.2 Methodology [Seite 95]
6.4.3 - 4.3 Sample and procedure [Seite 97]
6.5 - 5. Results of the study and recommendations [Seite 97]
6.5.1 - 5.1 Inter-rater agreement [Seite 97]
6.5.2 - 5.2 Overall agreement [Seite 98]
6.5.3 - 5.3 Agreement by dyads [Seite 98]
6.5.4 - 5.4 Top categories: High agreement and high scoring [Seite 99]
6.6 - 6. Discussion [Seite 100]
6.6.1 - 6.1 Results by sampling and limitations by methodology [Seite 100]
6.6.2 - 6.2 Differences in domains: Contents for future education [Seite 101]
6.6.3 - 6.3 Effects of competence recommendations in the context of transitional preparation [Seite 102]
6.7 - Acknowledgments [Seite 104]
6.8 - References [Seite 104]
7 - Technology education in pre-school and primary school (Ingelore Mammes) [Seite 107]
7.1 - 1. On the necessity of technology education in early education [Seite 107]
7.2 - 2. Early learning from technical phenomena [Seite 107]
7.2.1 - 2.1 Technical phenomena - defining the term [Seite 107]
7.2.2 - 2.2 Early learning conditions [Seite 108]
7.3 - 3. Technology education in nursery and primary school [Seite 109]
7.3.1 - 3.1 Technology education in nursery school [Seite 109]
7.3.2 - 3.2 Technology education in primary school [Seite 110]
7.4 - 4. Results [Seite 111]
7.5 - 5. Conclusion [Seite 113]
7.6 - References [Seite 115]
8 - Tinkering with technology education (Elizabeth McGregor Jacobides & Mark Winterbottom) [Seite 117]
8.1 - Making sense of Tinkering for technology education [Seite 117]
8.2 - What do Tinkering and Making offer Technology Education? [Seite 119]
8.3 - How does Tinkering provide the benefits of open inquiry to technology educators? [Seite 123]
8.4 - How does tinkering provide the benefits of informal learning to technology educators? [Seite 125]
8.5 - Tinkering and engineering education [Seite 128]
8.6 - The process connection between Tinkering and engineering [Seite 128]
8.7 - The affordances of Tinkering for engineering [Seite 131]
8.8 - Exploiting affordances through a focus on tinkerability [Seite 137]
8.9 - Digital tinkerability [Seite 138]
8.10 - Conclusion [Seite 139]
8.11 - References [Seite 140]
9 - Current state and suggestions for the K-12 STEM school industry partnership in the United States (Johannes Strobel & Yan Sun) [Seite 143]
9.1 - Introduction [Seite 143]
9.2 - Literature review [Seite 144]
9.3 - Methodology [Seite 146]
9.4 - A taxonomy of K-12 STEM school-industry partnership [Seite 148]
9.5 - A model for building K-12 STEM school-industry partnerships [Seite 156]
9.6 - Conclusion [Seite 160]
9.7 - References [Seite 161]
10 - National evaluations of technology education. What do they tell us about the impact?. What do they tell us about the impact? (Marc J. de Vries) [Seite 163]
10.1 - 1. Introduction: promises and reality [Seite 163]
10.2 - 2. National evaluation of technology education in the Netherlands [Seite 164]
10.3 - 3. National evaluation of technology education in England [Seite 168]
10.4 - 4. Comparing the two national evaluations [Seite 170]
10.5 - 5. The value of national evaluations for technology education [Seite 171]
10.6 - References [Seite 173]
11 - Backmatter [Seite 175]
11.1 - List of authors [Seite 175]
