The Development of Technological Competence from Adolescence to Adulthood

Autio, Ossi

doi:10.21061/jte.v22i2.a.5

Cited by 13 publications

(9 citation statements)

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“…Domain-specific competencies encompass trade-specific substantial knowledge, manual skills and self-regulation (e.g., Gekara & Snell, 2018). Technological competency covers students' pre-study proficiency for technical trades, such as knowledge of technological concepts and manual dexterity (Autio, 2011). Professional self-perception embodies how students evaluate themselves as individuals and co-workers (Van Houtte et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

Ilomäki

Löfgren

Toom

2022

NJVET

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Finnish initial vocational education and training aims for graduate employability by emphasising self-directed learning and workplace learning. However, little is known about what competencies teachers consider relevant for graduates, how teachers address competencies in their instruction and how they perceive the benefits of workplace learning. Therefore, this study aims to highlight teachers’ perceptions and their practices on these topics. This is a qualitative interview study conducted in cooperation with a large Finnish vocational education provider. Participants of the study were teachers in automotive engineering, electrical and automation engineering, mechanical and metal engineering, and building service technology. The data were collected with semi-structured qualitative interviews and analysed using qualitative, abductive content analysis. The research findings indicate that teachers consider fundamental domain-specific competencies and work-related attitudes paramount for graduates as these promote professional expertise and employability. Secondly, teachers prefer to teach domain-specific competencies. However, the emergence of self-directed learning demands that teachers be pedagogically competent. Thirdly, teachers deem workplace learning beneficial but also consider that school may offer more equal and versatile education opportunities for everyone. The research findings enrich the scientific discussion on vocational graduate competency needs and vocational teaching and support the development of vocational education systems.

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Section: Discussionmentioning

confidence: 99%

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

Ilomäki

Löfgren

Toom

2022

NJVET

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“…In developing countries, sustainability is often operationalized as knowledge and technology transfer which comprises three components: technological knowledge, technological skill and technological will (Autio, 2011). These components compel the organizations in the petroleum industry to put pressure on employees to learn and thus produce more with less.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Technology is fundamental to human existence at every stage in the cycle of life; humans continuously attempt to enhance and/or acquire new skills hoping to ameliorate productivity (Burke and Ornstein, 1995; White, 1962). Measuring TC as a construct may be achieved by extending the work of (Autio, 2011), who identified technological knowledge, technical skills and technological will as the three dimensions of TC. Psychologists often label these skills as psychomotor skills and are an essential component of TC in ensuring scheduled daily operations (International Labour Office, 2012).…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Technology, human resource competencies and productivity in nascent petroleum industries: an empirical study

Masiko

Nagitta

Kajjumba

et al. 2022

TECHS

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PurposeTechnology competencies (TC) and human resources (HR) play a vital role in enhancing productivity in any industry. Yet the significance and interplay of these two factors in developing economies such as Uganda that are kick-starting oil exploration is not clear. Using structural equation modeling (SEM), the underlying relationship between technology, human resources and productivity in the petroleum industry is established.Design/methodology/approachTo examine the interrelationship among the independent factors (TC and HR) and the dependent factor (productivity), a questionnaire was used to collect data from respondents in Uganda. All the targeted respondents come from the oil exploration side of the industry in Uganda. SEM, a multivariate statistical analysis technique, was applied to analyze the underlying relationships among variables.FindingsThe findings suggest that TC and HR positively and significantly influence the petroleum industry productivity (PI). Both TC and HR explain a 32% variation of the observed improvement in productivity. The relationship between the independent variables (TC and HR) and dependent variable (PI) is summarized using the equation ΔPI = 0.36 TC + 0.25 HR, with TC having a more significant effect on PI than HR.Practical implications The study thus proposes to governments and oil companies in resource constrained environments that adoption of advanced technologies in oil exploration plays a relatively much bigger role and has an overarching impact on productivity especially in countries with small scale production, or in hostile environments or with unconventional hydrocarbon reservoirs.Originality/valueFor developing economies with fewer resources that often face economic tradeoffs, the study examines the significance of TC and HR development in expanding the oil and gas sectors. This work, to the best of the authors’ knowledge, is among the few studies that have examined the impact and the interplay of TC and HR on the productivity of emerging oil industries in developing economies such as Uganda.

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“…Opettajan ohjaus ja palaute kannustaa sitoutumaan projektiin ja pääsemään parempiin oppimistuloksiin. Autio (2011) toteaa, että opettajan tuki ja kannustus on oppilaan teknologian oppimisessa ja teknologiaan suuntautumisessa tärkeää myös myöhemmän ammatinvalinnan kannalta.…”

Section: Teknologian Oppiminen Toiminnallisestiunclassified

“…Opettajaopiskelijat eivät nostaneet haasteeksi esimerkiksi tyttöjen kiinnostuksen lisäämistä teknologiaa kohtaan (vrt. Autio, 2011;Järvinen & Rasinen, 2012).…”

Section: Tulosten Uskottavuus Ja Hyödyntäminenunclassified

Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä

Lindfors¹,

Pirttimaa²

2018

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The Development of Technological Competence from Adolescence to Adulthood

Cited by 13 publications

References 0 publications

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

Technology, human resource competencies and productivity in nascent petroleum industries: an empirical study

Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä

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