Vocational and General Technology Education

Williams, P. John

doi:10.1007/978-981-287-170-1_11

Cited by 10 publications

(7 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Mātanga identified various factors affecting the nature of technology education in New Zealand. Most evident were the tensions identified for teachers' curriculum and assessment understanding, and the pressures being placed on practitioners to remain current in their practice and respond to the curriculum changes in future-focused ways (Biggs, 2006;Dakers, 2006;de Vries, 2005;Fox-Turnbull & Sullivan, 2013;Gilbert, 2007;Hoyle, 2008;Lewis, et al, 1998;Reinsfield, 2018;Williams, 2015).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…To facilitate the development of learnercentred programmes' process, teachers must understand how to support student agency to enable learner-centred pedagogies in technology education. Future-focused practices are inclusive of digital pedagogies, and designed to develop students' critical and creative thinking (Gilbert, 2007;Lewis Petrina & Hill, 1998;Reinsfield, 2018, Williams, 2015.…”

Section: Teaching Technologymentioning

confidence: 99%

See 1 more Smart Citation

A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

Reinsfield

Fox-Turnbull

2020

AJTE

View full text Add to dashboard Cite

This article presents a study that focuses on the MÄtangaâ€™ (MÄori term for expert) perspectives of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Educationâ€™s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachersâ€™ engagement with the technology education curriculum. It aimed to develop teachers' specialist identity by focusing on Reinsfield and Williamsâ€™ notions of technological and technical thinking, by matching teachers with MÄtanga. The MÄtanga identified various factors affecting the nature of technology education in New Zealand, and had differing understandings and interpretations of technology, which resulted from their professional experiences. They recognised various factors affecting the nature of technology education in New Zealand. Most evident were the tensions in teachersâ€™ curriculum and assessment understanding, and the pressures being placed on practitioners to remain current in their practice.

show abstract

Section: Findings and Discussionmentioning

confidence: 99%

Section: Teaching Technologymentioning

confidence: 99%

A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

Reinsfield

Fox-Turnbull

2020

AJTE

View full text Add to dashboard Cite

show abstract

“…Owing to the applied nature of digital education, workplace core-competencies of digital technology and innovation required at entry-level industry roles have been largely developed by the industry (Williams, 2015). Educators incorporate such developments into assessment practices so that graduates reflect industry competencies.…”

Section: Disciplinesmentioning

confidence: 99%

Technology-enabled Learning in Digital Education: Research Areas and Prediction Trends of Learning Technologies for Authentic Assessments Practices

Lim

Gottipati

Cheong

2023

Preprint

View full text Add to dashboard Cite

This study aims to provide practical insights on the research areas and prediction trends of learning technologies that support authentic assessment practices in the digital education setting. Technology-enabled learning can be utilized to enhance assessment design in meaningful ways that resembles the professional work environment. Innovative technology-enabled assessment practices necessitate an understanding of the technologies at-hand, hence a disciplined inquiry is called upon into the multitude of technologies that define the landscape. The study looked to investigate the technology groups and research efforts within the field of learning technologies that were shaping digitally mediated authentic assessment practices. Using Horizon Report (HR), an annual education-based technology forecasting publication, as a reference, the study looked to evaluate if HR is a good proxy to predict the evolution of learning technologies in the said scape. Research distinguished four key learning technology groups, namely ubiquitous learning technology, adaptive learning technology, immersive learning technology, and learning object. Network analyses performed on the four technology groups identified key generalizable research themes that can be utilized for research focus. The study also found that HR is a useful tool to predict technology trends, as corroborated from bibliometric analyses, and detailed the composition and evolution of these trends. This study can help educators and researchers identify and decide promising potential areas for future research and/or investment focus.

show abstract

“…However, such imperatives exist in the commercial sectors. Due to this differentiation, various issues emerged (Williams, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Challenges of Using Technology in Vocational Education and Their Impact on Students' Achievement from the Teachers' Point of View in Ramtha District Schools in Jordan

Eyadat¹

2023

JCT

View full text Add to dashboard Cite

The current article aimed to investigate the challenges of using technology in vocational education (VE). It investigated their effects on the achievement of students from the teachers' perspective in the schools in Ramtha. A sample consisting from (77) VE teachers in Ramtha, Jordan was chosen through the random method in sampling. This work used a survey. The survey that was used in this work consists of two main. The first part aims to collect personal data about the sample (i.e. gender and academic qualification). As for second part, it aims to collect data about the challenges of using technology in vocational education from the view of the sample. The researcher concluded that the severity of the challenges related to technology in teaching vocational education is moderate from the view of teachers. It was found that the most serious challenges related to the use of technology are represented mainly in the challenges related to technological applications, challenges related to school capabilities, and challenges related to curricula. It was found that there are challenges that significantly affect the students' achievements from the view of VE teachers. The researcher of the present study recommends developing the infrastructure in public schools in order to enable vocational education teachers to use technology in the teaching and training processes.

show abstract

Vocational and General Technology Education

Cited by 10 publications

References 17 publications

A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

Technology-enabled Learning in Digital Education: Research Areas and Prediction Trends of Learning Technologies for Authentic Assessments Practices

The Challenges of Using Technology in Vocational Education and Their Impact on Students' Achievement from the Teachers' Point of View in Ramtha District Schools in Jordan

Contact Info

Product

Resources

About