Fostering Human Development Through Engineering and Technology Education

Cover......Page 1
International Technology Education Studies 6......Page 3
Fostering Human Development Through Engineering and Technology Education......Page 4
ISBN: 9789460915482 (hardback)......Page 5
TABLE OF CONTENTS......Page 6
HUMAN DEVELOPMENT......Page 8
A PERSPECTIVE ON ENGINEERING AND TECHNOLOGY EDUCATION......Page 9
OBJECTIVES AND STRUCTURE OF THE BOOK......Page 10
CONCLUDING REMARKS......Page 11
REFERENCES......Page 12
PART I: DIMENSIONS OF LEARNING – A THEORETICAL FRAMEWORK......Page 14
OVERVIEW......Page 16
ENGINEERING AND TECHNOLOGY EDUCATION GOALS......Page 17
INFORMATION PROCESSING (COGNITIVE) THEORIES OF LEARNING......Page 18
Attention Issues......Page 19
Consolidation/Fluid Fact Retrieval......Page 20
Proceduralization......Page 21
Prior Knowledge/Misconceptions......Page 22
Cognitive Task Analysis......Page 23
DISTRIBUTED COGNITION LEARNING THEORIES......Page 24
Models & Modeling Perspective and Model-Eliciting Activities......Page 25
COGNITIVE APPRENTICESHIP LEARNING THEORIES......Page 26
Cognitive Apprenticeship Learning......Page 27
CONCLUSION......Page 28
REFERENCES......Page 29
INTRODUCTION......Page 32
Marxist Origins......Page 33
The Use of Tools, Intentionality and Systems......Page 37
ACTIVITY THEORY CONSIDERED IN A TECHNOLOGY EDUCATION SETTING: A PHILOSOPHICAL EXPLORATION.......Page 39
The Significance of Mediation......Page 40
REFERENCES......Page 46
Self-Directed Learning (SDR)......Page 48
Cognition......Page 49
Metacognition and Reflection in Learning......Page 50
Motivation......Page 51
The First Reform: From Conventional Instruction to Projects......Page 52
The “Fostering Higher-Order Thinking in Learning Electricity and Electronics” Program......Page 53
Teachers’ In-Service Training Course......Page 54
Teachers’ Responses to the Suggested Reform......Page 56
Signs of Change in Schools......Page 58
DISCUSSION AND CONCLUSIONS......Page 64
REFERENCES......Page 65
INTRODUCTION......Page 68
The Role of Context in Supporting Transfer (Near vs. Far Transfer)......Page 69
The Cognitive Effort Required for Transfer (Low Road vs. High Road)......Page 70
Metacognitive Skills and Transfer of Learning......Page 71
Mental Representation and Transfer of Learning......Page 72
Analogical Reasoning and Transfer of Learning......Page 74
Enhancing Transfer through Improved Metacognition......Page 76
Enhancing Transfer through Improved Analogical Reasoning......Page 79
CONCLUSIONS......Page 80
REFERENCES......Page 81
PART II: DIMENSIONS OF HUMAN DEVELOPMENT: COMPETENCES, KNOWLEDGE AND SKILLS......Page 85
The Need for a Conceptual Framework for ETE......Page 86
A DELPHI STUDY INTO THE CONCEPTS AND CONTEXTS OF ENGINEERING AND TECHNOLOGY EDUCATION......Page 87
CONCEPTS FOR ENGINEERING AND TECHNOLOGY EDUCATION......Page 88
The Need for Contexts in Engineering and Technology Education......Page 91
Outcomes of the Delphi Study: Contexts......Page 92
Two Approaches for Using the Concept-Context Combination......Page 94
Technological Literacy and the Concept-Context Approach......Page 95
NOTES......Page 96
REFERENCES......Page 97
A RATIONALE FOR EMPHASIZING DISPOSITIONS......Page 100
DISPOSITIONS AND MORALITY......Page 101
TECHNOLOGICAL LITERACY......Page 103
DISPOSITIONS IN ENGINEERING AND TECHNOLOGY EDUCATION......Page 104
Seek Understanding......Page 105
Carefulness......Page 106
Take Risks......Page 107
TEACHING DISPOSITIONS......Page 108
TEACHING FOR DISPOSITIONS IN ENGINEERING AND TECHNOLOGY EDUCATION......Page 109
GENERALIZABILITY OF THE DISPOSITIONS......Page 111
REFERENCES......Page 112
SETTING THE SCENE......Page 114
RELATING CREATIVITY TO DESIGNING......Page 119
ACHIEVING CREATIVITY THROUGH DESIGNING AND MAKING......Page 121
ACHIEVING CREATIVITY THROUGH DESIGNING WITHOUT MAKING......Page 123
Electronics in Schools Strategy (EIESS) and Electronics and Communication Technology (ECT)......Page 125
DIGITAL DESIGN AND TECHNOLOGY TO SUPPORT CREATIVITY......Page 129
CREATIVITY THROUGH DESIGN AND TECHNOLOGY IN THE STEM CONTEXT......Page 130
THE RELATIONSHIP BETWEEN ASSESSMENT AND CREATIVITY......Page 132
THE ROLE OF COLLABORATION IN ACHIEVING CREATIVITY THROUGH DESIGN AND TECHNOLOGY......Page 133
DISCUSSION......Page 134
CONCLUDING REMARKS......Page 136
REFERENCES......Page 137
APPENDIX 1......Page 140
Self-Efficacy......Page 142
Interests......Page 145
CONTEXTUAL LEARNING......Page 146
Contextual Learning and Cognitive Development......Page 147
Contextual Learning and Social Development......Page 148
Why Do I Need to Know this?......Page 149
Engineering and Technology Education......Page 150
Core Academic Subject......Page 151
APPLYING ENGINEERING AND TECHNOLOGY EDUCATION IN THE CORE ACADEMICS......Page 152
Contextualized Standards for Science – Grades K-2......Page 153
Contextualizing Standards for Social Studies......Page 155
Contextualizing Standards for Language Arts – Grades 6–8......Page 156
Contextualizing Standards for Mathematics – Grades 9–12......Page 158
SUMMARY......Page 159
REFERENCES......Page 160
INTRODUCTION......Page 164
MATCHING SKILLS DEVELOPMENT WITH FASTEST-GROWING CAREERS......Page 165
AUTOMATION: FEEDBACK CONTROL......Page 166
Example #2: Barcode Automation in IT Systems......Page 167
Cracking the US Postal Barcode......Page 169
ASPECTS OF TECHNOLOGICAL DESIGN AND DECISION-MAKING......Page 170
Concept Map......Page 173
Energy Decisions......Page 175
Selecting an Energy Efficient Air Conditioner......Page 176
Sample Calculation......Page 177
SOCIETAL IMPACT OF TECHNOLOGY......Page 178
REFERENCES......Page 179
PART III: CULTURAL DIMENSIONS......Page 180
The Subject and Object Relationship......Page 182
Technical Objects for Understanding the World......Page 183
An Increasingly Less Technical World......Page 185
Pupils’ Activities and Academic Tasks......Page 187
Pedagogical Scenarios for Structuring Teaching......Page 188
Contrasting Performances......Page 189
Task Devolution......Page 190
Confrontation, Dynamics of Construction......Page 191
Constructing Instruments in order to Take Action......Page 193
CONCLUDING REMARKS......Page 197
REFERENCES......Page 198
INTRODUCTION......Page 202
WORLD VIEW AND TECHNOLOGICAL LITERACY......Page 205
GENDER, RELIGION & CULTURE AND TECHNOLOGICAL LITERACY......Page 208
CULTURALLY RELEVANT TEACHING FOR ETE......Page 212
REFERENCES......Page 216
HISTORY LESSON......Page 218
TECHNOLOGY’S RELATIONSHIP TO CULTURE......Page 219
TECHNOLOGY, CULTURAL INFLUENCES AND THE TEACHER......Page 222
THE CHANGING CULTURE OF THE THIRD MILLENNIUM......Page 223
IMPLICATIONS FOR ENGINEERING AND TECHNOLOGY EDUCATION......Page 224
EXAMPLES OF THE USE OF NEW TECHNOLOGIES IN ENGINEERING AND TECHNOLOGY EDUCATION......Page 225
Game Design Software......Page 226
Simulation Software......Page 228
Video Games......Page 229
Social Media......Page 234
Social Media as a Communication Tool Beyond the Classroom......Page 235
The Web as a Source of ETE Video Content......Page 236
Encouraging Design Collaboration......Page 237
Creating an e-portfolio......Page 238
Smartphones......Page 239
CONCLUSIONS......Page 240
REFERENCES......Page 241
PART IV: PEDAGOGICAL DIMENSIONS......Page 244
Predictions of Products and Pedagogies by Visionary Engineers......Page 246
The Three Flavors of PBL......Page 248
Challenges for Teachers Using Design-Oriented PBL Tasks......Page 249
A Teacher’s Dilemma: Constructivist Versus Direct Instruction with Design Tasks......Page 250
Design-Based PBL Challenges that Bridge Engineering and Science......Page 252
The Matrix of Informed Design......Page 254
Developing Design Rules-of-Thumb from “Fair-Test” Experiments......Page 255
Troubleshooting in Engineering Design......Page 257
SUMMARY......Page 261
REFERENCES......Page 263
INTRODUCTION......Page 268
WHY VIDEO GAMES ARE SO POPULAR......Page 269
GAME GENRES AND PLATFORMS......Page 270
SERIOUS GAMES......Page 271
THE PROMISE OF SERIOUS GAMES IN EDUCATION......Page 272
Immune Attack from the Federation of American Scientists......Page 273
Game Development as an Equitable Instructional Strategy......Page 274
Gaming and Computer Science......Page 275
IMPLEMENTATION OF GAMING IN ENGINEERING AND TECHNOLOGY EDUCATION......Page 276
Survival Master: A Case Study of a 3D Game for Middle School ETE Students.......Page 277
SMTE Key Ideas......Page 278
IMPEDIMENTS TO IMPLEMENTATION......Page 283
SUMMARY......Page 285
REFERENCES......Page 286
Other Advantages (not necessarily unique to virtual modeling)......Page 288
Design......Page 289
Social Networking (not unique to physical modeling)......Page 290
The Changing Landscape for Students......Page 292
Life as the Subject-Matter for School......Page 294
21st Century Skills: Changing Expectations of Students......Page 295
The Changing Role for Teachers......Page 297
College and Career Readiness......Page 298
Teaching, Learning and Making Connections through ETE......Page 299
Revisiting Whitehead’s Example......Page 300
REFERENCES......Page 302
BIOGRAPHIS......Page 306
INDEX......Page 314