There have been repeated calls for restructuring of schooling to take advantage of information and communication technologies (ICT). This article recognizes an increasing range of radical restructuring resulting from the co-evolution of education and digital technologies in school systems and related activity in the global ecosystem. Research of previously innovative schools that did not sustain their innovative strategies with ICT has also helped to clarify relevant factors including the importance of leadership. Davis' co-evolutionary framework is illustrated with case studies of sustained transformation enabled by blended and online learning in New Zealand and the USA. Transformations include decoupling of the roles of a class teacher, plus decoupling of the services provided by a single school into provision by networked organizations, including a virtual school and web-based services. The diversity of transformed educational ecosystems is linked to local and regional variations in culture and conditions. The article concludes that teachers in a range of roles will remain the keystone species of K-12 education also in the 21st century and recommends that this co-evolutionary framework is applied globally to increase equitable provision.

There is a recognised lack of women participating in engineering and STEM in most western countries. However, it is desirable for engineering cohorts to have a broad diversity. Hence, girls need to be encouraged into all engineering fields, but especially those traditionally dominated by men such as civil, mechanical and software engineering. A number of factors influence students’ critical career decisions. In particular, teachers influence their students in a number of different ways, some overt and others subliminal, including influencing students’ self-image and belief in capability. Students between the ages of 11–13 years often develop images of themselves that can exclude them from careers in technology related careers such as engineering.This study conducted structured interviews with 20 initial teacher education students and two of their lecturers. The interviews considered the students experiences in their own career selection, the reasons one may encourage someone to consider engineering, and the participants of engineering and engineering practice. Interpretation of interview transcriptions indicated that most final year teacher-education students held either limited or stereotypical views of engineering. Participants thought of engineers as mainly for men or “country-type” girls who were good at maths and science. Most recognised the practical nature of engineering, some the academic nature. There was little recognition of the social and empathetic characteristics required.These outcomes imply a gap in understanding that may cause teachers to rely on their gender prejudice, rather than the skills beneficial in the career when providing career advice to potential engineers.

No abstract

No abstract

No abstract