STEM education is gaining popularity in primary and high school curricula worldwide, emphasizing effective instructional methods. This article discusses a case study using the Technology Design Process (TDP) to create teaching materials to introduce variables and functions in a mathematical context at the elementary level. The TDP's iterative stages were used in the development, and data was collected from different sources: pre- and post-questionnaires, as well as a working document dealing with pupils’ understanding based on designing, making, testing, and simulating. Nineteen students from a fourth-grade classroom (9–10 years old) participated in the study. The results indicate that STEM activities enhance classroom engagement and math learning while fostering problem-solving skills in a transdisciplinary context. This research encourages elementary teachers to incorporate more STEM activities and emphasizes the importance of the design process for critical thinking and practical skills. It also suggests that technology teachers include these design process steps in their teaching to develop engineering design skills and spark student interest in STEM subjects.
{"title":"An introduction to functions and variables in technology education, in a STEM-centred context at the elementary level","authors":"Brahim El Fadil, Najar Ridha","doi":"10.15663/ajte.v9.i0.94","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.94","url":null,"abstract":"STEM education is gaining popularity in primary and high school curricula worldwide, emphasizing effective instructional methods. This article discusses a case study using the Technology Design Process (TDP) to create teaching materials to introduce variables and functions in a mathematical context at the elementary level. The TDP's iterative stages were used in the development, and data was collected from different sources: pre- and post-questionnaires, as well as a working document dealing with pupils’ understanding based on designing, making, testing, and simulating. Nineteen students from a fourth-grade classroom (9–10 years old) participated in the study. The results indicate that STEM activities enhance classroom engagement and math learning while fostering problem-solving skills in a transdisciplinary context. This research encourages elementary teachers to incorporate more STEM activities and emphasizes the importance of the design process for critical thinking and practical skills. It also suggests that technology teachers include these design process steps in their teaching to develop engineering design skills and spark student interest in STEM subjects.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183655","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 Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional development with a particular focus on the teacher participants’ perspectives of their developing understandings. This article also explores the subsequent impact on teachers’ students as a result of their engagement with professional learning and development (PLD) in New Zealand. The PLD programme, funded by the Ministry of Education’s Network of Expertise Initiative and delivered by Technology Education New Zealand (TENZ), was designed to foster teachers’ engagement with the technology education curriculum. It also aimed to develop teachers’ specialist identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. Research findings indicate that teacher professional development was significant. Participants developed a deeper understanding of the benefits of authentic technological practice, as well as the technology curriculum. Some participants also obtained a deeper understanding of the nature of responsive pedagogies, and the role of reflection in professional practice. The programme motivated technology teachers, which translated into a more positive learning environment for their students. Feedback was also sought on the Mātanga Project’s professional development model. Participants identified a number of key benefits gained through their participation. Specialist participants gained an appreciation for the theoretical and historical perspectives of technology, while generalist participants valued their increased curriculum knowledge. Participants found the year-long approach beneficial, particularly because they had access to experts in their area of technology. Participants also identified some limitations for the first iteration of the PLD and suggested improvements for the future.
{"title":"Innovative professional development for teachers of technology in New Zealand: The Mātanga Project","authors":"Wendy Helen Fox-Turnbull","doi":"10.15663/ajte.v9.i0.102","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.102","url":null,"abstract":"The Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional development with a particular focus on the teacher participants’ perspectives of their developing understandings. This article also explores the subsequent impact on teachers’ students as a result of their engagement with professional learning and development (PLD) in New Zealand. The PLD programme, funded by the Ministry of Education’s Network of Expertise Initiative and delivered by Technology Education New Zealand (TENZ), was designed to foster teachers’ engagement with the technology education curriculum. It also aimed to develop teachers’ specialist identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. Research findings indicate that teacher professional development was significant. Participants developed a deeper understanding of the benefits of authentic technological practice, as well as the technology curriculum. Some participants also obtained a deeper understanding of the nature of responsive pedagogies, and the role of reflection in professional practice. The programme motivated technology teachers, which translated into a more positive learning environment for their students. Feedback was also sought on the Mātanga Project’s professional development model. Participants identified a number of key benefits gained through their participation. Specialist participants gained an appreciation for the theoretical and historical perspectives of technology, while generalist participants valued their increased curriculum knowledge. Participants found the year-long approach beneficial, particularly because they had access to experts in their area of technology. Participants also identified some limitations for the first iteration of the PLD and suggested improvements for the future.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183658","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 article examines the challenges and opportunities in the indigenisation of the technology curriculum to support Māori-medium schooling. Since the emergence of indigenous curriculum design in Aotearoa New Zealand (NZ) in the 1990s in response to the emerging Māori-medium schooling movement, English-medium education and its philosophies, beliefs, and needs have prevailed. These Eurocentric beliefs and ideologies are often opposed to the key goals of Māori-medium education, including the aim of self-determination through the revitalisation of Māori language and mātauranga Māori (Māori knowledge). Māori-medium is the collective term used by the New Zealand Ministry of Education to identify learning programmes where 51–100% of instruction is in Māori (Ministry of Education, 2022). These schools are officially required to implement the core national curriculum national framework for Māori-medium contexts including Hangarau (Technology). This article shares initial findings about the development of Hangarau curriculum to date by drawing on primary data from a series of semi-structured interviews conducted with three mātanga Hangarau (Hangarau curriculum developers). The mātanga were involved as curriculum designers, in the authoring of curriculum support materials, and design of professional learning for teachers. Beyond the Aotearoa-NZ context, this study has wider implications for the decolonisation of technology education in general, which involves balancing and negotiating the tensions between indigenous and western, commercial and environmental, and general and local indigenous knowledge. As the sociocultural political landscape changes, and spaces for indigenous knowledges are being claimed, we need to remember what is important to our communities. We want to be working at the micro level, that of whānau and hapū (wider family) daily practices, reclaiming and reframing place-based knowledge as we identify its significance for the Hangarau curriculum.
{"title":"Challenges and opportunities in the indigenisation of the Marautanga Hangarau (the Māori-medium technology curriculum): Indigenous knowledge and an emerging philosophy of Hangarau","authors":"Ruth Lemon, Tony Trinick, Kerry Lee","doi":"10.15663/ajte.v9.i0.91","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.91","url":null,"abstract":"This article examines the challenges and opportunities in the indigenisation of the technology curriculum to support Māori-medium schooling. Since the emergence of indigenous curriculum design in Aotearoa New Zealand (NZ) in the 1990s in response to the emerging Māori-medium schooling movement, English-medium education and its philosophies, beliefs, and needs have prevailed. These Eurocentric beliefs and ideologies are often opposed to the key goals of Māori-medium education, including the aim of self-determination through the revitalisation of Māori language and mātauranga Māori (Māori knowledge). Māori-medium is the collective term used by the New Zealand Ministry of Education to identify learning programmes where 51–100% of instruction is in Māori (Ministry of Education, 2022). These schools are officially required to implement the core national curriculum national framework for Māori-medium contexts including Hangarau (Technology). This article shares initial findings about the development of Hangarau curriculum to date by drawing on primary data from a series of semi-structured interviews conducted with three mātanga Hangarau (Hangarau curriculum developers). The mātanga were involved as curriculum designers, in the authoring of curriculum support materials, and design of professional learning for teachers. Beyond the Aotearoa-NZ context, this study has wider implications for the decolonisation of technology education in general, which involves balancing and negotiating the tensions between indigenous and western, commercial and environmental, and general and local indigenous knowledge. As the sociocultural political landscape changes, and spaces for indigenous knowledges are being claimed, we need to remember what is important to our communities. We want to be working at the micro level, that of whānau and hapū (wider family) daily practices, reclaiming and reframing place-based knowledge as we identify its significance for the Hangarau curriculum.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183783","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 context of the study is the increasing digitalisation of the living environment of primary school students, which is to be introduced into primary schools according to theoretical and educational policy guidelines. In this regard, further teachertraining on digital media in classrooms are particularly relevant, on the one hand to promote teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK). On the other hand, studies also reveal positive correlations among teacher training, teaching activities, and students’ learning outcomes. In-service teacher training courses with adaptive support by a trainer in particular haveproven to be effective. Against the background of various research studies on professional development of teachers, a corresponding model of tripartite learning outcomes has been established and serves as a broad theoretical framework. However, the specific relationship between in-service teacher training with adaptive support, DPaCK, and computational thinking of primary school students in the context of the German primary school subject Sachunterricht has not been sufficiently studied. Therefore, the following research questions can be derived: (1) To what extent does training with adaptive support on the topic of learning robots contribute to the development of teachers’ DPaCK? (2) Which effects can be ascertained on the students’ computational thinking in technology-related Sachunterricht? To investigate this relationship, an intervention study in a pre-post design with an experimental group, a control group, and a baseline is appropriate. As results are not yet available at this point, the present paper focuses on the presentation of the theoretical background and empirical approaches.
{"title":"Technology education in elementary school using the example of learning robots - development and evaluation of an in-service teacher training concept","authors":"Nicole Janicki, Claudia Tenberge","doi":"10.15663/ajte.v9.i0.103","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.103","url":null,"abstract":"The context of the study is the increasing digitalisation of the living environment of primary school students, which is to be introduced into primary schools according to theoretical and educational policy guidelines. In this regard, further teachertraining on digital media in classrooms are particularly relevant, on the one hand to promote teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK). On the other hand, studies also reveal positive correlations among teacher training, teaching activities, and students’ learning outcomes. In-service teacher training courses with adaptive support by a trainer in particular haveproven to be effective. Against the background of various research studies on professional development of teachers, a corresponding model of tripartite learning outcomes has been established and serves as a broad theoretical framework. However, the specific relationship between in-service teacher training with adaptive support, DPaCK, and computational thinking of primary school students in the context of the German primary school subject Sachunterricht has not been sufficiently studied. Therefore, the following research questions can be derived: (1) To what extent does training with adaptive support on the topic of learning robots contribute to the development of teachers’ DPaCK? (2) Which effects can be ascertained on the students’ computational thinking in technology-related Sachunterricht? To investigate this relationship, an intervention study in a pre-post design with an experimental group, a control group, and a baseline is appropriate. As results are not yet available at this point, the present paper focuses on the presentation of the theoretical background and empirical approaches.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183652","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}
Over the past two decades, South Africa has emphasised the need for school learners to be technologically literate by the end of high school. Specifically, South Africa’s Department of Education (2007) and the Department of Basic Education (2019) stated that it was critical for high school learners to be technologically literate by the end of their schooling. The inclusion of Technology as a subject within the South African education policy framework was considered an important innovation, an attempt at making the curriculum compatible with the skills needed of a globalised economy (Ankiewicz, 2020). Given this context, the goal for teaching Technology as a school subject should enable both learners and teachers to acquire skills, values, knowledge, and attitudes to become critical and creative thinkers and developers. There is a need to continuously explore ways to promote the effective teaching and learning of Technology at high school level. This study explores the teachers’ adoption of ICT into the teaching of the school subject Technology in two Cape Town high schools. The theoretical framework drawn on in this study is the RAT model (Hughes et al., 2006), which helps in the understanding of an individual learners’ and teachers’ personal experiences of teaching, and understanding technology’s role in teaching, learning, and curricular practices. The study explores the presence or absence of ICT adoption and utilisation in the teaching of Technology, as well as techniques that were applied within pedagogical practices. The research design was a multiple case study at the two schools in the Province of the Western Cape. A qualitative approach was used to collect and analyse the data. Semi-structured interviews with both the Grade 9 learners and teachers were conducted. Focus group discussions were conducted with the learners at the selected high schools, herein referred to as School A and School B. Based on the findings, recommendations will be disseminated to the Department of Basic Education in raising the learners’ levels of technological literacy through innovative teaching and learning strategies.
在过去的二十年里，南非一直强调学校学生在高中毕业时掌握技术知识的必要性。具体而言，南非教育部(2007年)和基础教育部(2019年)表示，高中学习者在学业结束时掌握技术知识至关重要。将技术作为一门学科纳入南非教育政策框架被认为是一项重要的创新，是使课程与全球化经济所需的技能相适应的一种尝试(Ankiewicz, 2020)。在这种背景下，将技术作为一门学科进行教学的目标应该是使学习者和教师都能获得技能、价值观、知识和态度，从而成为具有批判性和创造性的思考者和开发者。需要不断探索促进高中技术有效教与学的途径。本研究探讨了开普敦两所高中教师在学校学科技术教学中采用ICT的情况。本研究采用的理论框架是RAT模型(Hughes et al.， 2006)，该模型有助于理解单个学习者和教师的个人教学经历，并有助于理解技术在教学、学习和课程实践中的作用。该研究探讨了在技术教学中是否采用和利用信息通信技术，以及在教学实践中应用的技术。研究设计是在西开普省的两所学校进行的多案例研究。采用定性方法收集和分析数据。对九年级学生和教师进行了半结构化访谈。在选定的高中(以下简称学校A和学校b)与学习者进行焦点小组讨论，根据调查结果，将建议分发给基础教育部，通过创新的教学和学习策略提高学习者的技术素养水平。
{"title":"Innovations in technology education toward technological literacy – A study of two high schools in South Africa","authors":"Melanie Luckay, Portia Marthinisen","doi":"10.15663/ajte.v9.i0.108","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.108","url":null,"abstract":"Over the past two decades, South Africa has emphasised the need for school learners to be technologically literate by the end of high school. Specifically, South Africa’s Department of Education (2007) and the Department of Basic Education (2019) stated that it was critical for high school learners to be technologically literate by the end of their schooling. The inclusion of Technology as a subject within the South African education policy framework was considered an important innovation, an attempt at making the curriculum compatible with the skills needed of a globalised economy (Ankiewicz, 2020). Given this context, the goal for teaching Technology as a school subject should enable both learners and teachers to acquire skills, values, knowledge, and attitudes to become critical and creative thinkers and developers. There is a need to continuously explore ways to promote the effective teaching and learning of Technology at high school level. This study explores the teachers’ adoption of ICT into the teaching of the school subject Technology in two Cape Town high schools. The theoretical framework drawn on in this study is the RAT model (Hughes et al., 2006), which helps in the understanding of an individual learners’ and teachers’ personal experiences of teaching, and understanding technology’s role in teaching, learning, and curricular practices. The study explores the presence or absence of ICT adoption and utilisation in the teaching of Technology, as well as techniques that were applied within pedagogical practices. The research design was a multiple case study at the two schools in the Province of the Western Cape. A qualitative approach was used to collect and analyse the data. Semi-structured interviews with both the Grade 9 learners and teachers were conducted. Focus group discussions were conducted with the learners at the selected high schools, herein referred to as School A and School B. Based on the findings, recommendations will be disseminated to the Department of Basic Education in raising the learners’ levels of technological literacy through innovative teaching and learning strategies.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183650","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}
There are now five technological areas included in the New Zealand technology curriculum, two of which are based on digital technology. Like many other subjects, technology education encourages students to conduct research, consult with experts and design digital products. Increasingly, Generation-Z students use digital resources for learning, collaboration, and research, rather than face-to-face, phone, or letter communications, which are considered anachronistic. There is evidence that this improves the educational experience for most learners, but evidence for the impact on students and teachers who suffer from online and digital addictions is sparse. To ensure safe online practices for children, many countries have developed security guidelines and policies. Most of these efforts are aimed at keeping children safe from predatory interactions, preventing inappropriate content from reaching children, and minimising security breaches such as viruses, phishing, or scams. The strategies vary, but commonly include reducing screen time, implementing web security processes, and providing guidelines for parents and teachers. Generally, this protection focuses on protecting the user from others but not on protecting learners and teachers from themselves – particularly from compulsive online behaviours. With the recent advent of COVID and increased exposure to working, teaching and learning remotely, online and digital addiction issues have been exacerbated. It is now timely to consider options for supporting people suffering from digital addictions and those at risk. This article discusses some current trends and issues related to online and digital addictions and their implications for technology education students and educators
{"title":"Online addictions are real: What are technology educators doing about it?","authors":"Kerry Lee, Svetlana Kostrykina, Sarah Washbrooke","doi":"10.15663/ajte.v9.i0.101","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.101","url":null,"abstract":"There are now five technological areas included in the New Zealand technology curriculum, two of which are based on digital technology. Like many other subjects, technology education encourages students to conduct research, consult with experts and design digital products. Increasingly, Generation-Z students use digital resources for learning, collaboration, and research, rather than face-to-face, phone, or letter communications, which are considered anachronistic. There is evidence that this improves the educational experience for most learners, but evidence for the impact on students and teachers who suffer from online and digital addictions is sparse. To ensure safe online practices for children, many countries have developed security guidelines and policies. Most of these efforts are aimed at keeping children safe from predatory interactions, preventing inappropriate content from reaching children, and minimising security breaches such as viruses, phishing, or scams. The strategies vary, but commonly include reducing screen time, implementing web security processes, and providing guidelines for parents and teachers. Generally, this protection focuses on protecting the user from others but not on protecting learners and teachers from themselves – particularly from compulsive online behaviours. With the recent advent of COVID and increased exposure to working, teaching and learning remotely, online and digital addiction issues have been exacerbated. It is now timely to consider options for supporting people suffering from digital addictions and those at risk. This article discusses some current trends and issues related to online and digital addictions and their implications for technology education students and educators","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183654","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}
To this day, few girls in secondary and higher education opt for technology courses, which is reflected in the labour market. In order not to lose this potential, education must focus on gender sensitive teaching, more specifically when it comes to technological activities. It requires certain insights, skills, and sensitivity to effectively empower girls in science and technology. Previous research is often widespread and not translated into concrete practice. For this design study, we brought together previous research and developed the Gender Sensitive Education Checklist (GSEC) in such a way that it evokes a sense of urgency for teachers and empowers teachers and edutainers in this quest. In an additional workshop we presented the checklist and its four main pillars regarding gender sensitivity in education, namely attitudes, representation, interaction, and pedagogical methods. Teachers can use the developed checklist both as a practical tool, or as a reflection tool when designing and organising their activities. They scale their own skills, talents, and challenges on a continuum from strong to less strong in response to the relevant questions, relating to the four main pillars. Teachers can also, by using the checklist, be “just-in-time” reminded to make small adjustments to their lessons or workshops and by this means support girls more adequately in their STEM career. Through multiple feedback-loops, qualitative questionnaires, and focus groups, we have learned that both (student-)teachers and edutainers consider the checklist to be a meaningful support. Teachers recognise a gender sensitive approach in STEM as very important, but also admit that they missed opportunities in the past because they did not know how to tackle these challenges and were not always conscious about the existing stereotypes and bias concerning gender. They indicate that after the workshop, they are motivated to teach in a more gender sensitive way, by focusing on some of the offered practical tools and tips.
{"title":"Empowering teachers’ gender sensitiveness","authors":"Kato Luyckx, Eva Dierickx, Jan Ardies","doi":"10.15663/ajte.v9.i0.104","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.104","url":null,"abstract":"To this day, few girls in secondary and higher education opt for technology courses, which is reflected in the labour market. In order not to lose this potential, education must focus on gender sensitive teaching, more specifically when it comes to technological activities. It requires certain insights, skills, and sensitivity to effectively empower girls in science and technology. Previous research is often widespread and not translated into concrete practice. For this design study, we brought together previous research and developed the Gender Sensitive Education Checklist (GSEC) in such a way that it evokes a sense of urgency for teachers and empowers teachers and edutainers in this quest. In an additional workshop we presented the checklist and its four main pillars regarding gender sensitivity in education, namely attitudes, representation, interaction, and pedagogical methods. Teachers can use the developed checklist both as a practical tool, or as a reflection tool when designing and organising their activities. They scale their own skills, talents, and challenges on a continuum from strong to less strong in response to the relevant questions, relating to the four main pillars. Teachers can also, by using the checklist, be “just-in-time” reminded to make small adjustments to their lessons or workshops and by this means support girls more adequately in their STEM career. Through multiple feedback-loops, qualitative questionnaires, and focus groups, we have learned that both (student-)teachers and edutainers consider the checklist to be a meaningful support. Teachers recognise a gender sensitive approach in STEM as very important, but also admit that they missed opportunities in the past because they did not know how to tackle these challenges and were not always conscious about the existing stereotypes and bias concerning gender. They indicate that after the workshop, they are motivated to teach in a more gender sensitive way, by focusing on some of the offered practical tools and tips.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183659","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}
Teacher-child interaction (TCI) and children’s participation has been propounded as a factor in enhancing children’s learning in formal learning settings, especially in pre-primary education. Consequently, learning basic skills in coding and robotics at an early age is necessary for constructing a knowledge base applicable in later studies. In the current study, TCI and children’s participation is seen advancing young learners’ (children of six years old) technology education. The theoretical framework applied in this study is the participatory teacher-child interaction model which is based on earlier research. The model consists of three domains: emotional support, classroom organisation, and participatory instructional support. These domains are further divided into specific dimensions. The focus of the study is to recognise which domains and dimensions of TCI are recognised in teaching coding and robotics. Secondarily, the study focuses on which characteristics of participatory teacher-child interaction are implemented when teaching coding and robotics. The qualitative video data were collected from six pre-primary education groups. Participants in the data (N=84) included 10 pre-primary education teachers and 74 young learners. Data were analysed with the content analysis. The results indicate classroom management as the main domain in TCI. The results also show that within classroom organisation, the dimensions of dealing with disruption and clarity of the programme of action are emphasised the most by teachers. As a result, putting effort into classroom organisation decreases participatory TCI in teaching coding and robotics. On the contrary, the teachers who support participatory TCI place more emphasis on emotional support and participatory instructional support, and act as more competent in teaching coding and robotics. Further research is needed to increase participatory TCI when teaching coding and robotics and to further add value to technology education.
{"title":"Participatory teacher-child interaction in advancing teaching coding and robotics in pre-primary education","authors":"Arttu Korkeaniemi, Eila Lindfors, Saija Tanhuanpää, Emilia Luukka","doi":"10.15663/ajte.v9.i0.98","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.98","url":null,"abstract":"Teacher-child interaction (TCI) and children’s participation has been propounded as a factor in enhancing children’s learning in formal learning settings, especially in pre-primary education. Consequently, learning basic skills in coding and robotics at an early age is necessary for constructing a knowledge base applicable in later studies. In the current study, TCI and children’s participation is seen advancing young learners’ (children of six years old) technology education. The theoretical framework applied in this study is the participatory teacher-child interaction model which is based on earlier research. The model consists of three domains: emotional support, classroom organisation, and participatory instructional support. These domains are further divided into specific dimensions. The focus of the study is to recognise which domains and dimensions of TCI are recognised in teaching coding and robotics. Secondarily, the study focuses on which characteristics of participatory teacher-child interaction are implemented when teaching coding and robotics. The qualitative video data were collected from six pre-primary education groups. Participants in the data (N=84) included 10 pre-primary education teachers and 74 young learners. Data were analysed with the content analysis. The results indicate classroom management as the main domain in TCI. The results also show that within classroom organisation, the dimensions of dealing with disruption and clarity of the programme of action are emphasised the most by teachers. As a result, putting effort into classroom organisation decreases participatory TCI in teaching coding and robotics. On the contrary, the teachers who support participatory TCI place more emphasis on emotional support and participatory instructional support, and act as more competent in teaching coding and robotics. Further research is needed to increase participatory TCI when teaching coding and robotics and to further add value to technology education.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183649","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}
In our technology-intensive world, computing and programmed technological solutions have gained in importance, and their influence on curriculum, teaching, and learning has been substantial worldwide. Sweden, along with many countries, has integrated programming into the compulsory school curriculum as an integrated part of the teaching of Mathematics and Technology. In addition to a focus on programming, the new curricula also place significant emphasis on digital skills and on enhancing awareness of how the digitalisation of society affects us. Programming is described as a digital competence and computational thinking (CT) as important knowledge through which to facilitate learning and understanding of programming. Thus, it seems that CT, as seen in the Swedishcontext, should relate to both programming and digital competence. In this article, the aim is to examine the presence of CT in Swedish research literature and as a part of the discourse around the development of the Swedish curriculum. A content analysis of the curriculum and a thematic analysis of research publications show that CT is not well integrated into Sweden’s educational system. However, CTrelated activities are found in several subjects and research about CT, and programming is thriving. Requirements for the design of complex systems where understandings of humans and technology are equally important put new demands on education. Meeting these demands in education can be a challenge, but one subject in the Swedish curriculum seems to be suitable for the task, the technology subject. We conclude that the subject technology should be revised to include a greater focus on creativity regarding CT and the construction of computational technological artefacts.
{"title":"Computational thinking: Visible in the classroom but invisible in the curriculum","authors":"Helena Isaksson Persson","doi":"10.15663/ajte.v9.i0.107","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.107","url":null,"abstract":"In our technology-intensive world, computing and programmed technological solutions have gained in importance, and their influence on curriculum, teaching, and learning has been substantial worldwide. Sweden, along with many countries, has integrated programming into the compulsory school curriculum as an integrated part of the teaching of Mathematics and Technology. In addition to a focus on programming, the new curricula also place significant emphasis on digital skills and on enhancing awareness of how the digitalisation of society affects us. Programming is described as a digital competence and computational thinking (CT) as important knowledge through which to facilitate learning and understanding of programming. Thus, it seems that CT, as seen in the Swedishcontext, should relate to both programming and digital competence. In this article, the aim is to examine the presence of CT in Swedish research literature and as a part of the discourse around the development of the Swedish curriculum. A content analysis of the curriculum and a thematic analysis of research publications show that CT is not well integrated into Sweden’s educational system. However, CTrelated activities are found in several subjects and research about CT, and programming is thriving. Requirements for the design of complex systems where understandings of humans and technology are equally important put new demands on education. Meeting these demands in education can be a challenge, but one subject in the Swedish curriculum seems to be suitable for the task, the technology subject. We conclude that the subject technology should be revised to include a greater focus on creativity regarding CT and the construction of computational technological artefacts.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183653","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":"Introduction to the Special Issue: Technology education on the edge","authors":"Wendy Helen Fox-Turnbull, David Gill","doi":"10.15663/ajte.v9.i0.111","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.111","url":null,"abstract":"","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183651","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：