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International Journal of Technology and Design Education

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ISSN (Print) 1573-1804 - ISSN (Online) 0957-7572
Published by Springer-Verlag

[2218 journals]

The mediator effects of conceiving imagination on academic performance of design students
- Abstract: Abstract Three studies were combined to examine the effects of creativity and imagination on the academic performance of design students. Study 1 conducted an exploratory factor analysis to determine the most appropriate structure of the Creativity Capability Scale (CCS) in a sample of 313 college students. The scale was a new self-report measure, and it was developed to be both empirically valid and easy to administer. A two-factor solution identified originality and useful flexibility as dimensions of human creativity. Study 2 conducted a confirmatory factor analysis to confirm the established structure of the CCS in a sample of 284 college students in design schools. In addition, we also confirmed the structure of the Imaginative Capability Scale using the same sample. A three-factor solution supported an earlier study in which human imagination was categorized into three types, namely initiating, conceiving, and transforming imaginations. The analyses of composite reliability and construct validity gave both scales good support. Study 3 further tested the effects of creativity and imagination on academic performance in a sample of 271 design students. The hypothesis of Study 3—that conceiving imagination acted as a mediator between creativity/imagination and academic performance—was partially supported. The structural model also showed that useful flexibility, initiating imagination and transforming imagination demonstrated positive, indirect effects on academic performance. Critical reflections on the results are provided. Discussions for future studies are also proposed.
  PubDate: 2013-06-16
How technology teachers understand technological knowledge
- Abstract: Abstract Swedish technology teachers’ views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers’ understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack of a proper framework for what constitutes technological knowledge and how it is justified might affect both how curricula are interpreted and how pupils’ knowledge is assessed.
  PubDate: 2013-05-19
Influence of national and engineering culture on team role selection
- Abstract: Abstract Engineering education is an emerging field of research. Due to its applied nature, recent theoretical developments have been followed by empirical evidence and interdisciplinary research. The present study attempted to describe the team roles assumed by members of project teams composed of young engineering students. The study was conducted in Pakistan by using the Belbin Team Role Self Perception Inventory. It was found that young Pakistani engineers assumed the roles of implementer, coordinator, shaper and team worker. This study attempts to understand role choices through the framework of national cultural dimensions proposed by Hofstede and engineering education culture offered by Godfrey and Parker. The study strongly recommends that engineering curriculum should incorporate activities which could foster creativity among engineers. Moreover, engineering students should be motivated to innovate through collaboration in a problem and project based environment, which is seriously lacking in engineering education of Pakistan.
  PubDate: 2013-05-14
Marc J. de Vries (ed.): Positioning technology education in the curriculum
- PubDate: 2013-05-09
An evaluation of Technology teacher training in South Africa: shortcomings and recommendations
- Abstract: Abstract Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional teaching and learning practices on approaches from other fields of knowledge and to adapt these. TE is one of the compulsory subjects for learners in South Africa from grade 4–9 since 1998. One of the challenges was the fact that no previous teacher training programmes existed for Technology thus new ones had to be developed. This research described what the necessary knowledge, skills and values are that a qualified Technology teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities. Qualitative research was used to provide insight into the nature of pre-service Technology training programmes in South Africa, in order to identify shortcomings in the pre-service training of Technology teachers. The population consisted of senior faculty who have experience in the developing of pre-service training programmes and the training of Technology teachers. Findings of the study suggest a greater focus on the training of Technology teachers as subject specialists by establishing standards that is appropriate for tertiary training in order to enhance the development of subject knowledge; subject specific pedagogical content knowledge by implementing micro lessons; revision of time, planning and facilities for the practising of subject skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop appropriate teaching strategies.
  PubDate: 2013-05-01
Supporting conceptual understandings of and pedagogical practice in technology through a website in New Zealand
- Abstract: Abstract This article reports on the up-date and development of an on-line resource to support of teachers’ conceptual understandings and pedagogical practice in New Zealand. Techlink is a website dedicated to supporting technology teachers, students and those with an interest in technology education. This research documents part of a Ministry of Education initiative to develop materials to support teaching and learning in technology education. The research was conducted by educational researchers contracted through Technology Education New Zealand the professional subject association. This research was a component of a larger contract with an overall aim of improving student achievement particularly at Years 12 and 13, the final 2 years of schooling in New Zealand. The aims of the initiative reported in this article were to provide ongoing evaluation of the effectiveness of the materials developed by the writing team, to support teacher shifts in understanding and pedagogical practice. This article gives an overview of the 3 year research study, focussing on teachers and teacher educators perceptions of Techlink as a professional development resource. An iterative process was used to critique and give feedback on existing and developed materials. The article also discusses enhancements made to ensure that the resource reflected the needs of technology teachers and The New Zealand Curriculum (Ministry of Education 2007).
  PubDate: 2013-05-01
The dynamics of multicultural NPD teams in virtual environments
- Abstract: Abstract Changes in the business environment, responses of companies to these changes and the available information and communication technologies (ICT) pose a number of challenges to present and future product developers, as well as to educational institutions. An appropriate response to these challenges is to create a solid basis for strategies to combat stronger competition, since existing educational programs have provided this only to a small extent. Several European universities provided this basis with the development of an international design course European Global Product Realization (EGPR). The main objective of the EGPR course is to provide a stimulating working environment for students, where they can conquer the design competences needed for their future professional practice. The main focus is put on multidisciplinary, multinational and multicultural teams, using virtual technological developments in solving a new product development (NPD) problem at a global level. This paper studies how the growth of the course internationally affects the design process carried out. A survey was carried out among the students of the past four courses and the analysis shows that the cultural background of the students has significant effect on their perception of the courses’ processes. This is a novel challenge that the developers of the course need to face in order to provide the highest level of knowledge possible to the students.
  PubDate: 2013-05-01
Figuring the world of designing: Expert participation in elementary classroom
- Abstract: Abstract The purpose of the present article was to analyze the interaction between elementary students and a professional design expert. The expert was present in the classroom, facilitating a collaborative lamp designing process together with the teacher. Using the notion of figured worlds (Holland et al. 1998), we explored how learning could be expanded beyond traditional schooling by bridging the world of professional designing and the world of the inquiry-oriented classroom. The data consisted of video-recorded design sessions (N = 11) and the “Lamp Designing” view of the project’s electronic database. A qualitative content analysis was conducted for categorizing the social settings, the design inquiry phases, and the designer’s activities during the sessions. Three distinctive foci of the participants’ activity were identified in the present study: (1) Design rationale, (2) Design practices, and (3) Design community. The results indicate that, with the designer’s support, relatively young students became aware of the rationale directing the design practice, and were able to solve multifaceted, complex design tasks. The figured world of designing was collaboratively created in the classroom during the continuous interaction between the designer and the students. This enabled the students to recognize the meaning of the diverse design activities and practices they were learning. The figured world of designing was perceived as a world of possibility for the students, providing them new insights for learning within the world of schooling.
  PubDate: 2013-05-01
Students’ interest and expectancy for success while engaged in analysis- and creative design activities
- Abstract: Abstract Inasmuch as design is a central activity in K-12 engineering education, understanding the students’ motivation during engaging in engineering design activities will help educators to develop and evaluate strategies for engineering design challenges, and improve curriculum. The objective of this study is to better understand the relationship between students’ interest and expectancy for success while engaged in two design activities in grades 9–12. The primary difference between the two activities was the strategy used to solve the design problems from a predictive analysis and a creative approach. Constructs of motivation for students’ interest include task value (TV) and intrinsic goal orientation (IGO) and extrinsic goal orientation (EGO). Expectancy for success includes control of learning beliefs and self-efficacy for learning and performance. In this study, students (n = 31) from three high schools that implement the Project Lead the Way curriculum in three states in the US participated in the study. Immediately after completing their design projects, each student was asked to complete a modified version of the Motivated Strategies for Learning Questionnaire survey instrument which evaluates their interest and expectancy for success. The results show that students were more intrinsically motivated to engage in a design activity that involves a predictive analysis than a creative approach. No significant correlation was found between students’ expectancy for success and EGO in design tasks that utilized either predictive analysis or creative approach. The study also found that TV and IGO were good predictors for students’ expectancy for success. Demographic information associated with students’ motivation in the design activities is also presented.
  PubDate: 2013-05-01
Emergent technological literacy: what do children bring to school?
- Abstract: Abstract There has been very little research into children’s technological practice in early childhood settings. This article describes four typical examples of the technological activity that occurs on a daily basis in New Zealand early childhood settings. It is suggested that children come to compulsory schooling with well-developed technological knowledge and competence in instigating and carrying out technological tasks that is not recognized and taken advantage of by the majority of primary early years programme developers and teachers. A number of ways by which early years school technology programmes could benefit by recognizing the extent of children’s emergent technological literacy and amending programme delivery and teaching strategies are detailed.
  PubDate: 2013-05-01
Educating in the design and construction of built environments accessible to disabled people: the Leonardo da Vinci AWARD project
- Abstract: Abstract An interdisciplinary partnership within an European Leonardo da Vinci project has developed a new approach aimed at educating secondary school students in the creation of built environments accessible to disabled people and at sensitizing them towards the inclusion of people with disabilities in all realms of social life. The AWARD (Accessible World for All Respecting Differences) project is based on the need for education professionals to contribute to the introduction of the principles of Universal Design in the curricula and on the fact that courses should be set up and teaching materials produced that conform to the principles of Universal Design. The project saw the development of an innovative e-learning tool applicable to traditional, distance and individual forms of learning. The software produced, called AWARD, is structured in teaching modules covering the different functional areas and elements that characterise the indoor and outdoor built environments and is organised in such a way as to cover the wide range of different professional skills involved in the design, construction and management of such environments.
  PubDate: 2013-05-01
ICT Proficiency and gender: a validation on training and development
- Abstract: Abstract Use of innovative learning/instruction mode, embedded in the Certification Pathway System (CPS) developed by Certiport TM, is geared toward Internet and Computing Benchmark & Mentor specifically for IC³ certification. The Internet and Computing Core Certification (IC3), as an industrybased credentialing program, utilizes CPS and has been recognized by the Certification Recognition Program of the National Skill Standards Board (NSSB) in the US. The CPS, as an individualized learning plan, gears to guide learners through the learning process of pre-assessment, training, practice tests, and portfolio management. The study is to examine whether there are differential effects on computer competency and performance, specifically taking into account gender and types of enrolled program in relation to career and technical education. Our research addresses whether the gender-related differences along with enrolled programs and levels of study differ in performance of information and communications technologies (ICT) including the aspects of Computer Fundamentals (CF), Key Applications (KA), and Living Online (LO). A total of 185 university students were randomly assigned to participate in the CPS and encouraged to take a series of certifying exams. In addition to the official certifying exams, the participants took the CPS which focuses on the three learning processes, i.e., preassessment, training, practice tests. The results showed that gender-related differences exist in all three aspects of ICT performance. In terms of levels of study (LS), differences existed only in the aspects of CF and LO. Various types of enrolled programs (i.e. day program, evening program, weekend program) differ in all the three aspects (i.e., CF, KA, LO). Further discussion and implications were also included.
  PubDate: 2013-05-01
Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom
- Abstract: Abstract Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.
  PubDate: 2013-05-01
A theoretical framework for the studio as a learning environment
- Abstract: Abstract In this article we describe a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge: epistemology. In our development of this framework, we came to understand how disciplinary underpinnings and academic culture shape the ways that studio is enacted. Using practice theory, we illustrate our framework with two examples—one in Industrial Design and another in Human Computer Interaction—that demonstrate the ways in which the studio can act as a bridge between academic and professional communities. We came to see the studio as a unique practice community that connects academic and professional contexts. We argue that successful implementation of studio-based learning involves an awareness of disciplinary canons, ontological approaches to knowledge, and the academic constraints on studio-based approaches to learning.
  PubDate: 2013-05-01
Student teachers of technology and design into industry: a Northern Ireland case study
- Abstract: Abstract This paper, based in Northern Ireland, is a case study of an innovative programme which places year 3 B.Ed. post-primary student teachers of Technology and Design into industry for a five-day period. The industrial placement programme is set in an international context of evolving pre-service field placements and in a local context defined by the Northern Ireland Curriculum (CCEA 2007); a rationale for the inclusion of Technology and Design within that curriculum; and the promotion of a STEM (Science, Technology, Engineering and Mathematics) agenda. Undertaken in collaboration with a range of industrial partners, the placements aim to give the student teachers an opportunity to spend time in industry. All the students concerned started their teacher education degree straight from school and therefore are without industrial experience. As a result of the placements the students gained valuable industrial experience and thereby further enhanced their working knowledge and understanding in their main subject area of Technology and Design, in particular, and other curricular areas, in general. The students report many benefits, both personally and professionally, to be gained from the placements typically the opportunity to see a range of industrial processes, many of which they are required to teach, and to gain a better understanding of the link between content of Technology and Design education and the activities of industry. This case study is based on feedback from the 2010 to 2011 cohort of students whose comments confirm the inherent value of exposing student teachers to industrial environments.
  PubDate: 2013-05-01
Digital based media design: the innovative contribution of design graduates from vocational and higher education sectors
- Abstract: Abstract Design is increasingly being recognised as a key source of competitive advantage in the innovation economy of many countries. The key objective of this research was to understand the contribution by design graduates to creative industries innovative activities. Primary research was conducted to understand barriers and limitations of graduate contributions to such activities. The attributes and skills of graduates from the university and Vocational Education and Training sectors were the subject of the study. Two focus groups, one with the education sectors and the other with representatives from design firms, government institutions and design associations were held. Though each group of graduates was praised for having certain skill sets graduates from both sectors were found to be lacking in three key areas: problem solving, communication skills and commercial knowledge. A range of suggestions for systemic improvement were proposed as a result of the study.
  PubDate: 2013-05-01
The developing field of technology education: a review to look forward
- Abstract: Abstract This paper attempts to review the development of technology education over the last 20–25 years. The purpose is to reflect on how far the field has come and where it might go to, including what questions need to be considered in its ongoing development. The data for this paper draw on our work in developing The International Handbook of Research and Development in Technology Education (Jones and de Vries 2009). However, the paper is more than a summary of this work, instead representing a synthesis in its own right. The work was not undertaken to report solely on the collective achievement of a large number of people internationally, but rather to use this as a means for setting a sound foundation for future research, development and teaching in technology education. By considering the underlying philosophy, international development of curriculum, relationships of technology education with other subject areas, teaching, learning and assessment as well as teacher education, and educational research, we are able to scope past activities and present an agenda for moving forward in teaching, research and development.
  PubDate: 2013-05-01
Teaching the nature of technology: determining and supporting student learning of the philosophy of technology
- Abstract: Abstract This paper reports on findings related to the Nature of Technology from Stage Two of the Technological Knowledge and Nature of Technology: Implications for teaching and learning (TKNoT: Imps) research project undertaken in 2009. A key focus in Stage Two was the trialing of different teaching strategies to determine how learning related to the components Characteristics of Technology (CoT) and Characteristics of Technological Outcomes (COTO) could be supported. These components fall within the Nature of Technology (NoT) strand of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007) and as such, reflect a philosophical understanding of technology as a discipline. During this stage of the research further exploration was undertaken to determine how student understanding of these two components of technology education progressed from level 1 to level 8 of the NZC (Ministry of Education, 2007). Common misconceptions and partial understandings related to these components are identified and explained and four case studies are presented to illustrate strategies employed by teachers and their impact on student learning related to these two components. The Stage Two outcomes resulted in the revision of the Indicators of Progression for CoT and CoTO in order to clarify the progression expected of students in each component and provide increased teacher guidance to support such progression.
  PubDate: 2013-05-01
Students' design of a biometric procedure in upper secondary school
- Abstract: Abstract Making the connection between science and technology might be important for students to learn to identify and solve problems and to acquire scientific knowledge and skills. The research reported in this article concerned the development of a design situation in a science classroom and the study of students performing in this situation. More specifically, the setting involved students’ design of a measurement procedure as a way of attaining understanding of the underlying scientific concepts. In fact, at higher secondary level, the classical experimental procedure of measuring facial angle is employed within the topic of human evolution to find out to which species a given human cranium belongs. At the same time, designing a procedure, instead of just executing it, is thought to entail higher odds for attaining teleological understanding. The development of the learning situation involved pursuing parallels between the expert design task as described in the literature and the assignment given to students. We proceeded through step-wise development of the learning situation that was successively tested out in the classroom. Our analysis of the student-devised procedures revealed three issues regarding the graphical representation of angles, the reproducibility of the points and the communicational demands of the situation. Students used both prior knowledge (e.g. about evolution), and new knowledge about cranium anatomy and angles. They also exhibited new experimental skills like anticipating each experimental action. Such cognitive tasks which are at the origin of students’ activity make the situation approximate the goals of laboratory work by distancing it from the simple execution of a series of steps. Future research could be directed towards further exploring the benefits of an approach that combines essential characteristics of science and technology.
  PubDate: 2013-05-01
Accreditation of engineering programs: an evaluation of current practices in Malaysia
- Abstract: Abstract The curriculum for undergraduate engineering courses in Malaysia is becoming increasingly structured, following the global trend for quality assurance in engineering education, through accreditation schemes. Generally, the accreditation criteria call for the graduates from engineering programs to demonstrate a range of skills, from technical problem solving to soft skills and an aptitude for lifelong learning. In order to comply with these criteria, accreditation schemes are adopted as a quality assurance measure. This paper shall introduce the characteristics of the engineering accreditation scheme in Malaysia. The impact of the accreditation scheme on the quality of these engineering programs shall be evaluated. Data collection is in the form of benchmarking and questionnaires. The evaluation criteria shall be in terms of benefits to the institution, academic faculty, students, and the challenges encountered. A discussion on the evaluation shall include the supposed dichotomies which arise from this accreditation process, namely the compromise between research versus teaching; and the value of engineering knowledge whether as an academic pursuit or catering to industry’s needs. Ultimately, this paper shall address a fundamental question related to undergraduate teaching in engineering: whether accreditation is a necessary prerequisite in maintaining high standards in engineering programs in Malaysia.
  PubDate: 2013-05-01