Handbook of Technology Education

1. A Social Ecosystem of Distributed Learning Through the Braid of Technology Education and Communication

   • Maarten C. A. van der Sanden, Durdane Bayram-Jacobs, Giovanni P. M. Stijnen

2. Assessment and Learning: The Proximal and Distal Effects of Comparative Judgment

   • Niall Seery, Donal Canty

3. Assessment in Technology Education: Section Introduction

   • Kay Stables

4. Authentic Learning and Technology Education

   • Ann Marie Hill

5. Authentic Research for Technology Education

   • Chris Merrill

6. Classroom Interaction in Technology Education

   • Wendy Fox-Turnbull

7. Collaborative Design Work in Technology Education

   • Kaiju Kangas, Pirita Seitamaa-Hakkarainen

8. Community of Practice: Pedagogical Strategies for Linking Communities of Practice to the Classroom

   • Wendy Slatter, Bev France

9. Curriculum Perspectives in Technology Education: Section Introduction

   • P John Williams

10. Design and Technology Education and Its Curriculum Policy Challenges

    • Steve Keirl

11. Design and Technology in England: An Ambitious Vision Thwarted by Unintended Consequences

    • David Barlex

12. Design in Technology Education: Current State of Affairs

    • Grietjie Haupt

13. Drawing and Sketching: Understanding the Complexity of Paper-Pencil Interactions within Technology Education

    • Diarmaid Lane

14. Emotion and Technology Education

    • David Spendlove

15. Engineering and Technology Concepts: Key Ideas That Students Should Understand

    • Michael Hacker

16. Exploring the Relationship Between Technology Education and Educational Sloyd

    • Jonas Hallström

17. Food in the School Curriculum: A Discussion of Alternative Approaches

    • Marion Rutland

18. Formative Assessment of Creativity

    • Remke Marleen Klapwijk

19. From Crit to Social Critique

    • Stephen Petrina

20. Gender and Technology Education

    • Sonja Niiranen

This handbook of technology education offers a state-of-the-art survey of developments in technology education worldwide. It deals with general themes like philosophical foundations, curriculum, teaching and learning, teacher education, and educational technology. It also has some technology-specific topics, such as designing, making, and assessment (portfolios). To focus on the specific learning challenges a separate section of the book is dedicated to sub-domains of technology and engineering, like food, textiles, materials and robotics. Explicit attention is given to the possible role of technology (and engineering) education in Science, Technology, Engineering and Mathematics (STEM) education. Recent developments such as technology concept learning, authentic learning, pre-university engineering education, design-based learning and design-based research for technology education, pedagogical content knowledge for technology educators, and the use of e-portfolios are included. One section deals with social and cultural issues, such as education for sustainability, gender issues in technology education, indigenous technologies, industry involvement and the relation between technology education and communication. As could be expected in a handbook on technology education, there is also a section on the use of technology for teaching about technology: the use of CAD, science fiction movies, animations, internet and social media.  All chapters are written especially for this handbook by a selection of authors, some of whom have been part of the history of technology education for many years, some of whom are promising young researchers. The book can be used as a reference by technology education researchers to get a concise introduction into the field. It can also be used as a resource in technology teacher education programmes. Technology teachers can use it as literature for deepening their understanding of the field and thus working on their continuous professionalization. Curriculum developers and policy makers will find it of interest to get an understanding for the need to have technology education in the curriculum and the way it can be realized in practice.

• Technology education
• teaching and teacher education
• learning and instruction
• science education
• educational philosophy

• Delft University of Technology, Delft, The Netherlands

  Marc J. de Vries

Dr. Marc J. de Vries is professor of Science Education and affiliate professor of Christian Philosophy of Technology at Delft University of Technology, the Netherlands. He is currently the editor-in-chief of the International Journal for Technology and Design Education, published by Springer. He was the editor of an introductory book on philosophy of technology for technology educators, Teaching About Technology. He is the chairperson of the PATT Foundation that organizes the international PATT conferences, in cooperation with colleagues worldwide. He previously worked as a technology teacher educator, co-authored a Dutch textbook for secondary technology education, worked with Dutch educational television on a series for technology education, co-founded the Dutch Association for Technology Teachers, wrote a book on the history of Philips Research (80 Years of Resaearch at Philips) and serves as series editor for the International Technology Education Studies book series with Sense Publishers.

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