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020 _a9789812871701
_9978-981-287-170-1
024 7 _a10.1007/978-981-287-170-1
_2doi
035 _ato000562880
040 _aSpringer
_cSpringer
_dRU-ToGU
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPD
_2bicssc
072 7 _aSCI063000
_2bisacsh
082 0 4 _a507.1
_223
245 1 4 _aThe Future of Technology Education
_helectronic resource
_cedited by P John Williams, Alister Jones, Cathy Buntting.
260 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2015.
300 _aXII, 281 p. 11 illus., 4 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aContemporary Issues in Technology Education
505 0 _aChapter 1 The more things change, the more (some) things stay the same -- Chapter 2 ‘Seeing’ and ‘interpreting’ the Human-Technology phenomenon -- Chapter 3 Theorising technology education from a cultural-historical perspective: Foundations and future imaginings -- Chapter 4 Indigenous technology in Technology Education curricula and teaching -- Chapter 5 The Pedagogical Ecology of Technology Education: An Agenda for Future Research and Development -- Chapter 6 Conversations to Support Learning in Technology Education -- Chapter 7 Assessment: feedback from our pasts, feedforward for our futures -- Chapter 8 Developing a technology curriculum -- Chapter 9 Developing a Deeper Understanding of Design in Technology Education -- Chapter 10 The Alignment of Technology with Other School Subjects -- Chapter 11 Vocational and General Technology Education -- Chapter 12 Technology Education and Developing Countries -- Chapter 13 Politics and Policy -- Chapter 14 Research Challenges for the Future -- Chapter 15 Much remains to be done.
520 _aTwenty-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.
650 0 _aeducation.
_9566270
650 0 _aEducational technology.
_9303678
650 0 _aScience Education.
_9303680
650 0 _aChild development.
_9134637
650 1 4 _aEducation.
_9566271
650 2 4 _aScience Education.
_9303680
650 2 4 _aChildhood Education.
_9310090
650 2 4 _aEducational Technology.
_9303678
700 1 _aWilliams, P John.
_eeditor.
_9471623
700 1 _aJones, Alister.
_eeditor.
_9465966
700 1 _aBuntting, Cathy.
_eeditor.
_9465964
710 2 _aSpringerLink (Online service)
_9143950
773 0 _tSpringer eBooks
830 0 _aContemporary Issues in Technology Education
_9471624
856 4 0 _uhttp://dx.doi.org/10.1007/978-981-287-170-1
912 _aZDB-2-SHU
999 _c417786