In 2020 an article about American experts’ opinions on the future of technology education was published. Several concerns were expressed by the experts in the Delphi study that had been conducted, such as a shortage of teachers and funding. From the start of the study in the USA, the idea was to conduct similar studies in other countries. It is interesting to see to what extent the outcomes are USA-specific or more broadly valid. To find that out a similar study was done in Flanders (the Dutch-speaking part of Belgium) and the Netherlands. In our Delphi study, consent was found among the experts in three rounds. It became clear that there are similarities between the USA outcomes but also differences. Most of those differences can be explained by taking into account the local developments in the different countries.
{"title":"A Delphi study on the future of technology education","authors":"Jan Ardies, Marc De Vries","doi":"10.15663/ajte.v9.i0.95","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.95","url":null,"abstract":"In 2020 an article about American experts’ opinions on the future of technology education was published. Several concerns were expressed by the experts in the Delphi study that had been conducted, such as a shortage of teachers and funding. From the start of the study in the USA, the idea was to conduct similar studies in other countries. It is interesting to see to what extent the outcomes are USA-specific or more broadly valid. To find that out a similar study was done in Flanders (the Dutch-speaking part of Belgium) and the Netherlands. In our Delphi study, consent was found among the experts in three rounds. It became clear that there are similarities between the USA outcomes but also differences. Most of those differences can be explained by taking into account the local developments in the different countries.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"280 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":"136183656","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}
We have seen students struggling with understanding and defining technology during years of educating pre-service teachers. This study describes lessons with pre-service technology teachers as we try, for us, a new way of scaffolding their understandings. By teaching technology through STEAM, we aimed to get our students thinking about technology and exploring what technology is for them. We chose aesthetic learning processes as a tool to reach this aim. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment within higher education. Students were introduced to the stop-motion movie technique and asked to express what technology meant to them. We analysed the student's movies through inductive analysis. Even though it was the aim of the students' task, we discovered that little technology content knowledge did transfer to the stop motion movies. On the other hand, from an aesthetic perspective, they were great. The movie gave us something to consider as teachers. It taught us what could be made better when trying to understand technology this way. We learned that in a STEAM setting, we lost the T and E and discuss the implications of interdisciplinary teaching.
{"title":"Finding The T and E In STEAM: A lesson taught and learned","authors":"Ulrika Sultan, Barbro Bergfeldt, Erik Sjöstedt","doi":"10.15663/ajte.v9.i0.106","DOIUrl":"https://doi.org/10.15663/ajte.v9.i0.106","url":null,"abstract":"We have seen students struggling with understanding and defining technology during years of educating pre-service teachers. This study describes lessons with pre-service technology teachers as we try, for us, a new way of scaffolding their understandings. By teaching technology through STEAM, we aimed to get our students thinking about technology and exploring what technology is for them. We chose aesthetic learning processes as a tool to reach this aim. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment within higher education. Students were introduced to the stop-motion movie technique and asked to express what technology meant to them. We analysed the student's movies through inductive analysis. Even though it was the aim of the students' task, we discovered that little technology content knowledge did transfer to the stop motion movies. On the other hand, from an aesthetic perspective, they were great. The movie gave us something to consider as teachers. It taught us what could be made better when trying to understand technology this way. We learned that in a STEAM setting, we lost the T and E and discuss the implications of interdisciplinary teaching.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"274 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":"136183657","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 purpose of this article is to develop theoretical framework for defining technology education (TE) goals. First, approaches to technocratic determinism, the determinism of nature, voluntarism and aestheticism of technology have been considered within the same framework. Second, four alternative definitions for technology (Freenberg, 2007) have been applied within these approaches. Instrumentalism emphasises learners’ creative product production. The critical theory of technology emphasises cultural impact of learners’ product using and learning design knowledge. Determinism emphasises learner technology understanding and substantivism learner technology appraising. Third, analysing by the approaches, a sample of the TE goals of Finnish craft student teachers (n=100) wanted to develop for junior- and high school teaching and learning is described. The goals and the corresponding learning materials showed that they were evenly distributed across all the approaches. The framework provides comprehensive thinking ways for defining TE goals and curriculum.
{"title":"Technology education goal defining framework","authors":"Mika Metsärinne","doi":"10.15663/ajte.v8i.81","DOIUrl":"https://doi.org/10.15663/ajte.v8i.81","url":null,"abstract":"The purpose of this article is to develop theoretical framework for defining technology education (TE) goals. First, approaches to technocratic determinism, the determinism of nature, voluntarism and aestheticism of technology have been considered within the same framework. Second, four alternative definitions for technology (Freenberg, 2007) have been applied within these approaches. Instrumentalism emphasises learners’ creative product production. The critical theory of technology emphasises cultural impact of learners’ product using and learning design knowledge. Determinism emphasises learner technology understanding and substantivism learner technology appraising. Third, analysing by the approaches, a sample of the TE goals of Finnish craft student teachers (n=100) wanted to develop for junior- and high school teaching and learning is described. The goals and the corresponding learning materials showed that they were evenly distributed across all the approaches. The framework provides comprehensive thinking ways for defining TE goals and curriculum.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130873169","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 paper reports on teachers’ perceptions of their students’ learning as part of a project examining the learning that took place when the students used ScratchMaths in their classroom programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews and teacher analysis and review of their practice. The teachers identified the students’ problem solving, use of unplugged activities and collaborating using explicit mathematical and coding language as ways to facilitate thinking. They also recognised that their own practice evolved into a more faciliatory role, while their understanding of coding processes grew through learning beside, and through, their students.
{"title":"Coding and mathematics: How did coding and collaboration facilitate thinking?","authors":"Nigel Calder, K. Rhodes","doi":"10.15663/ajte.v8i.90","DOIUrl":"https://doi.org/10.15663/ajte.v8i.90","url":null,"abstract":"This paper reports on teachers’ perceptions of their students’ learning as part of a project examining the learning that took place when the students used ScratchMaths in their classroom programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews and teacher analysis and review of their practice. The teachers identified the students’ problem solving, use of unplugged activities and collaborating using explicit mathematical and coding language as ways to facilitate thinking. They also recognised that their own practice evolved into a more faciliatory role, while their understanding of coding processes grew through learning beside, and through, their students.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123638270","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 the Netherlands there is an interest in implementing engineering as part of K-12 general education. In order to know what the pupils' perception of the system concept at that level is, research into that was conducted. This study was not only carried out in the Netherlands in six schools across the country, but for comparison also in Turkey in six schools across the country. During the qualitative preparation of the research, the pupils were asked to describe what a technical system is according to them. In the quantitative main part of the study, pupils were asked to respond to 44 True/False statements in which they could indicate what a technical system is. Factor analysis has been performed to reveal the dimensions of the concept of systems that the pupils have in their minds. In contrast to studies among pupils of the lower secondary school, a clear concept about a technical system was found. The differences between male and female respondents with regard to the concept of the system, found in lower secondary education, were also found in upper secondary education. This is in contrast with what was found for the concept of engineering. The predominant knowledge of pupils with regard to the concept of the system indicated a reasonable image of technology, depending on whether it is taught in a school subject.
{"title":"Preconceptions about technical systems prevalent amongst upper secondary school pupils","authors":"Ümit Köycü, M. D. de Vries","doi":"10.15663/ajte.v8i.86","DOIUrl":"https://doi.org/10.15663/ajte.v8i.86","url":null,"abstract":"In the Netherlands there is an interest in implementing engineering as part of K-12 general education. In order to know what the pupils' perception of the system concept at that level is, research into that was conducted. This study was not only carried out in the Netherlands in six schools across the country, but for comparison also in Turkey in six schools across the country. During the qualitative preparation of the research, the pupils were asked to describe what a technical system is according to them. In the quantitative main part of the study, pupils were asked to respond to 44 True/False statements in which they could indicate what a technical system is. Factor analysis has been performed to reveal the dimensions of the concept of systems that the pupils have in their minds. In contrast to studies among pupils of the lower secondary school, a clear concept about a technical system was found. The differences between male and female respondents with regard to the concept of the system, found in lower secondary education, were also found in upper secondary education. This is in contrast with what was found for the concept of engineering. The predominant knowledge of pupils with regard to the concept of the system indicated a reasonable image of technology, depending on whether it is taught in a school subject. ","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132637669","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}
Advances in computer technology and software increasingly encourage the usage of CAD tools for designing forms that algorithmically manipulate ‘structural’ and ‘surface’ features. These sophisticated new computational processes, broadly known as ‘generative design’ and ‘topology optimisation’, are very likely to become a regular part of the product design process for many types of products. A core value of design practice is the development of intuition and iterative skills to explore the technical and experiential performance of design concepts through sketching, model making, and prototyping. Identifying ways to integrate ‘generative design’ and ‘topology optimisation’ CAD processes with ‘making’ as a core value in product design concept development is a significant challenge - particularly for design education. A related concern is that ‘topology optimisation’ can generate structurally optimised parts for the amount and type of material used, which essentially determines the fabrication method. Often these parts in their raw form can only be made using 3D printing technologies, though they can (and often need to) be ‘styled’ or modified. Therefore, the relationship to 3D printing and its limitations as an end-part manufacturing technology must be critically tested as part of the design process. The practice-led research presented includes a case study of the design of a mountain bike (MTB) crank arm developed using an integrated design process that incorporates a series of ‘topology optimisation’ simulations. The authors undertook the project to inform the design of a new ‘generative design’ and ‘topology optimisation’ studio-based subject to be offered to second and third-year product design students at the University of Technology Sydney. The research proposes a form of integrated design practice that values ‘making’ iteratively, and the advancing CAD-based ‘generative design’ and ‘topology optimisation’ tools to responsibly support experiential learning in product design, manufacturing and engineering.
{"title":"Integrating generative design and topology optimisation with product design values","authors":"A. Nemme, Roderick Walden","doi":"10.15663/ajte.v8i.75","DOIUrl":"https://doi.org/10.15663/ajte.v8i.75","url":null,"abstract":"Advances in computer technology and software increasingly encourage the usage of CAD tools for designing forms that algorithmically manipulate ‘structural’ and ‘surface’ features. These sophisticated new computational processes, broadly known as ‘generative design’ and ‘topology optimisation’, are very likely to become a regular part of the product design process for many types of products. A core value of design practice is the development of intuition and iterative skills to explore the technical and experiential performance of design concepts through sketching, model making, and prototyping. Identifying ways to integrate ‘generative design’ and ‘topology optimisation’ CAD processes with ‘making’ as a core value in product design concept development is a significant challenge - particularly for design education. A related concern is that ‘topology optimisation’ can generate structurally optimised parts for the amount and type of material used, which essentially determines the fabrication method. Often these parts in their raw form can only be made using 3D printing technologies, though they can (and often need to) be ‘styled’ or modified. Therefore, the relationship to 3D printing and its limitations as an end-part manufacturing technology must be critically tested as part of the design process. The practice-led research presented includes a case study of the design of a mountain bike (MTB) crank arm developed using an integrated design process that incorporates a series of ‘topology optimisation’ simulations. The authors undertook the project to inform the design of a new ‘generative design’ and ‘topology optimisation’ studio-based subject to be offered to second and third-year product design students at the University of Technology Sydney. The research proposes a form of integrated design practice that values ‘making’ iteratively, and the advancing CAD-based ‘generative design’ and ‘topology optimisation’ tools to responsibly support experiential learning in product design, manufacturing and engineering.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129633861","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}
Sonja Niiranen, P. Ikonen, Timo Rissanen, Aki Rasinen
This study is part of an international research collaboration aimed at identifying current and future trends and issues in technology education in Belgium, Finland, Japan and the USA. The three-round Delphi method was utilised to solicit information from technology education stakeholders in Finland from November 2019 to April 2020. The panel of experts (N=31) comprised technology education teacher educators, researchers and experts of the national LUMA (STEM) 2020 programme and technology education developers. During the Delphi process both quantitative and qualitative approaches were utilized in gathering information and analysing the findings. In this article the focus is on comparing the most relevant trends and issues identified by craft and technology education professionals after Round 3. The data were analysed using qualitative content analysis. These findings reveal the unclear role of technology education in Finland and the need for a clear definition for it on the national curriculum level.
{"title":"Current and future trends and issues facing technology education in Finland—Taking part in an international Delphi study","authors":"Sonja Niiranen, P. Ikonen, Timo Rissanen, Aki Rasinen","doi":"10.15663/ajte.v8i.88","DOIUrl":"https://doi.org/10.15663/ajte.v8i.88","url":null,"abstract":"This study is part of an international research collaboration aimed at identifying current and future trends and issues in technology education in Belgium, Finland, Japan and the USA. The three-round Delphi method was utilised to solicit information from technology education stakeholders in Finland from November 2019 to April 2020. The panel of experts (N=31) comprised technology education teacher educators, researchers and experts of the national LUMA (STEM) 2020 programme and technology education developers. During the Delphi process both quantitative and qualitative approaches were utilized in gathering information and analysing the findings. In this article the focus is on comparing the most relevant trends and issues identified by craft and technology education professionals after Round 3. The data were analysed using qualitative content analysis. These findings reveal the unclear role of technology education in Finland and the need for a clear definition for it on the national curriculum level.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125421579","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 changes to the New Zealand Curriculum in technology education has implications for the nature of Initial Teacher Education (ITE) programmes, which prepare secondary technology teachers for the profession. This article reports on a secondary technology student teacher’s evolving understanding during her one-year ITE programme. Data were collected of her learning process, to extrapolate findings about curriculum meaning-making and knowledge for practice. The student’s learning journey reflected similar challenges to existing secondary technology educators in the profession, and imply a need to support the development of resilience and self-regulatory practices, to enable a transformation of understandings. Recommendations advocate for the use of strategies which foster positive learning environments and expose student teachers to anchored approaches to learning. Such strategies are promoted as a means for student teachers to navigate disparities between what practicing teachers may value and what academic researchers assert is important to enable a future-focused approach for education.
{"title":"The technology education curriculum in New Zealand: Implications for initial teacher education programmes","authors":"Elizabeth Reinsfield","doi":"10.15663/ajte.v7i.85","DOIUrl":"https://doi.org/10.15663/ajte.v7i.85","url":null,"abstract":"The changes to the New Zealand Curriculum in technology education has implications for the nature of Initial Teacher Education (ITE) programmes, which prepare secondary technology teachers for the profession. This article reports on a secondary technology student teacher’s evolving understanding during her one-year ITE programme. Data were collected of her learning process, to extrapolate findings about curriculum meaning-making and knowledge for practice. The student’s learning journey reflected similar challenges to existing secondary technology educators in the profession, and imply a need to support the development of resilience and self-regulatory practices, to enable a transformation of understandings. Recommendations advocate for the use of strategies which foster positive learning environments and expose student teachers to anchored approaches to learning. Such strategies are promoted as a means for student teachers to navigate disparities between what practicing teachers may value and what academic researchers assert is important to enable a future-focused approach for education.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122154325","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}
Information and communication technology (ICT) has become a ubiquitous component of many people’s daily lives. While some kindergartens have begun to pay attention to young children’s ICT skills, little is known about how teachers perceive this shift and in what ways they are emphasising these skills in kindergartens. Such research is particularly uncommon in China. This study explored how teachers perceive the significance of children’s ICT skills and how they taught these skills in kindergartens in China. By interviewing fifteen teachers in three kindergartens in Nanjing, this study found that participants generally considered ICT skills to be an important capability for children although they had various interpretations of their definition. Additionally, it was found that participants had different perceptions of how children could learn ICT skills in kindergartens. The analysis suggested that a clearer and shared definition of ICT skills should be provided by policymakers.
{"title":"What Do Teachers Say about Young Children’s ICT Skills? An Investigation of Three Kindergartens in China","authors":"Tian-ping Yang, C. Gunn","doi":"10.15663/ajte.v7i.89","DOIUrl":"https://doi.org/10.15663/ajte.v7i.89","url":null,"abstract":"Information and communication technology (ICT) has become a ubiquitous component of many people’s daily lives. While some kindergartens have begun to pay attention to young children’s ICT skills, little is known about how teachers perceive this shift and in what ways they are emphasising these skills in kindergartens. Such research is particularly uncommon in China. This study explored how teachers perceive the significance of children’s ICT skills and how they taught these skills in kindergartens in China. By interviewing fifteen teachers in three kindergartens in Nanjing, this study found that participants generally considered ICT skills to be an important capability for children although they had various interpretations of their definition. Additionally, it was found that participants had different perceptions of how children could learn ICT skills in kindergartens. The analysis suggested that a clearer and shared definition of ICT skills should be provided by policymakers.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114438867","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}
Learning is an active process that functions optimally when student’s motivation is autonomous. This paper will critique elements of motivation that impact on students’ engagement in Technology Education subjects with an emphasis on female students in senior secondary years of schooling. After interpreting Technology Education and motivational factors, the critique will examine elements identified by various authors as those which motivate modern day youth to engage in non-compulsory education. In fact, the origins of personal and group motivation need to be explored in terms of how youth utilise self-values to engage in practices that schools program for them. Of particular interest are the steps taken by schools to engage females in technology centred programs. Australian data show that young female learners are not articulating through to Mathematics, Science, Engineering, or Technology (STEM) classes and in turn not enrolling in tertiary courses such as Engineering. The critique takes a feminist constructionist view and will draw on research undertaken in senior secondary schools in 2013. Earlier studies have claimed that the artefacts to be made and freedom of choice in the learning process had the most effect on the motivation of students as participants in Technology Education. For some students these elements have affected their intrinsic motivation by expanding their reflectivity and feelings of autonomy. By providing an apparent freedom of choice in materials, techniques, and products to be made, student motivation appears to rise. In examining the research studies on what motivates youth - values are seen to be inextricably linked to the interests and motivation of both individuals and groups. Thus, values will be explored in the context of educational settings of students in the secondary years, with a focus on Technology Education. The implications of the findings in the paper will provide practitioners with strategies to alter the ecology of classrooms for female participants in Technology Education programs in the long term. Those strategies are not about plugging the leaks in the STEM education pipeline, but rather about building a gendered pipeline where girls feel at home doing Technology regardless of whether their school or class is co-educational or single-sex.
{"title":"Motivating female students in technology education: Staying and thriving on the technology education pipeline of STEM","authors":"V. Knopke, Bernardo LeÏŒn de la Barra","doi":"10.15663/ajte.v7i.70","DOIUrl":"https://doi.org/10.15663/ajte.v7i.70","url":null,"abstract":"Learning is an active process that functions optimally when student’s motivation is autonomous. This paper will critique elements of motivation that impact on students’ engagement in Technology Education subjects with an emphasis on female students in senior secondary years of schooling.\u0000After interpreting Technology Education and motivational factors, the critique will examine elements identified by various authors as those which motivate modern day youth to engage in non-compulsory education. In fact, the origins of personal and group motivation need to be explored in terms of how youth utilise self-values to engage in practices that schools program for them. Of particular interest are the steps taken by schools to engage females in technology centred programs. Australian data show that young female learners are not articulating through to Mathematics, Science, Engineering, or Technology (STEM) classes and in turn not enrolling in tertiary courses such as Engineering.\u0000The critique takes a feminist constructionist view and will draw on research undertaken in senior secondary schools in 2013. Earlier studies have claimed that the artefacts to be made and freedom of choice in the learning process had the most effect on the motivation of students as participants in Technology Education. For some students these elements have affected their intrinsic motivation by expanding their reflectivity and feelings of autonomy. By providing an apparent freedom of choice in materials, techniques, and products to be made, student motivation appears to rise.\u0000In examining the research studies on what motivates youth - values are seen to be inextricably linked to the interests and motivation of both individuals and groups. Thus, values will be explored in the context of educational settings of students in the secondary years, with a focus on Technology Education.\u0000The implications of the findings in the paper will provide practitioners with strategies to alter the ecology of classrooms for female participants in Technology Education programs in the long term. Those strategies are not about plugging the leaks in the STEM education pipeline, but rather about building a gendered pipeline where girls feel at home doing Technology regardless of whether their school or class is co-educational or single-sex.","PeriodicalId":170728,"journal":{"name":"Australasian Journal of Technology Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116671140","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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