Konstfacks bibliotek

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*020  $a9812871691
*035  $a(OCoLC)ocn900866052
*035  $a(SE-LIBR)18265291
*041  $aeng
*08204$a607.1$223
*24514$aThe future of technology education /$cP. John Williams, Alister Jones, Cathy Buntting, editors.
*264 1$aSingapore ;$aNew York :$bSpringer,$c[2015]
*264 4$c©2015
*300  $axii, 281 pages$billustrations$c25 cm
*336  $atext$btxt$2rdacontent
*337  $aunmediated$bn$2rdamedia
*338  $avolume$bnc$2rdacarrier
*490  $aContemporary issues in technology education.
*504  $aIncludes bibliographical references and index.
*505  $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  $aTwenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places. This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved. The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students? cultural capital are also explored, as are the role and place of political persuasion, professional organizations, and research that connects with practice. The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment.
*650 7$aTeknikundervisning$0https://id.kb.se/term/sao/Teknikundervisning$2sao
*650 0$aTechnology$xStudy and teaching.
*650 7$aTechnology$xStudy and teaching.$2fast
*650 0$aTechnical education
*700  $aWilliams, John$q(Phillip John)$4edt
*700  $aJones, Alister$4edt
*700  $aBuntting, Cathy$4edt
*830 0$aContemporary issues in technology education
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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.