Handbook of Technology Education

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 programs. Technology teachers can use it as literature for deepening their understanding of the field and thus working ontheir 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
• teacher education
• science education
• educational philosophy
• STEM education
• engineering education
• technological literacy
• technological knowledge
• design education
• teacher education
• assessment
• sustainable technology
• technology communication
• media education
• learning and instruction

• Department of Science Education and Communication, Delft University of Technology, Delft, The Netherlands

  Marc J. de Vries

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 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 co-operation 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 Research at Philips) and serves as series editor for the International Technology Education Studies book series with Sense Publishers.

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