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© 2015

The Future of Technology Education

  • P John Williams
  • Alister Jones
  • Cathy Buntting
Book

Part of the Contemporary Issues in Technology Education book series (CITE)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Cathy Buntting, P John Williams, Alister Jones
    Pages 1-11
  3. David Barlex
    Pages 143-167
  4. Cathy Buntting, Alister Jones
    Pages 187-200
  5. P John Williams
    Pages 201-216
  6. Frank Banks, Vanwyk K. M. Chikasanda
    Pages 217-238
  7. Kendall N. Starkweather
    Pages 239-252
  8. Marc J. de Vries
    Pages 253-269
  9. Alister Jones, Cathy Buntting, P John Williams
    Pages 271-274
  10. Back Matter
    Pages 275-281

About this book

Introduction

Twenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places.

This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved.

The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students’ cultural capital are also explored, as are the role and place of political persuasion, professional organisations, and research that connects with practice.

The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment.

Keywords

Cultural-historical theory Design and technology Education futures Education policy Education research Indigenous knowledge Kay Stables Pedagogical ecology Pedagogy and technology School assessment Scientific, technical, engineering and mathematics education Teaching technology Technology Education curricula Technology assessment Technology curriculum Technology education Technology education and developing countries

Editors and affiliations

  • P John Williams
    • 1
  • Alister Jones
    • 2
  • Cathy Buntting
    • 3
  1. 1.Environmental, Mathematics and Science Education Research CentreUniversity of WaikatoHamiltonNew Zealand
  2. 2.University of WaikatoHamiltonNew Zealand
  3. 3.Faculty of EducationUniversity of WaikatoHamiltonNew Zealand

About the editors

The editors work together at the University of Waikato in New Zealand.

John Williams is a professor and Director of the Technology, Environmental, Mathematics and Science Education Research Centre at the University of Waikato in New Zealand, where he teaches and supervises research students in technology education. His current research interests include mentoring beginning teachers, PCK, and electronic assessment of performance. In 2011 he was elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession.

Alister Jones is a Research Professor and Deputy Vice-Chancellor of the University of Waikato. Prior to this he was Dean of Education and the Director of the Wilf Malcolm Institute of Educational Research and the Centre for Science and Technology Education Research. He contributed significantly to the development of the technology curriculum in New Zealand, and has published extensively in technology and science education as well as general education. He is Director of a number of companies, including Cognition Education Limited, and Managing Director of the Australasian Science Education Research Association Limited.

Cathy Buntting has a background in biochemistry and biotechnology research and teaching and a PhD in education. She holds a senior research position within the University of Waikato, New Zealand, and currently manages the internationally recognised Biotechnology and Science Learning Hubs. Her research interests focus on how digital technologies can transform science and technology teaching and learning, and on the development of science and technology education policy.

Bibliographic information

  • Book Title The Future of Technology Education
  • Editors P John Williams
    Alister Jones
    Cathy Buntting
  • Series Title Contemporary Issues in Technology Education
  • Series Abbreviated Title Contemporary Issues in Technology Education
  • DOI https://doi.org/10.1007/978-981-287-170-1
  • Copyright Information Springer Science+Business Media Singapore 2015
  • Publisher Name Springer, Singapore
  • eBook Packages Humanities, Social Sciences and Law Education (R0)
  • Hardcover ISBN 978-981-287-169-5
  • Softcover ISBN 978-981-10-1361-4
  • eBook ISBN 978-981-287-170-1
  • Edition Number 1
  • Number of Pages XII, 281
  • Number of Illustrations 7 b/w illustrations, 4 illustrations in colour
  • Topics Science Education
    Early Childhood Education
    Educational Technology
  • Buy this book on publisher's site

Reviews

“There is a good balance of bringing to the table what is already known and what we need to do to evolve from this. As a consequence, the enthusiastic tone is inviting and encourages reader reflection. … This is a book which should be read by all concerned with the sustainability of technology as a curriculum entitlement. … It is a ‘must read’ for educational researchers and practitioners, irrespective of experience.” (Nigel Zanker, Design and Technology Education, Vol. 21 (2), June, 2016)