Fletcher / Labudde / Lang Technology Education Today

International Perspectives
1. Auflage 2016
ISBN: 978-3-8309-8384-2
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 236 Seiten

In a technology-oriented world, technology literacy for everyone is essential. Especially for a technological-responsible society. It will be developed by technological socialization; educating not only competencies but also a positive technological self-concept, which is a predictor for technology activities. It developes by actively dealing with technology. A lack of experience may lead to the idea of having poor skills and inapt qualities for the exposure to technology. As a result, interactions will be avoided. To antagonize, technology is taught in different countries in various ways. Even some are starting at primary schools and others are starting at middle school age. Thus, the aim of this publication is to summarize different possibilities of implementations in different countries.

Autoren/Hrsg.

Fletcher, Stefan

Labudde, Peter

Lang, Martin

Mammes, Ingelore

Max, Charles

Inhaltsverzeichnis

1;Book Cover;1
1.1;Contents;5
2;Preface;7
3;Technology Education in Germany (Ingelore Mammes, Stefan Fletcher, Martin Lang & Dieter Münk);11
3.1;1. The Necessity of Technology Education in Schools;11
3.1.1;1.1 The Necessity of Technological Literacy;11
3.1.2;1.2 Technology Literacy and Technology Socialisation;12
3.2;2. The Need for Technology Education in Primary Schools;14
3.2.1;2.1 Institutionalisation of Technology Education on the Basis of Curricula;15
3.2.2;2.2 Teacher’s Professionalism as a Barrier for Implementing Technology Education?;16
3.2.3;2.3 Prospect;17
3.3;3. Technology in General Education at Lower Secondary Level;18
3.3.1;3.1 Content and Standards of Technology Education at Lower Secondary Level;18
3.3.2;3.2 Implementation of Technology Education in the Different School Types of Lower Secondary Level;21
3.3.3;3.3 Technology Education at Lower Secondary Schools;22
3.3.4;3.4 Technology Education at Secondary Schools;23
3.3.5;3.5 Technology Education at Comprehensive Schools;23
3.3.6;3.6 Technology Education at Grammar Schools at Lower Secondary Level;24
3.3.7;3.7 Technology Education at Special Schools;25
3.3.8;3.8 Conclusion of the Implementation of Technological Education at the Lower Secondary Level;26
3.4;4. The Need for Technology Education in Upper Secondary Schools in Germany;26
3.4.1;4.1 Basic Concepts of Technical Didactics and Implementation Models in Germany;27
3.4.2;4.2 Future Requirements;30
3.5;5. Technology Education and Technical Vocational Education and Training / Adult Education;30
3.6;6. Summary;33
3.7;References;34
4;US K-12 Engineering Education History: A Keyword, Field, & Social Network Analysis of Trends (Johannes Strobel, Mallory D. Lancaster & Yi Luo);39
4.1;1. Keyword, Field, & Social Network Analysis Trends for K-12 Engineering Education Research;39
4.2;2. Methods;41
4.3;3. Results;43
4.3.1;3.1 Keyword Analysis;43
4.3.2;3.2 Field Analysis;49
4.3.3;3.3 Social Network Analysis;50
4.4;4. Discussion;52
4.5;5. Limitations;54
4.6;6. Recommendations for Future Work;55
4.7;References;55
4.8;APPENDIX A;57
5;Technology Education in Switzerland (Stefan Kruse & Peter Labudde);59
5.1;1. Introduction and Overview;59
5.2;2. The Swiss Educational System;61
5.3;3. Technology in the New Curriculum 21;62
5.4;4. From Critique to Initiatives Supporting Technology Education;63
5.5;5. Technical Education in Connection with the Swiss Subject Clusters;66
5.6;6. Focus on Technical Education at the FHNW;68
5.7;7. Summary and Outlook: The Future of Technical Education in Switzerland;70
5.8;References;72
5.9;List of abbreviations;74
6;Elementary Science and Education Within the Luxembourg Educational System (Charles Max);75
6.1;1. Introduction;75
6.1.1;1.1 Educating a Very Diverse School Population;78
6.2;2. Science and Technology Education in Fundamental Education;79
6.2.1;2.1 Technology and Science Topics in Early Education;82
6.2.2;2.2 Technology Education in Learning Cycle One;83
6.2.3;2.3 Technology Education in Learning Cycles Two and Three;85
6.2.4;2.4 Technology Education in the Learning Cycle Four of Fundamental School;88
6.2.5;2.5 Competency Standards in the Learning Cycles of Fundamental School;89
6.3;3. Technology and Science Education in Secondary Education;91
6.3.1;3.1 Technology and Science Education at the Lower Level of Secondary Education;92
6.3.2;3.2 Practical Activities in Science Education (E.S. and E.S.T.);96
6.3.3;3.3 Distribution of Foreign and Luxembourg Students in Secondary Education;99
6.3.4;3.4 Male and Female Students in Technology and Science Education;102
6.4;4. Re-valorising Technology in Science Education;104
6.5;References;106
7;Rise, Fall and New Perspective for Technology Education in the Netherlands (Marc J. de Vries);109
7.1;1. Origins;109
7.2;2. The Rise of Technology Education;110
7.3;3. The Fall of Technology Education;113
7.4;4. New Perspective;114
7.5;5. Reflections and Prospects;119
7.6;References;121
8;‘Academic Tasks’ in Design and Technology Education: Past, Present and Future (Bill Nicholl & David Spendlove);125
8.1;1. Introduction;125
8.2;2. Academic Tasks: The Past 1900–1990;125
8.3;3. Academic Task: The Present from 1990;130
8.4;4. Academic Tasks: The Future;134
8.5;5. Academic Tasks: Creativity Dimension;135
8.6;6. Academic Tasks: Criticality Dimension;139
8.7;7. Academic Tasks: Emotional Dimension;140
8.8;8. Conclusion;142
8.9;References;143
9;Technology Education in Ukraine (Zinaida Bakum & Viktoriia Tkachuk);147
10;Technology Education in Australia: A Case of Some Good News But Some Serious Challenges Ahead (Denise MacGregor & Howard Middleton);163
10.1;1. Introduction;163
10.2;2. Historical Context;163
10.3;3. National Curriculum Development;164
10.3.1;3.1 Tasmania;168
10.3.2;3.2 New South Wales (NSW);168
10.3.3;3.3 Queensland (QLD);169
10.3.4;3.4 Australian Capital Territory (ACT);170
10.3.5;3.5 Western Australia;170
10.3.6;3.6 Victoria;171
10.3.7;3.7 South Australia;171
10.4;4. New Directions in Technology Curriculum;172
10.5;5. Teacher Education Programs;172
10.5.1;5.1 Tasmania;174
10.5.2;5.2 New South Wales;174
10.5.2.1;5.2.1 Australian Catholic University;175
10.5.2.2;5.2.2 Charles Sturt University;175
10.5.2.3;5.2.3 Southern Cross University;176
10.5.3;5.3 Queensland;177
10.5.4;5.4 Western Australia;177
10.5.5;5.5 Victoria;178
10.5.5.1;5.5.1 LA Trobe University;178
10.5.5.2;5.5.2 Monash University;178
10.5.5.3;5.5.3 Deakin University;179
10.5.6;5.6 South Australia;179
10.6;6. Professional Associations;180
10.7;7. Research;182
10.8;8. The Future?;183
10.9;References;184
11;Technology Education in Canada: An Update (Ann Marie Hill);187
11.1;1. Introduction;187
11.2;2. An Overview of Education in Canada;187
11.3;3. Technology Education in Canadian Provinces and Territories;188
11.3.1;3.1 The Atlantic Provinces: PEI, Newfoundland and Labrador, Nova Scotia, and New Brunswick;190
11.3.2;3.2 Québec;193
11.3.3;3.3 Ontario;196
11.3.4;3.4 Manitoba;199
11.3.5;3.5 Saskatchewan;202
11.3.6;3.6 Alberta, Northwest Territories, and Nunavut;204
11.3.7;3.7 British Columbia and the Yukon;207
11.4;4. Summary;208
11.5;References;209
12;Technology Education in New Zealand: Embedding a New Curriculum (Alister Jones & Cathy Buntting);213
12.1;1. Introduction;213
12.2;2. The Development of a National Curriculum;214
12.3;3. The Introduction of Technology Education as a Core Learning Area;216
12.4;4. Revising the Curriculum;221
12.5;5. The Current Context;224
12.6;6. Closing Thoughts;228
12.7;Acknowledgements;229
12.8;References;229
13;List of Authors;233