The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education

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Real issues of web design and development include many problem-solving tasks. There are, however, some inadequacies associated with the implementation of appropriate pedagogy for organised and structured instruction that supports the rational problem-solving paradigm. The purpose of this article is to report on a study for the design and implementation of an Instructional Web Design Programme (IWDP) with methodology-specific guidelines in an information systems design context. A second purpose is to discuss the pedagogy developed within the IWDP and its effects on promoting technological problem solving of learners in the project-based classroom. A qualitative, actionresearch approach was the basis for this study. The sample consisted of 17 learners at an institution of higher education. The researchers used a focus group interview, journals and essays to observe learners' behaviour, to analyse their project designs and to assess their opinions and experiences with regard to the IWDP. An organised and structured instructional environment within the IWDP helped the teacher to promote technological problem solving. The teacher and learners acknowledged the components of the programme (for example, assessment criteria, range statements, performance indicators, pre-defined learner tasks and activities) in the project-based classroom. Practical and cognitive apprenticeship and experiential and situated learning were used to accommodate the problem-solving needs of learners. Learners indicated a need for a variety of tools and expert guidance in a peer-based collaborative learning environment.

Section: The Instructional Web Design Programme (Iwdp)mentioning

confidence: 99%

Project-based pedagogy for the facilitation of webpage design

Jakovljević

Ankiewicz

2015

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“…The term essential features which seems to have originated from the research conducted by Eisenberg (1996) appears to be the more acceptable term since it delineates the essential characteristics of technology and technology education into clearly discernable, but interrelated dimensions, namely content, methodology and context. In the context of OBE learning outcomes can also be considered an important dimension of the essential features of the curriculum for technology (Reddy et al 2003).…”

Section: Theoretical Foundation For Assessment In Technology Educationmentioning

confidence: 99%

A process-based assessment framework for technology education: a case study

Niekerk

Ankiewicz

Swardt

2008

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Over the past few years, educators in South Africa have been subjected to many changes in the educational sphere. Not only was a new approach to education, namely outcomes-based education (OBE) implemented, but the curriculum was also changed and now consists of eight learning areas, some of which are groupings of traditional school subjects (e.g. languages). Technology, however, is a new and for most educators unfamiliar learning area. The implementation in 1998 of the technology learning area in South African schools had educators reeling as they were unprepared and untrained to facilitate this new learning area. There was also limited information available for the assessment of learners in technology. Learners' competence in technology education should be assessed in a meaningful and responsible manner, which requires more than just the evaluation of the end product. The purpose of this research was to develop a processbased assessment framework to support the technology teacher with assessment activities, which incorporate the technological process and provide opportunities for the assessment of aspects of the thinking sub-processes as part of the technological process. Qualitative action research was undertaken. Three Grade 7 learners and a teacher at a parallel medium primary school (school where two official languages are used congruently as medium of instruction) were involved in the case study. Resource, case study and a capability task were done by the three learners. For the purpose of the research project, information obtained from the capability task was used. This research focused on the initial idea generation stage (stage five) of the technological process, as well as creative and critical thinking (as thinking sub-processes) processes. Observation and semi-structured interviews were used as data-collection methods. The validity and reliability of the research were ensured by means of triangulation. Three main categories (findings) were named as aspects which could be employed when compiling a process-based assessment framework, namely outcomes, content and assessment methodology. Further subcategories were identified within each of these main categories. The framework will serve as a roadmap to technology teachers, especially those with little or no pedagogical knowledge in technology to assist them to base their assessment on sound methodology.

“…Technology education enables students to work technologically to develop artefacts, processes and systems in response to a design challenge, thus providing real life solutions to satisfy human needs and wants (Hill 1998;QSA 2003a). The educational value of a technological activity does not only reside in the final product developed by the student, but in the process that the student has undertaken to complete the activity (Reddy et al 2003). These processes have the propensity to provide a ''rich learning environment'' (Stables 1997, p. 3) that offers a wide range of opportunities and caters for a variety of learning styles, providing optimum opportunity for student development (Stables 1997).…”

Section: Understanding Technology Educationmentioning

confidence: 99%

“…Hill (1997Hill ( , 1998 recognises that technological activities cater for different learning styles by allowing the application of a variety of intelligences such as those identified by Gardner (1993). This is achieved through the implementation of practical, hands-on activities that are inherent in technology education (Raizen 1997;Hill 1998;Reddy et al 2003;ATSE 2004). Because a variety of learning styles and intelligences are facilitated during technology education, its implementation in the primary classroom therefore has the potential to provide ''a more inclusive educational system for our children'' (Hill 1997, p. 129).…”

Section: Understanding Technology Educationmentioning

confidence: 99%

Insights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers

Finger

Houguet²

2007

This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of the Technology years 1-10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released a number of different strategies that were designed to assist this implementation, including research partnerships with universities. Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation of technology education.