What is technology education

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What is technology education?
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Session objectives

• Describe various views of technology education
• Discuss concept of technological literacy
• Present some historical development of technology
  education
• Discuss philosophical basis of technology
  education
• Introduce national technology education statement

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Technology

• involves the purposeful application of
  knowledge, experience and resources to create
  processes and products that meet human needs. The
  needs and wants of people in particular
  communities determine the technology that is
  developed and how it is applied. People judge the
  desirability of technological applications by
  their impact on health, personal well- being and
  lifestyle, economies and ecosystems.
• Technology Education Federation of Australia
• http//www.pa.ash.org.au/tefa/wite.html

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Technology Education

• Technology education is the planned learning
  process to enhance the technological literacy of
  all students to enable them to participate fully
  in the technological society and economy in which
  they will live and work.
• Education Queensland, 2000
• http//education.qld.gov.au/curriculum/area/techno
  logy/

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Technological literacy

• a concept used to characterise the extent to
  which an individual understands technology, and
  is able to use and develop technologies. It
  includes
• knowledge about the nature and consequences of
  technology
• capability to develop technologies with respect
  to identified needs and wants
• understanding of, and ability to respond
  responsibly to, ethical dilemmas caused by
  technology.
• Education Queensland, 2000
• http//education.qld.gov.au/curriculum/area/techno
  logy/

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Technologically Literate Person

• A technologically literate person has knowledge
  of technology and is capable of using it
  effectively to accomplish various tasks. He or
  she can think critically about technological
  issues and acts accordingly.
• USA National Academy of Engineering
• http//www.nae.edu/nae/techlithome.nsf

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Technological literacy dimensions

• 3 dimensions
• Knowledge
• Ways of thinking and acting
• Capabilities
• Not really separable
• Requirements differ according to circumstances

USA National Academy of Engineering http//www.nae
.edu/nae/techlithome.nsf
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Knowledge

• Recognizes the pervasiveness of technology
• Understands basic engineering concepts
• Is familiar with the design process
• Knows some of the ways technology shapes human
  history and people shape technology
• Knows that all technologies entail risk
• Appreciates that technology involves trade-off
• Understands that technology reflects the values
  and culture of society
• USA National Academy of Engineering
• http//www.nae.edu/nae/techlithome.nsf

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Ways of Thinking and Acting

• Asks pertinent questions, of self and others,
  regarding the benefits and risks of technologies
• Seeks information about new technologies
• Participates, when appropriate, in decisions
  about the development and use of technology
• USA National Academy of Engineering
• http//www.nae.edu/nae/techlithome.nsf

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Capabilities

• Has a range of hands-on skills, such as using a
  computer for word processing and surfing the
  Internet and operating a variety of home and
  office appliances
• Can identify and fix simple mechanical or
  technological problems at home or work
• Can apply basic mathematical concepts related to
  probability, scale, and estimation to make
  informed judgments about technological risks and
  benefits
• USA National Academy of Engineering
• http//www.nae.edu/nae/techlithome.nsf

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Benefits of technological literacy

• In a world permeated by technology, an individual
  can function more effectively if he or she is
  familiar with and has a basic understanding of
  technology. A higher level of technological
  literacy (in the United States) would have a
  number of benefits, for individuals and for the
  society as a whole.
• Improving Decision Making
• Increasing Citizen Participation
• Supporting a Modern Workforce
• Enhancing Social Well-Being
• Narrowing the Digital Divide
• USA National Academy of Engineering
• http//www.nae.edu/nae/techlithome.nsf

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How tech literate are you?

• Could you explain the following to a friend
• How energy is transferred into electrical power
• How a flashlight works
• How a telephone call gets from point A to point B
• How to use a credit card to get money out of an
  ATM
• International Technology Education
  Association/Gallup Poll
• USA National Academy of Engineering
• http//www.nae.edu/nae/techlithome.nsf

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Technology education in Australia

• Mid 1800s industrial schools
• Poor children to be trained for trades
• Late 1800s technical schools in NSW
• Intended to train artisans of the future
• Employers valued general education
• Mid 1900s comprehensive curriculum
• Technology subjects available to all
• Late 1900s national curriculum
• Technology education as one of 8 Key Learning
  Areas

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Views about technology education

• Transmissionist
• Knowledge from teacher to student
• Traditional manual arts subjects
• Transactionist
• Develop capability through interaction
• Design-based approach
• Transformationist
• Developing the whole person
• Relationships of technology, individual society
• Williams Williams (1996)

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Philosophical approaches

• Epistemology - what is knowledge?
• Relationship of science technology
• Doing understanding, making thinking
• Axiology - what is of value?
• Values are fundamental to technology
• Technological change requires consideration of
  new issues
• Metaphysics - what is real?
• Relationship of technology to human control
• Williams Williams (1996)

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Technology education perspectives

• Technology as an object
• Traditional shop classes, products gadgets
• Technology as a process
• Designing making
• Function rather than aesthetics
• Technology as knowledge
• Skills or know-how, rules processes,
  understanding
• Technology as volition
• Choices based on values
• Williams Williams (1996)

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Technology education - scope nature

• How technology functions in everyday life
• How technology creates new technology
• How technology produces products and services
• How people use technology to meet human needs
  wants
• How people assess the impact of technology on
  themselves, environment and culture
• Williams Williams (1996)

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Curricular approaches

• Academic rationalist
• Separate discipline, learning by doing
• Competency-based curriculum
• Objectives driven, skills based
• Intellectual processes
• Intellectual practical skills
• Personal relevance
• Personal growth, importance of context
• Social reconstruction
• Practical orientation to social problems
• Williams Williams (1996)

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Summary statements

• Technology
• Human innovation in action that involves the
  generation of knowledge and processes to develop
  systems that solve problems and extend human
  capabilities
• The innovation, change, or modification of the
  natural environment to satisfy perceived human
  needs and wants
• Technological literacy
• The ability to use, manage, understand, and
  assess technology
• Technology education
• A study of technology, which provides an
  opportunity for students to learn about the
  processes and knowledge related to technology
  that are needed to solve problems and extend
  human capabilities.
• International Technology Education
  Associationhttp//www.iteawww.org/

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Australian national developments

• 1989 Australian Education Council
• Common and Agreed National Goals for Schooling in
  Australia
• 8 national Key Learning Areas (KLAs) included
  Technology
• 1994 Technology - A Curriculum Profile for
  Australian Schools

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4 strands of technology learning

• Designing, making and appraising with
• Materials
• Information, and
• Systems

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Designing, Making Appraising

• Technology process or practice
• Investigating
• Devising
• Communicating
• Producing
• Reflecting
• Involves decision making
• Context is important

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Materials

• Natural and synthetic
• Fibres, papier-mache, clay, ceramics, wood,
  foods, video-tape, foil, plastic, paints
• Selection of materials based on characteristics
• Processing, handling recycling

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Information

• Knowledge generated used in everyday life
• Stored, retrieved and communicated
• Using sound visuals
• Print, numerical, pictorial, graphical
  representations
• Multimedia
• Gathering, sorting, storing, retrieving and
  communicating
• As a technology in itself
• As a tool for solving other challenges

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Systems

• Combinations of components that work together to
  achieve joint outcomes
• Single or multiple sequences
• Inputs, processes outcomes
• Control by mechanical, chemical, electronic or
  human means

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Relationship to other KLAs

• Possibilities for integration
• Other KLAs
• Use technology
• Consider the impact of technology
• Technology
• Uses knowledge skills from other KLAs

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Overview of technology education

• Technology is a key element of our culture
• Technological literacy is important for
  responsible citizenship
• Technology education should prepare students to
• Use technology effectively
• Participate in decisions involving technology
• Technology education can support learning in
  other areas