Many research studies on the effect of organizational factors on training transfer have been conducted, but few studies have considered the effect that different training delivery methods have on training transfer. This study sought to identify if there is any difference in the perceived transfer of training between traditional classroom instruction learners and computer-based instruction learners. Other demographic variables (e.g., years of work experience, age, level of education, years of experience as a supervisor, online course experience, and gender) also were investigated to assess their influence of the transfer of training. The study results revealed that training delivery methods did not make any significant difference in the transfer of training while several demographic variables were associated with significant differences in some of the five subcategories of training transfer construct (organizational support, supervisory support, peer support, motivation, and self-efficacy).
{"title":"Training Transfer between CD-ROM Based Instruction and Traditional Classroom Instruction.","authors":"Gregory C. Petty, D. H. Lim, Jeff Zulauf","doi":"10.21061/jots.v33i1.a.7","DOIUrl":"https://doi.org/10.21061/jots.v33i1.a.7","url":null,"abstract":"Many research studies on the effect of organizational factors on training transfer have been conducted, but few studies have considered the effect that different training delivery methods have on training transfer. This study sought to identify if there is any difference in the perceived transfer of training between traditional classroom instruction learners and computer-based instruction learners. Other demographic variables (e.g., years of work experience, age, level of education, years of experience as a supervisor, online course experience, and gender) also were investigated to assess their influence of the transfer of training. The study results revealed that training delivery methods did not make any significant difference in the transfer of training while several demographic variables were associated with significant differences in some of the five subcategories of training transfer construct (organizational support, supervisory support, peer support, motivation, and self-efficacy).","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125067738","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}
Pub Date : 1900-01-01DOI: 10.21061/jots.v28i2.a.12
Anthony E. Schwaller
The field of technology education is changing very rapidly. Nationally, more and more middle and secondary schools are converting traditional industrial arts programs to contemporary technology education programs. One of the major changes is the use of modular technology systems, also called modular technology education environments. Modular technology systems are now used in many of the middle and secondary technology education programs throughout the United States. These systems use self-contained modular units of technology instruction in the classroom. For example, a typical unit in the area of fluid power would include a modular unit that has a hydraulic trainer, hydraulic valves, gauges, hydraulic circuit boards, and various consumable supplies, tools, and accessories including the main computer and associated software. Students complete various assignments throughout the modular unit and continue to advance to higher level content. Various modular units are available for middle and secondary school programs. Some of the more popular modular technology units include aerodynamics, computer problem solving, fiber optics, computer graphics, flight simulation, electronic music, robotics, CAD/CAM technology, fluid power, computer integrated manufacturing, satellite communications, desktop publishing, virtual reality, biotechnology, video editing, CO raceway, space and rocketry, air-track vehicle, radio broadcasting, artificial intelligence, and weather satellite. Although not completely matched, each unit of instruction within a modular program can be linked to the Standards for Technological Literacy (International Technology Education Association [ITEA], 2000). The module areas or content are also related to accepted technology themes that have been established within the National Council for the Accreditation of Teacher Education (NCATE) and Council for Technology Teacher Education’s (CTTE) technology education specialty area guidelines (ITEA, 1997). Modular technology systems guide the student to conceptualize, experiment, and examine the principles of the major content themes of transportation, communications, construction, and manufacturing. They also incorporate a multilevel curriculum that promotes the development of critical skills of teamwork, decision making, critical thinking, logical reasoning, troubleshooting, problem solving, independent research, and career exploration. Modular technology instruction helps students understand and assess the impact of technology on society today in order to make informed decisions about how they will use, manage, and even create technologies for the future.
{"title":"Technology Education and Modular Labs","authors":"Anthony E. Schwaller","doi":"10.21061/jots.v28i2.a.12","DOIUrl":"https://doi.org/10.21061/jots.v28i2.a.12","url":null,"abstract":"The field of technology education is changing very rapidly. Nationally, more and more middle and secondary schools are converting traditional industrial arts programs to contemporary technology education programs. One of the major changes is the use of modular technology systems, also called modular technology education environments. Modular technology systems are now used in many of the middle and secondary technology education programs throughout the United States. These systems use self-contained modular units of technology instruction in the classroom. For example, a typical unit in the area of fluid power would include a modular unit that has a hydraulic trainer, hydraulic valves, gauges, hydraulic circuit boards, and various consumable supplies, tools, and accessories including the main computer and associated software. Students complete various assignments throughout the modular unit and continue to advance to higher level content. Various modular units are available for middle and secondary school programs. Some of the more popular modular technology units include aerodynamics, computer problem solving, fiber optics, computer graphics, flight simulation, electronic music, robotics, CAD/CAM technology, fluid power, computer integrated manufacturing, satellite communications, desktop publishing, virtual reality, biotechnology, video editing, CO raceway, space and rocketry, air-track vehicle, radio broadcasting, artificial intelligence, and weather satellite. Although not completely matched, each unit of instruction within a modular program can be linked to the Standards for Technological Literacy (International Technology Education Association [ITEA], 2000). The module areas or content are also related to accepted technology themes that have been established within the National Council for the Accreditation of Teacher Education (NCATE) and Council for Technology Teacher Education’s (CTTE) technology education specialty area guidelines (ITEA, 1997). Modular technology systems guide the student to conceptualize, experiment, and examine the principles of the major content themes of transportation, communications, construction, and manufacturing. They also incorporate a multilevel curriculum that promotes the development of critical skills of teamwork, decision making, critical thinking, logical reasoning, troubleshooting, problem solving, independent research, and career exploration. Modular technology instruction helps students understand and assess the impact of technology on society today in order to make informed decisions about how they will use, manage, and even create technologies for the future.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125112523","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}
If the current trend continues, the use of computer technologies and the Internet will increase for teaching and education. It is urgent that researchers study computer and Internet deviance. The purpose of this study was to explore middle and high school students' perceptions of deviant behavior when using computers and the Internet. The target population for this study was middle and high school students. The accessible population included all students who attended a middle or high school in the East Baton Rouge Parish School which has computers that are capable of accessing the Internet (1,150 students—575 middle school students and 575 high school students). The instrument used in this study was designed by Professor San-Yi Li of Taiwan. This instrument contained 66 questions and a scantron was used to record participants' responses. From the instrument, variables were selected from five sections (1) students' demographic characteristics; (2) computer-related activities; (3) students' perceptions of deviant behavior when using computers and the Internet; (4) students' perception of their peers' deviant behavior when using computers and the Internet; (5) students' ability to use computers and the Internet. Results showed that the majority of students' indicated they perceive their behavior as being not deviant when using computers and the Internet. Contrarily students indicated they perceive the behavior of their peers to more deviant when computers and the Internet. When the means of the Students' Behavior Score Peer Behavior Score were compared, there was a significant different between the scores. The Peer Behavior Score for deviance was much higher than the Student Behavior Score.
{"title":"An Exploration of Middle and High School Students' Perceptions of Deviant Behavior When Using Computers and the Internet.","authors":"Annie J. Daniel, Geraldine H. Holmes","doi":"10.21061/jots.v31i2.a.2","DOIUrl":"https://doi.org/10.21061/jots.v31i2.a.2","url":null,"abstract":"If the current trend continues, the use of computer technologies and the Internet will increase for teaching and education. It is urgent that researchers study computer and Internet deviance. The purpose of this study was to explore middle and high school students' perceptions of deviant behavior when using computers and the Internet. \u0000The target population for this study was middle and high school students. The accessible population included all students who attended a middle or high school in the East Baton Rouge Parish School which has computers that are capable of accessing the Internet (1,150 students—575 middle school students and 575 high school students). \u0000The instrument used in this study was designed by Professor San-Yi Li of Taiwan. This instrument contained 66 questions and a scantron was used to record participants' responses. From the instrument, variables were selected from five sections (1) students' demographic characteristics; (2) computer-related activities; (3) students' perceptions of deviant behavior when using computers and the Internet; (4) students' perception of their peers' deviant behavior when using computers and the Internet; (5) students' ability to use computers and the Internet. \u0000Results showed that the majority of students' indicated they perceive their behavior as being not deviant when using computers and the Internet. Contrarily students indicated they perceive the behavior of their peers to more deviant when computers and the Internet. When the means of the Students' Behavior Score Peer Behavior Score were compared, there was a significant different between the scores. The Peer Behavior Score for deviance was much higher than the Student Behavior Score.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126123916","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":"Whose Property Is It Anyhow? Using Electronic Media in the Academic World","authors":"D. W. Sanders, M. Richardson","doi":"10.21061/jots.v28i2.a.9","DOIUrl":"https://doi.org/10.21061/jots.v28i2.a.9","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123563706","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}
Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models accurately address the role of PCK in the development of industrial design educators. This article introduces the concept of PCK and how a taxonomy of essential industrial design subject matter can be organized to serve as a content guide. The PCK model presented could serve as a catalyst for the field of industrial design education to produce a conceptual framework and taxonomy for the teaching of industrial design upon which future PCK studies in industrial design education can be based. These conceptual frameworks (or taxonomies) help within a field to articulate the core knowledge, skills, and dispositions that define practice. The interaction of teacher content knowledge in industrial design, pedagogical knowledge, and context of industrial design is framed within a PCK taxonomy. Introduction and Background Theoretical Framework The notion of pedagogical content knowledge (PCK) was first introduced to the field of education by Lee Shulman in 1986 and a group of research colleagues collaborating on the Knowledge Growth in Teaching (KGT) project. The focus of the project was to study a broader perspective model for understanding teaching and learning (Shulman & Grossman, 1988). Members of the KGT project studied both how novice teachers gained new understandings of their content and how these new understandings interacted with their teaching. The researchers of the KGT project described PCK as the intersection of three knowledge bases coming together to inform teacher practice: subject matter knowledge, pedagogical knowledge, and knowledge of context. PCK is described as knowledge that is unique to teachers and separates, for example, an industrial design (ID) teacher/professor from a practicing industrial designer. Along the same lines, Cochran, King, and DeRuiter (1991) differentiated between a teacher and a content specialist in the following manner: Teachers differ from biologists, historians, writers, or educational researchers, not necessarily in the quality or quantity of their subject matter knowledge, but in how that knowledge is organized and used. For example, experienced science teachers’ knowledge of science is structured from a teaching perspective and is used as a basis for helping students to understand specific concepts. A scientist’s knowledge, on the other hand, is structured from a research perspective and is used as a basis for the construction of new knowledge in the field (p. 5). Geddis (1993) described PCK as a set of attributes that helped someone transfer the knowledge of content to others. According to Shulman, it includes "most useful forms of representation of these ideas, the mo
{"title":"Pedagogical Content Knowledge and Industrial Design Education.","authors":"K. Phillips, M. A. Miranda, Jinseup Shin","doi":"10.21061/jots.v35i2.a.5","DOIUrl":"https://doi.org/10.21061/jots.v35i2.a.5","url":null,"abstract":"Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models accurately address the role of PCK in the development of industrial design educators. This article introduces the concept of PCK and how a taxonomy of essential industrial design subject matter can be organized to serve as a content guide. The PCK model presented could serve as a catalyst for the field of industrial design education to produce a conceptual framework and taxonomy for the teaching of industrial design upon which future PCK studies in industrial design education can be based. These conceptual frameworks (or taxonomies) help within a field to articulate the core knowledge, skills, and dispositions that define practice. The interaction of teacher content knowledge in industrial design, pedagogical knowledge, and context of industrial design is framed within a PCK taxonomy. Introduction and Background Theoretical Framework The notion of pedagogical content knowledge (PCK) was first introduced to the field of education by Lee Shulman in 1986 and a group of research colleagues collaborating on the Knowledge Growth in Teaching (KGT) project. The focus of the project was to study a broader perspective model for understanding teaching and learning (Shulman & Grossman, 1988). Members of the KGT project studied both how novice teachers gained new understandings of their content and how these new understandings interacted with their teaching. The researchers of the KGT project described PCK as the intersection of three knowledge bases coming together to inform teacher practice: subject matter knowledge, pedagogical knowledge, and knowledge of context. PCK is described as knowledge that is unique to teachers and separates, for example, an industrial design (ID) teacher/professor from a practicing industrial designer. Along the same lines, Cochran, King, and DeRuiter (1991) differentiated between a teacher and a content specialist in the following manner: Teachers differ from biologists, historians, writers, or educational researchers, not necessarily in the quality or quantity of their subject matter knowledge, but in how that knowledge is organized and used. For example, experienced science teachers’ knowledge of science is structured from a teaching perspective and is used as a basis for helping students to understand specific concepts. A scientist’s knowledge, on the other hand, is structured from a research perspective and is used as a basis for the construction of new knowledge in the field (p. 5). Geddis (1993) described PCK as a set of attributes that helped someone transfer the knowledge of content to others. According to Shulman, it includes \"most useful forms of representation of these ideas, the mo","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"260 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122465854","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 range, magnitude, and intensity of the problems currently facing parents, educators, and others involved in preparing young people to become effective, self-fulfilled, contributing members of society are well documented. One major area of concern is policy makers and society in general is the transition from school to employment. During this difficult period, seemingly irrevocable decisions have to be made. Aspirations and reality have to be reconciled. Specifically, a pattern of adult life has to be initiated that includes communicating with adults and peers in new formal and informal learning situations. It is always difficult to make choices that will have long-term implications; yet, in adolescence, choices have to be made about academic subjects, coursework, training and qualifications, a career, and whether to work for others or for oneself. Decisions must be made about the advice offered by parents, teachers, counselors, and peers. Although work has many different meanings for human beings, it is the “backbone of an individual’s life” (Paulter, 1995, p. 19). The presence or absence of work is perhaps the most important pivotal point in a human’s life. Generally, individuals spend their early years preparing for work, the major section of life doing the chosen work, and the last part of life retired from work. The aim of this study is to identify the extent to which certain factors influence career choices and the transitional pathways that lead to further education and finally to employment for high school students in Alberta. The important question of this study is the investigation of career and other factors, and the role they play in influencing Alberta high school students in pursuing higher education and making career choices. There are several studies of various facets of the relationship between the person and work. Holland (1985), Osipow (1983), Roe and Siegelman (1964), Sunter (1992), and Super (1990) have written about the need for work, the satisfaction obtained from work, the process of choosing a career, the problems associated with indecision and poor choice, and the difficulties experienced from inadequate career planning. How do young people make the transition to employment? Do students have career plans? Is choice of a career a point-in-time phenomenon or a sequence of decisions that evolve Career and Other Factors Influencing Postsecondary Decisions: Survey of High School Students in Alberta, Canada
父母、教育工作者和其他参与将年轻人培养成有效的、自我实现的、对社会有贡献的成员的人所面临的问题的范围、规模和强度都有很好的记录。政策制定者和整个社会关注的一个主要领域是从学校到就业的过渡。在这一困难时期，必须做出看似无法改变的决定。愿望和现实必须调和。具体地说，必须开始一种成人生活模式，包括在新的正式和非正式学习环境中与成年人和同龄人交流。做出具有长期影响的选择总是很困难的;然而，在青少年时期，必须选择学术科目、课程、培训和资格、职业，以及是为别人工作还是为自己工作。必须根据父母、老师、辅导员和同龄人提供的建议做出决定。虽然工作对人类有许多不同的意义，但它是“个人生命的脊梁”(Paulter, 1995, p. 19)。工作的存在与否也许是一个人一生中最重要的转折点。一般来说，人的早年是为工作做准备的，人生的主要部分是做自己选择的工作，而人生的最后一部分是退休的。本研究的目的是确定某些因素影响职业选择的程度，以及导致阿尔伯塔省高中生进一步教育和最终就业的过渡途径。本研究的重要问题是调查职业和其他因素，以及它们在影响阿尔伯塔省高中生接受高等教育和职业选择中的作用。关于人与工作之间关系的各个方面有几项研究。Holland (1985)， Osipow (1983)， Roe和Siegelman (1964)， Sunter(1992)和Super(1990)都写过关于工作的需要，从工作中获得的满足感，选择职业的过程，优柔寡断和错误选择相关的问题，以及不充分的职业规划所经历的困难。年轻人如何向就业过渡?学生有职业规划吗?职业选择是一种时间点现象，还是一系列决定演变成职业和其他影响高等教育决策的因素:对加拿大阿尔伯塔省高中生的调查
{"title":"Career and Other Factors Influencing Postsecondary Decisions: Survey of High School Students in Alberta, Canada.","authors":"Nina M. Powlette, D. R. Young","doi":"10.21061/jots.v22i2.a.5","DOIUrl":"https://doi.org/10.21061/jots.v22i2.a.5","url":null,"abstract":"The range, magnitude, and intensity of the problems currently facing parents, educators, and others involved in preparing young people to become effective, self-fulfilled, contributing members of society are well documented. One major area of concern is policy makers and society in general is the transition from school to employment. During this difficult period, seemingly irrevocable decisions have to be made. Aspirations and reality have to be reconciled. Specifically, a pattern of adult life has to be initiated that includes communicating with adults and peers in new formal and informal learning situations. It is always difficult to make choices that will have long-term implications; yet, in adolescence, choices have to be made about academic subjects, coursework, training and qualifications, a career, and whether to work for others or for oneself. Decisions must be made about the advice offered by parents, teachers, counselors, and peers. Although work has many different meanings for human beings, it is the “backbone of an individual’s life” (Paulter, 1995, p. 19). The presence or absence of work is perhaps the most important pivotal point in a human’s life. Generally, individuals spend their early years preparing for work, the major section of life doing the chosen work, and the last part of life retired from work. The aim of this study is to identify the extent to which certain factors influence career choices and the transitional pathways that lead to further education and finally to employment for high school students in Alberta. The important question of this study is the investigation of career and other factors, and the role they play in influencing Alberta high school students in pursuing higher education and making career choices. There are several studies of various facets of the relationship between the person and work. Holland (1985), Osipow (1983), Roe and Siegelman (1964), Sunter (1992), and Super (1990) have written about the need for work, the satisfaction obtained from work, the process of choosing a career, the problems associated with indecision and poor choice, and the difficulties experienced from inadequate career planning. How do young people make the transition to employment? Do students have career plans? Is choice of a career a point-in-time phenomenon or a sequence of decisions that evolve Career and Other Factors Influencing Postsecondary Decisions: Survey of High School Students in Alberta, Canada","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122473804","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":"The Professional Development of Community College Applied Science and Technology Faculty.","authors":"J. Ast, Ellen J. Mullen","doi":"10.21061/jots.v25i1.a.3","DOIUrl":"https://doi.org/10.21061/jots.v25i1.a.3","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122590423","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":"Technology-Enabled Crime, Policing and Security.","authors":"Samuel C. McQuade","doi":"10.21061/jots.v32i1.a.5","DOIUrl":"https://doi.org/10.21061/jots.v32i1.a.5","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128390878","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":"Technology Education versus Liberal Arts Education","authors":"Oscar Plaza","doi":"10.21061/jots.v30i1.a.3","DOIUrl":"https://doi.org/10.21061/jots.v30i1.a.3","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128425825","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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