Research needs for technology education: an international perspective

Ritz, John M.; Martin, Gene

doi:10.1007/s10798-012-9215-7

Cited by 22 publications

(9 citation statements)

References 1 publication

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“…Still, the need for more research about teachers' assessment practices in general has been highlighted in national and international reviews of the field (Black and Wiliam 2009;Hirsh and Lindberg 2015;McMillan 2013). Within the area of technology education, the need is even greater (Bjurulf 2011;Hartell 2015;Jones et al 2013;Ritz and Martin 2012;Williams 2011). Therefore, this study attempts to provide significant knowledge to the field.…”

Section: Problem Statementmentioning

confidence: 96%

What is it called and how does it work: examining content validity and item design of teacher-made tests

Hartell

Strimel

2018

Int J Technol Des Educ

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This article examines content validity in teacher made tests in elementary technology education-an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers' assessment practices are not always adequate to support instruction, much is unknown about teachers' assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils' everyday lives, which seem to contradict the aims and purpose of the subject.

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Section: Problem Statementmentioning

confidence: 96%

What is it called and how does it work: examining content validity and item design of teacher-made tests

Hartell

Strimel

2018

Int J Technol Des Educ

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“…The allure of a concept with the potential to depict expertise in teaching (Abell 2008) and aid in understanding enacted practices (Park and Oliver 2008) has resulted in many calls for PCK research in design and technology (D&T) education (de Vries 2003(de Vries , 2015Engelbrecht and Ankiewicz 2016;Jones et al 2013;Mioduser 2015;Ritz and Martin 2012). Despite theoretical approaches to conceptualising a model for enactment Moreland 2003, 2004), and applied approaches to measuring PCK through multiple choice questionnaires (Rohaan et al 2009(Rohaan et al , 2012, the relationship between PCK and practice in the discipline is not necessarily understood.…”

Section: Introductionmentioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

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Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers' beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers' beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers' conception of capability as a critical influence on enacted practice.

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“…Therefore the adaptation of learning individuals to technological developments and their raising as individuals accessing information easily with the help of technology are very important (Seferoglu, 2009). Technology has been being used in educational environments since 19th century (Ritz & Martin, 2013). Technology use in communities enable students the opportunities of developing their skills with different activities and of creating products they develop in different ways in order to increase their self-confidence.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

Gençtürk¹,

Korucu²

2017

HES

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It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in "Programming Languages" lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. "Pre-test-Post-test Control Group Quasi-Experimental Design Model" is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade

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Research needs for technology education: an international perspective

Cited by 22 publications

References 1 publication

What is it called and how does it work: examining content validity and item design of teacher-made tests

What is it called and how does it work: examining content validity and item design of teacher-made tests

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

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