Teaching Electronics: From Building Circuits to Systems Thinking and Programming

Barak, Moshe

doi:10.1007/978-3-319-38889-2_29-1

Cited by 8 publications

(10 citation statements)

References 33 publications

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“…During the study, teachers gained richer and deeper understandings of children's learning and their own understanding of TCK and TPCK. Several studies in technology have identified that the quality of teaching in technology is dependent on both these phenomena (Barak, 2017;Compton & Harwood, 2005;Miranda, 2017;Rohaan, 2009). The study's participants recognised the potential of the ECETOCF to develop teacher PCK and content knowledge identified as very important to teaching technology by Hulten and Bjorkholm (2016).…”

Section: Discussionmentioning

confidence: 96%

Enhancing the learning of technology in early childhood settings

Fox-Turnbull

2019

Australasian Journal of Early Childhood

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This article describes a study of early childhood teachers’ understanding of teaching and learning in children 4 and 5 years of age in technology education. The research aimed at assisting teachers’ understanding of learning in technology using a developed framework. This study investigated the development of dispositions and attitudes including the building of children’s confidence and self-belief in their capabilities, within four aspects of learning and across five predetermined behaviours relevant to technology education. The study employed qualitative research methods to assist teachers with the use of an observation and conversation framework aimed to improve their ability to assess formatively their children and their own ability to give specific feedback. Observations and interviews were used to gauge teachers’ developed understandings of children’s learning in technology. The study shows that the framework used benefitted teachers and children. It allowed for insight into understanding how and what children learn in technology and teachers’ understanding of technology.

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Section: Discussionmentioning

confidence: 96%

Enhancing the learning of technology in early childhood settings

Fox-Turnbull

2019

Australasian Journal of Early Childhood

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“…This has made it possible for teachers and students to design sophisticated control systems with only basic electronics or programming knowledge. For example, Barak (2018) presented the case of two Israeli high school students who developed a system to prevent forgetting a baby in a car. The system uses an ultrasonic sensor and Arduino microcontroller to identify whether there is a baby in the baby's car seat.…”

Section: Example 1: Addressing Aspects Of Mathematics Phy Sics and Cmentioning

confidence: 99%

“…(1) (2) Since the faces could be of different sizes, we normalize the six parameters b1 to mh by dividing each one by total width w or total height h, respectively. We get six normalized parameters a, b, c, d, e and f for each picture, as seen in Equations 3 and 4.…”

Section: Facial Recognitionmentioning

confidence: 99%

Preparing School Graduates to Integrate Into the World of Technological Innovation, Social and Economic Changes, and Globalization: The Role of Teaching Technology and Engineering

Barak

2019

Globalization&Business

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Technological innovation, social and economic changes, and globalization are forcing the education system to prepare school graduates to integrate successfully into the rapidly changing world. Along with teaching basic subjects such as the humanities, languages, mathematics and science, schools should expose all students to new technologies, impart knowledge and skills to them to use these technologies effectively, and foster their motivation to integrate into the world of research and innovation in technology and engineering. Schools need also to prepare students to integrate into a world in which the vast majority of business organizations are not bureaucratic but rely instead on work teams, shared decision making and a great deal of risk-taking in the effort to compete in the global market. One of the main tools available to schools to achieve these goals is the teaching of subjects in technology and engineering as an integral part of the curriculum from kindergarten to high school. One challenge for technological education worldwide is to change what we have been teaching in the technological class. While in the past, technology education dealt with teaching subjects such as crafts, auto-mechanics or electronics, technology studies today have to focus more on developing students’ computational thinking, for example, in the context of computerized control systems and robotics. A second challenge to technological education today is to change how we teach in the technological classroom. We must move from the traditional chalk-and-board teaching method to teaching that develops students’ learning skills, for example, project-based learning. In this article, I will elaborate on these issues and present examples of the implementation of these ideas in the Israeli education system.

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“…Programming has recently entered the Swedish syllabus (Skolverket 2011) with a focus on problem solving and electronical components and how they can be programmed, but also digital competence. Barak (2018) writes that technology education that uses micro control cards, such as Micro:bit or Arduino, is successful when it comes to developing pupils' ability to design, solve problems, and be creative. But Barak (2018) also adds that education can only be successful if the pupils have a basic understanding of the content; otherwise, there is a risk that the teaching becomes unreflected by the pupils, and the learning absent.…”

Section: Introductionmentioning

confidence: 99%

Teaching digital models: secondary technology teachers’ experiences

Brink

Kilbrink

Gericke

2021

Int J Technol Des Educ

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In secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

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Teaching Electronics: From Building Circuits to Systems Thinking and Programming

Cited by 8 publications

References 33 publications

Enhancing the learning of technology in early childhood settings

Enhancing the learning of technology in early childhood settings

Preparing School Graduates to Integrate Into the World of Technological Innovation, Social and Economic Changes, and Globalization: The Role of Teaching Technology and Engineering

Teaching digital models: secondary technology teachers’ experiences

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