The Future of Technology Education

1. Front Matter

   Pages i-xii

   PDF

2. The More Things Change, the More (Some) Things Stay the Same

   • Cathy Buntting, P John Williams, Alister Jones

   Pages 1-11

3. ‘Seeing’ and ‘Interpreting’ the Human-Technology Phenomenon

   • Steve Keirl

   Pages 13-34

4. Theorising Technology Education from a Cultural-Historical Perspective: Foundations and Future Imaginings

   • Marilyn Fleer

   Pages 35-55

5. Indigenous Technology in Technology Education Curricula and Teaching

   • Mishack T. Gumbo

   Pages 57-75

6. The Pedagogical Ecology of Technology Education: An Agenda for Future Research and Development

   • David Mioduser

   Pages 77-98

7. Conversations to Support Learning in Technology Education

   • Wendy Fox-Turnbull

   Pages 99-120

8. Assessment: Feedback from Our Pasts, Feedforward for Our Futures

   • Kay Stables

   Pages 121-142

9. Developing a Technology Curriculum

   • David Barlex

   Pages 143-167

10. Developing a Deeper Understanding of Design in Technology Education

    • David Spendlove

    Pages 169-185

11. The Alignment of Technology with Other School Subjects

    • Cathy Buntting, Alister Jones

    Pages 187-200

12. Vocational and General Technology Education

    • P John Williams

    Pages 201-216

13. Technology Education and Developing Countries

    • Frank Banks, Vanwyk K. M. Chikasanda

    Pages 217-238

14. Politics and Policy

    • Kendall N. Starkweather

    Pages 239-252

15. Research Challenges for the Future

    • Marc J. de Vries

    Pages 253-269

16. Much Remains to Be Done

    • Alister Jones, Cathy Buntting, P John Williams

    Pages 271-274

17. Back Matter

    Pages 275-281

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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.

• 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

“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)

• Environmental, Mathematics and Science Education Research Centre, University of Waikato, Hamilton, New Zealand

  P John Williams

• University of Waikato, Hamilton, New Zealand

  Alister Jones

• Faculty of Education, University of Waikato, Hamilton, New Zealand

  Cathy Buntting

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.

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