This weeks readings have begun to provide and insight on technology education and pedagogical approaches to learning and teaching in this field. Four articles have been explored and a reflection is provided presenting pedagogical notions for teaching technology education.
Jones, Buntting and de Vries (2011) provide an explanation of how they believe equal importance in technology education can be achieved alongside the basics of education such as literacy and numeracy. They present ideas to coincide with this notion such as recognizing the history and the philosophy of technology education. They state (p. 192-194, 2011) that through the four interrelated categories of interest (technology as artefacts, as knowledge, as activities and as an aspect of humanity) the philosophy of technology provides a inspiration which can guide the development of technology education.
Technology Education
Jones, Buntting and de Vries (2011) provide an explanation of how they believe equal importance in technology education can be achieved alongside the basics of education such as literacy and numeracy. They present ideas to coincide with this notion such as recognizing the history and the philosophy of technology education. They state (p. 192-194, 2011) that through the four interrelated categories of interest (technology as artefacts, as knowledge, as activities and as an aspect of humanity) the philosophy of technology provides a inspiration which can guide the development of technology education.
The article also outlines the importance of pedagogical content knowledge (or PDK) and maintain that educators should not only understand the content and purpose but have the ability to teach it in a way that is pedagogically engaging. This notion of PDK is believed to be a key factor in the development of technology education (p. 202, 207). In addition to this, authentic assessment is fundamental in the process of technology education as it is believed that the interactive process of thinking and decision making in of more importance than the final product they produce (p. 201).
Finally, it has been pointed out that there is an increase in research on technology education that is aiming to enhance our understanding of technology in the classroom and the quality of pre-service education for educators and effective curriculum development (p. 204). This research primarily focuses on how the students learn in technology, what facilitates effective learning and what knowledge is required by the educator to enchanted student learning (p. 207).
Creativity and technology education
- Creativity is an important goal for technology education
- Pedagogy can include:
- metaphorical thinking activities
- Analogical thinking
- Combinatorial activities
- Divergent thinking in the form of brainstorming
- Productive thinking through restating or reconstructing problems - Create an environment facilitating risk taking, problem posing, individual learning and thinking styles and intrinsic and extrinsic motivation
- Provide problem finding opportunities
- Use humour as a marker for creativity
- Be tolerant of failure
The Technology Design Cycle
The Technology Design Cycle has been recreated using Bubbl Us which is an online mind mapping tool. This tool poses many benefits, including the ability to use this as a class discussion tool, students can use this tool in small groups and it is a creative tool which encourages design thinking.
Design Challenge
This week's focus was the Investigation phase. This phase involves examining, analysing, gathering and researching where the design begins to take place and information is gathered to begin the cycle.
The topic I was considering for my design challenge is "Build a sustainable garden for the school" and this sustainable garden will become a source of food for the Tuckshop. Throughout the investigation phase a range of analysis tools have been used including; design specification,a needs analysis and a risk analysis. Members of my group have provided feedback on my information for my design challenge and in the coming week I will adapt my design based on this feedback.
Curriculum Links
Below is the link to the curriculum links for my design challenge.
ACARA Curriculum Links to Design and Technology
References
Jones, A., Buntting, C., & Vries, M. (2013). The developing field of technology education: a review to look forward. International Journal Of Technology & Design Education, 23(2), 191-212. doi:10.1007/s10798-011-9174-4
This week's focus was the Investigation phase. This phase involves examining, analysing, gathering and researching where the design begins to take place and information is gathered to begin the cycle.
The topic I was considering for my design challenge is "Build a sustainable garden for the school" and this sustainable garden will become a source of food for the Tuckshop. Throughout the investigation phase a range of analysis tools have been used including; design specification,a needs analysis and a risk analysis. Members of my group have provided feedback on my information for my design challenge and in the coming week I will adapt my design based on this feedback.Curriculum Links
Below is the link to the curriculum links for my design challenge.
ACARA Curriculum Links to Design and Technology
References
Jones, A., Buntting, C., & Vries, M. (2013). The developing field of technology education: a review to look forward. International Journal Of Technology & Design Education, 23(2), 191-212. doi:10.1007/s10798-011-9174-4
Lewis, T. (2005). Creativity- a framework for the design/problem solving discourse in technology education. Journal of technology education, 17(1).
Lewis. T. (2009). Creativity in technology education: providing children with glimpses of their inventive potential. International Journal of Technology Design Education, 19, 255-268. DOI 10.1007/s10798-008-9051-y.
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