Technology in New Zealand schools is a new area of learning that is now compulsory for all students (years 1–10). Technology education policy was first developed in 1992 (Jones & Carr, 1993). Since then there has been a sustained research and development focus to inform the structure of the curriculum, its subsequent national implementation, and classroom practice. This article discusses the structure of the technology curriculum, programs that were developed to inform teachers of the curriculum and its content, and strategies to enhance the classroom practice of technology.
{"title":"Technology Education in New Zealand","authors":"M. Forret, Alister Jones, J. Moreland","doi":"10.4324/9780367816803","DOIUrl":"https://doi.org/10.4324/9780367816803","url":null,"abstract":"Technology in New Zealand schools is a new area of learning that is now compulsory for all students (years 1–10). Technology education policy was first developed in 1992 (Jones & Carr, 1993). Since then there has been a sustained research and development focus to inform the structure of the curriculum, its subsequent national implementation, and classroom practice. This article discusses the structure of the technology curriculum, programs that were developed to inform teachers of the curriculum and its content, and strategies to enhance the classroom practice of technology.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"19 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123696751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Short, M. Badar, Christopher J. Kluse, Marion D. Schafer
The respective American Society for Quality (ASQ) Bodies of Knowledge (BoKs) for Certified Quality Engineers (ASQ, 2015a) and Certified Six Sigma Black Belts (ASQ, 2015b) are quite similar; yet anecdotally six sigma black belts are recognized and rewarded more highly than are quality engineers. While quality-engineering work is considered preventive in nature, work performed by six sigma black belts is in the realm of improvement, hence reactive. Thus, a dichotomy exists in that preventive actions, which are less costly, are not rewarded as well as costlier reactive actions. The intent of this research was to confirm or debunk the anecdotal evidence and determine the root causes therefrom. The results confirm the anecdotal evidence and indicate the need for further research. In addition, the results confirm the use of the Kano Model as applicable to the cause for rewarding this dichotomy.
{"title":"Comparing Functions, Costs, and Rewards of Quality Engineers and Six Sigma Black Belts","authors":"C. Short, M. Badar, Christopher J. Kluse, Marion D. Schafer","doi":"10.21061/JOTS.V46I2.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V46I2.A.2","url":null,"abstract":"The respective American Society for Quality (ASQ) Bodies of Knowledge (BoKs) for Certified Quality Engineers (ASQ, 2015a) and Certified Six Sigma Black Belts (ASQ, 2015b) are quite similar; yet anecdotally six sigma black belts are recognized and rewarded more highly than are quality engineers. While quality-engineering work is considered preventive in nature, work performed by six sigma black belts is in the realm of improvement, hence reactive. Thus, a dichotomy exists in that preventive actions, which are less costly, are not rewarded as well as costlier reactive actions. The intent of this research was to confirm or debunk the anecdotal evidence and determine the root causes therefrom. The results confirm the anecdotal evidence and indicate the need for further research. In addition, the results confirm the use of the Kano Model as applicable to the cause for rewarding this dichotomy.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125892222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the effects of the mobile phones on high school students’ academic performance in Religious Education. The aim of the study was to test the efficiency using of mobile phones against the lecture method. Seventy-two participants (31 females and 41 males), in the Kingdom of Eswatini, participated in this quasi-experimental study. Purposive sampling was used to select participants who were randomly assigned to two groups (control and experimental). The control group was taught the topics, “The birth of the church and its spread” using a lecture method, whereas the experimental group was taught the same topic using mobile phones. The independent t-test and the dependent t-test were used to analyse data. The independent variable used was “teaching method,” with two levels: lecture versus mobile phones. The dependent variable was the participants’ scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyze data. The results revealed that there was a significant difference in favor of the experimental group. The study concluded that the use of mobile phones improved students’ academic performance in Religious Education, and thus the integration use of mobile phones in the teaching of Religious Education is recommended in order to improve performance.
{"title":"Effects of Mobile Phones on Students’ Academic Performance in Religious Education","authors":"Mangaliso Quinton Mabuza, J. Osodo","doi":"10.21061/JOTS.V46I1.A.3","DOIUrl":"https://doi.org/10.21061/JOTS.V46I1.A.3","url":null,"abstract":"This study examined the effects of the mobile phones on high school students’ academic performance in Religious Education. The aim of the study was to test the efficiency using of mobile phones against the lecture method. Seventy-two participants (31 females and 41 males), in the Kingdom of Eswatini, participated in this quasi-experimental study. Purposive sampling was used to select participants who were randomly assigned to two groups (control and experimental). The control group was taught the topics, “The birth of the church and its spread” using a lecture method, whereas the experimental group was taught the same topic using mobile phones. The independent t-test and the dependent t-test were used to analyse data. The independent variable used was “teaching method,” with two levels: lecture versus mobile phones. The dependent variable was the participants’ scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyze data. The results revealed that there was a significant difference in favor of the experimental group. The study concluded that the use of mobile phones improved students’ academic performance in Religious Education, and thus the integration use of mobile phones in the teaching of Religious Education is recommended in order to improve performance.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129563558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Spatial ability is a skill set that has shown to be vital to success in a variety of academic disciplines and professional careers, particularly in engineering- and technology-related fields. Various instructional mediums such as animation, video, and static graphics are utilized by educators as a means to help develop and promote spatial ability. The effort to produce some of these instructional tools can be considerable. The impact of each form of media used can also impact retention and application in learners of varying levels of spatial ability. This study investigated the immediate impact of static graphics, animation, and video on mental rotation abilities of non-engineering university students with varying levels of spatial ability at a midwestern university. Statistical significance was not found between each of the groups, but multiple interactions were observed that posit that a single form media may not be the solution for all learners. Educators should weigh the cognitive task and the abilities of learners prior to selecting the media. Where possible multiple forms of instructional tools should be made available to cater to the classroom.
{"title":"Immediate impact of dynamic graphics instruction on learners of varied levels of spatial ability","authors":"Gabriel Grant","doi":"10.21061/JOTS.V46I1.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V46I1.A.2","url":null,"abstract":"Spatial ability is a skill set that has shown to be vital to success in a variety of academic disciplines and professional careers, particularly in engineering- and technology-related fields. Various instructional mediums such as animation, video, and static graphics are utilized by educators as a means to help develop and promote spatial ability. The effort to produce some of these instructional tools can be considerable. The impact of each form of media used can also impact retention and application in learners of varying levels of spatial ability. This study investigated the immediate impact of static graphics, animation, and video on mental rotation abilities of non-engineering university students with varying levels of spatial ability at a midwestern university. Statistical significance was not found between each of the groups, but multiple interactions were observed that posit that a single form media may not be the solution for all learners. Educators should weigh the cognitive task and the abilities of learners prior to selecting the media. Where possible multiple forms of instructional tools should be made available to cater to the classroom.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114307298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the use of alternative certification/licensure pathways across all 50 states and the District of Columbia. These alternative pathways are highly divergent from state to state. Limited research has investigated the alternative certification/licensure requirements that may contribute to CTE teacher shortage. This predictive correlational study looked to determine if CTE alternative certification/ licensure requirements could predict CTE teacher shortages. It was found that CTE alternative certification/licensure requirements were not a good predictor of CTE teacher shortage.
{"title":"Teacher Shortage and Alternative Licensure Solutions for Technical Educators","authors":"Britton H Devier","doi":"10.21061/jots.v45i2.a.1","DOIUrl":"https://doi.org/10.21061/jots.v45i2.a.1","url":null,"abstract":"Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the use of alternative certification/licensure pathways across all 50 states and the District of Columbia. These alternative pathways are highly divergent from state to state. Limited research has investigated the alternative certification/licensure requirements that may contribute to CTE teacher shortage. This predictive correlational study looked to determine if CTE alternative certification/ licensure requirements could predict CTE teacher shortages. It was found that CTE alternative certification/licensure requirements were not a good predictor of CTE teacher shortage.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123472357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the use of alternative certification/ licensure pathways across all 50 states and the District of Columbia. These alternative pathways are highly divergent from state to state. Limited research has investigated the alternative certification/licensure requirements that may contribute to CTE teacher shortage. This predictive correlational study looked to determine if CTE alternative certification/ licensure requirements could predict CTE teacher shortages. It was found that CTE alternative certification/licensure requirements were not a good predictor of CTE teacher shortage.
{"title":"Drawing the Line: The Challenges of Dysgraphia in Introductory Graphics Communication Courses","authors":"Daniel P. Kelly, Deidre L. Kelly","doi":"10.21061/jots.v45i2.a.2","DOIUrl":"https://doi.org/10.21061/jots.v45i2.a.2","url":null,"abstract":"Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the use of alternative certification/ licensure pathways across all 50 states and the District of Columbia. These alternative pathways are highly divergent from state to state. Limited research has investigated the alternative certification/licensure requirements that may contribute to CTE teacher shortage. This predictive correlational study looked to determine if CTE alternative certification/ licensure requirements could predict CTE teacher shortages. It was found that CTE alternative certification/licensure requirements were not a good predictor of CTE teacher shortage.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129129808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Schools and Staffing Survey (SASS) is administered by the National Center for Educational Statistics to obtain information about teachers, such as education and training, teaching assignment, certification, workload, and perceptions and attitudes about teaching. Data are weighted to approximate the population of teachers in the USA. In this study, the most recent SASS results were employed to formulate a comprehensive profile of Career and Technical Education (CTE) teacher characteristics or Workforce Development in Education. Characteristics analyzed included: gender, age, teaching experience, teaching status, race and ethnicity, educational level, certification status, caseload of students with categorical disabilities and caseload of those with limited English proficiency. These characteristics were compared within the seven identified Workforce Development teaching areas and, to make further distinction from akin fields, were also collectively compared to the STEM education fields of science, technology, engineering, and mathematics education. Analysis of the identified characteristics provided a profile of in-service Workforce Development teachers, the students that they teach, how they compare to each other within CTE, and how they compare to other STEM teachers.
{"title":"Profile of Workforce Development Educators: A Comparative Credential, Composition, and Characteristic Analysis","authors":"T. Williams, J. Ernst, A. Clark","doi":"10.21061/JOTS.V44I1.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V44I1.A.2","url":null,"abstract":"The Schools and Staffing Survey (SASS) is administered by the National Center for Educational Statistics to obtain information about teachers, such as education and training, teaching assignment, certification, workload, and perceptions and attitudes about teaching. Data are weighted to approximate the population of teachers in the USA. In this study, the most recent SASS results were employed to formulate a comprehensive profile of Career and Technical Education (CTE) teacher characteristics or Workforce Development in Education. Characteristics analyzed included: gender, age, teaching experience, teaching status, race and ethnicity, educational level, certification status, caseload of students with categorical disabilities and caseload of those with limited English proficiency. These characteristics were compared within the seven identified Workforce Development teaching areas and, to make further distinction from akin fields, were also collectively compared to the STEM education fields of science, technology, engineering, and mathematics education. Analysis of the identified characteristics provided a profile of in-service Workforce Development teachers, the students that they teach, how they compare to each other within CTE, and how they compare to other STEM teachers.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129885152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This manuscript was created to document faculty, and academic support, issues from 2013 to 2017. The 2013 manuscript was published by the Journal of Technology Studies. This four-years-later study provided greater insight for academics that asked the research question: “What is the latest in our teaching career field?” Issues of concern to faculty included positional status (adjunct, contract, tenure-track, tenure), faculty rank, length of time in current rank, length of time in nonacademic professional work (before or after academic work), primary academic program, total number of students taught per semester, average academic salary, contract length, administrative duties and salary benefits. Other issues included academic professional accreditation, degree levels offered, market pay (competitive) presence, academic freedom, benefits cost of coverage (health insurance, life insurance, etc.), the use of faculty talent, the management of teaching assignments, and the number of credit hours taught per semester. Finally, questions about the percentage of teaching load (face-to-face, hybrid, and online), the ease of resource and support acquisition, expectations for research (scholarship), unique ways that an academic institution compensates beyond the base salary, expectations for promotion and tenure, and additional comments pertinent to an academic’s role in academia. In the 2013 study, 244 people (from 39 states) participated (only 212 responses were valid). This number dropped to 103 people from 27 states in 2017 (only 90 responses were valid). Although the survey population was smaller for 2017, the number of respondents was determined to be sufficient for reporting to other academics in a publication. Significant results in the study from 2013 to 2017 included an increase from 63.86 to 74.45 students taught per semester and a faculty salary mean change from $73,567 to $77,306 per year. Other survey indicators presented minimal change from 2013 to 2017.
{"title":"Evolving Characteristics of Today's Applied Engineering College-Level Educator: 2013 to 2017","authors":"J. Ulmer","doi":"10.21061/JOTS.V44I1.A.3","DOIUrl":"https://doi.org/10.21061/JOTS.V44I1.A.3","url":null,"abstract":"This manuscript was created to document faculty, and academic support, issues from 2013 to 2017. The 2013 manuscript was published by the Journal of Technology Studies. This four-years-later study provided greater insight for academics that asked the research question: “What is the latest in our teaching career field?” Issues of concern to faculty included positional status (adjunct, contract, tenure-track, tenure), faculty rank, length of time in current rank, length of time in nonacademic professional work (before or after academic work), primary academic program, total number of students taught per semester, average academic salary, contract length, administrative duties and salary benefits. Other issues included academic professional accreditation, degree levels offered, market pay (competitive) presence, academic freedom, benefits cost of coverage (health insurance, life insurance, etc.), the use of faculty talent, the management of teaching assignments, and the number of credit hours taught per semester. Finally, questions about the percentage of teaching load (face-to-face, hybrid, and online), the ease of resource and support acquisition, expectations for research (scholarship), unique ways that an academic institution compensates beyond the base salary, expectations for promotion and tenure, and additional comments pertinent to an academic’s role in academia. In the 2013 study, 244 people (from 39 states) participated (only 212 responses were valid). This number dropped to 103 people from 27 states in 2017 (only 90 responses were valid). Although the survey population was smaller for 2017, the number of respondents was determined to be sufficient for reporting to other academics in a publication. Significant results in the study from 2013 to 2017 included an increase from 63.86 to 74.45 students taught per semester and a faculty salary mean change from $73,567 to $77,306 per year. Other survey indicators presented minimal change from 2013 to 2017.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117143997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Infusing Computer Science in Engineering and Technology Education: An Integrated STEM Perspective","authors":"Paul A. Asunda","doi":"10.21061/JOTS.V44I1.A.1","DOIUrl":"https://doi.org/10.21061/JOTS.V44I1.A.1","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"136 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116867989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School-wide and Classroom Policies on the Use of Mobile Technologies: An Exploratory Study","authors":"Davison M. Mupinga","doi":"10.21061/JOTS.V43I2.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V43I2.A.2","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128895772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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