Technology Education in the 21st Century

502 Pages·2012·9.23 MB·English

Edited by
Thomas Ginner
Jonas Hallström
Magnus Hultén
The PATT 26 conference
Stockholm, Sweden
26–30 June 2012
Technology Education
in the 21st Century
ISBN Proceedings: 978-91-7519-849-1
Linköping Electronic Conference Proceedings, No. 73
ISSN: 1650-3686, eISSN: 1650-3740
© The Authors and LiU Electronic Press
Cover: Ingram Publishing
Print: LiU Tryck 2012
Welcome to the PATT 26 conference
Technology Education in the 21st Century
in Stockholm, Sweden, 26–30 June 2012
PATT 26 will be held at the Royal Institute of Technology (KTH) in Stockholm, the beauti-
ful capital of Sweden. The PATT 26 conference is part of a two-conference arrangement
organized by the Royal Institute of Technology and the Centre for School Technology Edu-
cation, CETIS, Linköping University, under the common heading Technology Education in
the 21st Century. We hereby welcome international colleagues to this golden opportunity
to share and learn more about the latest on-going and completed research in the field of
technology education research, spanning from early years through to upper secondary edu-
cation and teacher education.
The overarching theme for PATT 26 is Technology Education in the 21st Century. The
papers in this peer-reviewed conference book all reflect this broad theme, but they also
relate to a variety of key areas in school technology education. Research topics include,
for example, aspects of learning, teaching, and assessing; pupils’ attitudes; global issues
such as sustainability, ethics, values and culture; interdisciplinarity; Science, Technology,
Engineering & Mathematics (STEM); links with creative and performing arts; links with
arts and social sciences; links with languages; the impact of technological developments
on learning, teaching and assessing in technology education; the potential of a design ap-
proach; technological artefacts and systems; food technology; historical, sociological and
philosophical perspectives on technology education. Together all these areas form a wide
spectrum of research of relevance for technology education in the 21st century.
Thomas Ginner, Jonas Hallström & Magnus Hultén,
editors and organisers
June 2012
PATT
Pupils’ Attitude Towards Technology
The PATT conference started back in 1985 when a small-scale workshop on attitude re-
search for technology education was held. This led to a series of international conferences
that still continues. In that year colleagues from a variety of countries came together to
discuss the possibilities for exploring the attitudes of young people toward technology, us-
ing an instrument that had been developed in the Netherlands (we still use this instrument
today all over the world). The format of the first PATT conference provided ample oppor-
tunity for discussion and this is a feature that still characterizes PATT conferences today.
Over the years the scope and the issues for discussion have been extended and all aspects
of technology education can now be found on the agenda.
Edited by
Thomas Ginner, Linköping University, Sweden
Jonas Hallström, Linköping University, Sweden
Magnus Hultén, Royal Institute of Technology, Sweden
Reviewing Panel
John Ritz, Old Dominion University, USA
Veronica Bjurulf, Linköping University, Sweden
Marc de Vries, Delft University of Technology, Netherlands
Inga-Britt Skogh, Royal Institute of Technology, Sweden
Berit Bungum, Norwegian University of Science & Technology, Norway
Kay Stables, Goldsmiths, University of London, England
Gerald van Dijk, Utrecht University of Applied Sciences, Netherlands
Steve Keirl, Goldsmiths, University of London, England
Stephanie Atkinson, University of Sunderland, England
David Barlex, Visiting Lecturer Roehampton University,
Curriculum Consultant to the Design & Technology Association, England
Åke Ingerman, Göteborg University, Sweden
Frank Banks, The Open University, England
Clare Benson, Birmingham City University, England
Anders Berglund, Uppsala University, Sweden
Jacques Ginestié, IUFM, University of Aix-Marseille, France
Wendy Fox-Turnbull, University of Canterbury, New Zealand
Gene Martin, Texas State University, USA
Howard Middleton, Griffith University, Australia
Marion Rutland, Roehampton University, England
Shirley Booth, Göteborg University, Sweden
Maria Svensson, Göteborg University, Sweden
Gill Hope, Canterbury Christ Church University, England
Marjolaine Chatoney, IUFM, University of Aix-Marseille, France
Eva Björkholm, Royal Institute of Technology, Sweden
Daniel Lövheim, Stockholm University, Sweden
John Williams, University of Waikato, New Zealand
Margarita Pavlova, Griffith University, Australia
Kristina Hellberg, Linköping University, Sweden
Per Norström, Royal Institute of Technology, Sweden
Joakim Samuelsson, Linköping University, Sweden
Lars Björklund, Linköping University, Sweden
Jan-Erik Hagberg, Linköping University, Sweden
Richard Kimbell, Goldsmiths, University of London, England
Per Gyberg, Linköping University, Sweden
Contents 1.
Artifacts for all and for each, boys and girls in technology
schoolbooks: some precaution for the 21st century
Colette Andreucci | M. Chatoney 11
Reconstructing the Pupils Attitude Towards Technology-Survey
Jan Ardies | Sven De Maeyer | Hanno van Keulen 22
Prevention activity, design activity: to the emergence of creative
design in the prevention of risks
Perrine Martin | Hélène Cheneval-Armand 32
A Passion for Designing
Stephanie Atkinson | Angela Sandwith 39
To what Extent does the Pedagogy adopted by Trainee Teachers
affect Children’s Creativity in Primary Design and Technology Activities?
Penny Bailey 47
Engaging design & technology trainee teachers with the nature
of technology – a case study
Dr David Barlex 57
Making by printing – disruption inside and outside school?
Dr David Barlex | Martin Stevens 64
Perceptions of STEM, within the context of teaching D&T
in secondary schools: A phenomenographically inspired study
Dawne Bell 74
The development of quality design and technology in English
primary schools: issues and solutions
Clare Benson 81
Hands-on material in technology education: the first cycle of a learning study
Veronica Bjurulf | Nina Kilbrink 89
Exploring the capability of evaluating technical solutions: A collaborative study
focusing on teaching and learning in the primary technology classroom
Eva Björkholm 96
Technology & design as contexts for science and mathematics? An empirical study
of the realisation of curriculum intentions in Norwegian schools
Berit Bungum | Bjørn-Tore Esjeholm | Dag Atle Lysne 105
Applying STEM Instructional Strategies to Design and Technology Curriculum
Diana Cantu | Amanda Roberts 111
Democratic Consensus on Student Defined Assessment Criteria as
a Catalyst for Learning in Technology Teacher Education
Donal Canty | Dr. Niall Seery | Dr. Pat Phelan 119
Contents 2.
Reading Technological Artifacts: Does technology education help?
Vicki Compton | Ange Compton | Moira Patterson 126
Technological thinking in the kinder garten – training the teaching-team
Osnat Dagan | Asi Kuperman | David Mioduser 135
The growing necessity for graphical competency
Thomas Delahunty | Dr. Niall Seery | Dr. Raymond Lynch 144

Challenging learning journeys in the classroom: Using mental model
theory to inform how pupils think when they are generating solutions
Dr Christine Edwards-Leis 153
Technology and Gender in Early Childhood Education: How Girls and Boys Explore
and Learn Technology in Free Play in Swedish Preschools
Helene Elvstrand | Kristina Hellberg | Jonas Hallström 163
The relation between students’ creativity and technological knowledge
in cross-curricular technology and design projects
Bjørn-Tore Esjeholm 172
Funds of Knowledge in Technology Education
Wendy Fox-Turnbull 179
The Role Of Indigenous Knowledge Systems In Addressing The Problem Of Declining
Enrolments In Design And Technology
Michael Gaotlhobogwe 188
What can we hope of a technology education, which breaks off design
to espouse science, mathematics and engineering?
Jacques Ginestié 194
Using e-portfolios to support trainee Design and Technology teachers
in developing their subject knowledge
Alison Hardy | Jamie Tinney | Sarah Davies 201
Unboxing technology education part I – Starting point
Eva Hartell | Joakim Svärdh 211
Transformation by Design
Gill Hope 223
Technological systems across contexts: Designing and exploring learning possibilities
in Swedish compulsory technology education
Åke Ingerman | Maria Svensson | Anders Berglund | Shirley Booth | Jonas Emanuelsson 232
Technology Education as ‘controversy celebrated’ in the cause of democratic education
Steve Keirl 239
Theory and Practice in Technical Vocational Education: Pupils’, Teachers’
and Supervisors’ Experiences
Nina Kilbrink 247
Contents 3.
Primary pupils’ thoughts about systems. An exploratory study
Marja-Ilona Koski | Marc de Vries 253
Design Mentoring and Designerly Attitudes
Tony Lawler | Alix McTaminey | Stephen de Brett | Annabel Lord 262
Investigating pupils’ perceptions of their experience of food technology
in the English secondary curriculum
Suzanne Lawson 274
Are we educating to promote students’ creative capacities?:
A study in Technology Education in Ireland
Keelin Leahy 282
How do the Interactive White Board and the Radio Frequency IDentification
and tracking system work? Exploration of pupils’ spontaneous knowledge
and didactical proposals for Technology Education
Pr. Joël Lebeaume | William-Gabriel Perez 293
Action Research study with Technology teachers in Limpopo Province
of South Africa: an Emancipation recipe for Technology teachers
Tomé Awshar Maputse | Mishack Thiza Gumbo 301
Values in design and technology education: Past, present and future
Mike Martin 309
Applied Design Thinking LAB Vienna: INTERACCT. Interdisciplinary Technology
Education in the 21st Century
Ruth Mateus-Berr | Wilfried Grossmann 316
Design Principles of Instructional Materials for Cultivating Attitude and Ability
to Utilize ICT while Considering Ethical Issues and Safety
Toshiki Matsuda | Shota Hirabayashi | Kazue Tamada 323
The importance of technological activity and designing and making activity,
a historical perspective
Matt McLain 330
Examining thinking in primary-level Design and Technology learning activities
Howard Middleton 341

Parents as teachers: Using parent helpers to guide young children’s technological practice
Louise Milne | Michael Forret 348
Cultivating Problem-solving Ability by Utilizing Scientific Views and Ways of Thinking:
Introducing Science Communication into Earthquake Disasters Game
Ayako Mio | Toshiki Matsuda 355
Design teaching and industrial enterprises: a relevant relationship? An exploratory
study of two didactic situations of design
Christophe Moineau | Perrine Martin 363
Contents 4.
Learning to teach design and technology in university or in school:
is emerging teacher identity shaped by where you study?
Dr. Gwyneth Owen-Jackson | Melanie Fasciato 373
Aspiring to be the Best: The impact of research on the teaching of technology
Moira Patterson | Jude Black | Vicki Compton | Ange Compton 382
Perception of Sustainable development and Education for Sustainable Development
by African technology education academics
Margarita Pavlova 391
Issues Confronting Technology Education: An International Perspective
John M. Ritz 398
Current classroom practice in the teaching of food technology:
is it fit for purpose in the 21st Century?
Marion Rutland | Gwyneth Owen-Jackson 405
Twenty-first century learning in the senior secondary school:
a New Zealand teacher’s innovation
Paul Snape 415
Designerly well-being: Can mainstream schooling offer a curriculum that provides
a foundation for developing the lifelong design and technological capability
of individuals and societies?
Kay Stables 425
Engineering byDesign™: Preparing Students For the 21st Century
Greg Strimel 434
Learning to teach the design in technology education
Éric Tortochot | Perrine Martin 444
Exploring the language of technology with student-teachers through genre pedagogy
Gerald van Dijk | Maaike Hajer 452
Design and assessment in technology education – case: the “Birdhouse Band” project
Sonja Virtanen | Tuomo Leponiemi | Aki Rasinen 460
An Analysis of PCK to elaborate the difference between Scientific and
Technological Knowledge
P John Williams | John Lockley 468
Discovering Technology teachers’ pedagogical content knowledge:
A comparative study between South Africa and New Zealand
P John Williams | Mishack Gumbo 478
CAD and Creativity – A New Pedagogy
Deborah Winn | Frank Banks 488