Australasian Journal of Technology Education, 2017

The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the ongoing research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area. The Journal seeks to publish • reports of research, • articles based on action research by practitioners, • literature reviews, and • book reviews.

International Journal of Technology and Design …, 2008

A handbook serves several purposes. It documents the evolution of a subject area over a specific period and consolidates its existing knowledge. It gives beginners in the field a perspective on the key successes and challenges, and highlights the knowledge gaps and research potential. It gives a bird's eye view of the global scenario; the people and institutions working on different aspects of the field, their perspectives and standpoints.

Australasian Journal of Technology Education, 2016

The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the ongoing research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area.

International Journal of Technology and Design Education, 2023

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices.

Australasian Journal of Technology Education, 2015

The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the ongoing research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area.

Springer International Handbooks of Education, 2018

The Springer International Handbooks of Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in education. Each volume follows the same pattern of examining in depth a field of educational theory, practice and applied scholarship, its scale and scope for its substantive contribution to our understanding of education, and, in so doing, indicating the direction of future developments. The volumes in this series form a coherent whole due to an insistence on the synthesis of theory and good practice. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. The volume editors represent the world's leading educationalists. Their task has been to identify the key areas in their field that are internationally generalizable and, in times of rapid change, of permanent interest to the scholar and practitioner.

Australasian Journal of Technology Education, 2014

The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the ongoing research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area.

2000

Educational reforms often resemble revolution rather than evolution. Examples for primary teachers such as the 'whole language' and for secondary teachers NCEA assessment procedures are still causing confusion amongst teachers caught up in their delivery. Rarely do these reforms make the claimed progress promised particularly when they are not tempered by the wisdom of practice. This paper will highlight concerns

With the release of the Technology Years 1 to 10 Syllabus and associated curriculum materials by the Queensland Studies Authority in 2003, Education Queensland announced that all Queensland government schools were to aim for full implementation by 2007. This paper reports the findings of an investigation into the intrinsic and extrinsic challenges experienced by teachers during the implementation of Technology Education. Student and teacher interviews, observations, artefact collection using digital photographs, and the administration of the Technology Syllabus Implementation Questionnaire (TSIQ) were undertaken to develop case studies. The major findings of this study included the identification of intrinsic challenges being professional knowledge and understanding, teacher confidence in the teaching of technology, attitudes and values of the Technology key learning area, and approaches to teaching. Extrinsic challenges included a lack of resources and time, varying methods of student assessment, the practicality of the implementation of a new curriculum area, and the quality of professional development programs. From the challenges identified, suggestions are made to inform the future implementation of Technology Education.

During 2003, a Years 1-10 Technology Syllabus and associated curriculum materials developed by the Queensland Studies Authority (QSA) were provided to schools. Subsequent expectation is that Education Queensland schools should have Technology curriculum programs for full implementation by the start of the 2007 school year. A component of the Education Queensland strategy is a partnership approach involving research being undertaken by Universities of the implementation processes being developed by Innovator Schools during 2004. Innovator Schools are perceived as being sites for 'harvesting corporate knowledge' to inform Education Queensland's collective understanding of implementation issues relating to this new Technology Key Learning Area in Queensland schools. This paper reports the findings gained through this initiative through case studies of teachers from three Gold Coast schools working in a research partnership with Griffith University. Reported successes, difficulties and suggestions to inform Technology implementation are provided.