International Journal of Technology and Design Education最新文献

{"title":"You just have to take a big leap! Authentic teaching and learning in the technology program at an upper secondary school","authors":"Susanne Engström, Helena Lennholm","doi":"10.1007/s10798-024-09902-9","DOIUrl":"https://doi.org/10.1007/s10798-024-09902-9","url":null,"abstract":"<p>In literature, teaching for an authentic learning experience is seen as rewarding and interesting, promoting better understanding of for example sustainable development and fostering students’ independence. Some upper secondary schools emphasise authentic teaching and learning on their websites, showcasing how students engage in authentic tasks. We are interested in examining how authentic teaching is implemented in practice and what enables it. Therefore, we investigate a specific practice where authentic teaching occurs, and we follow students and teachers. We want to understand what may be required to implement authentic teaching. The research questions were: What characterises authentic teaching and learning when students on the technology program work on their design projects and individual pieces of work? How is authentic teaching and learning facilitated? Students in Year 3 of the technology program engaged in a project where they studied residential apartments’ resource use and climate impact using sensors. They visited the energy research team, learned about the technology and data collection, and completed own upper secondary school projects related to sensor technology, programming, and data analysis. These were meant to be characterised by authenticity according to the school’s procedures. Data was collected through interviews, observations, and analysis of video material, sound recordings, and field notes. The analysis revealed that the teaching exhibited characteristics of authentic learning, facilitated by early exposure, teacher empowerment, and strong support from management and resources. The results thus show both the characteristics of how the teaching is organized and how teachers handle students’ learning, as well as the organizational factors at the specific school that enable it.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Primary school students’ perceptions of artificial intelligence – for good or bad","authors":"Susanne Walan","doi":"10.1007/s10798-024-09898-2","DOIUrl":"https://doi.org/10.1007/s10798-024-09898-2","url":null,"abstract":"<p>Since the end of 2022, global discussions on Artificial Intelligence (AI) have surged, influencing diverse societal groups, such as teachers, students and policymakers. This case study focuses on Swedish primary school students aged 11–12. The aim is to examine their cognitive and affective perceptions of AI and their current usage. Data, comprising a pre-test, focus group interviews, and post-lesson evaluation reports, were analysed using a fusion of Mitcham’s philosophical framework of technology with a behavioural component, and the four basic pillars of AI literacy. Results revealed students’ cognitive perceptions encompassing AI as both a machine and a concept with or without human attributes. Affective perceptions were mixed, with students expressing positive views on AI’s support in studies and practical tasks, alongside concerns about rapid development, job loss, privacy invasion, and potential harm. Regarding AI usage, students initially explored various AI tools, emphasising the need for regulations to slow down and contemplate consequences. This study provides insights into primary school students perceptions and use of AI, serving as a foundation for further exploration of AI literacy in education contexts and considerations for policy makers to take into account, listening to children’s voices.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"10 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering teachers’ professional development with e-textiles supported educational STEAM projects","authors":"Mustafa Sat, Kursat Cagiltay","doi":"10.1007/s10798-024-09892-8","DOIUrl":"https://doi.org/10.1007/s10798-024-09892-8","url":null,"abstract":"<p>The study aimed to investigate the dynamics of e-textile-supported STEAM activities, specifically focusing on the design and development process of e-textile projects. A professional development (PD) program with seven hands-on and design-based activities was developed and implemented in two camps involving 20 and 19 in-service science teachers. Design-based research was adopted, and interviews were triangulated with multiple forms of data from observations, camp evaluation forms, surveys, and design artifacts. Results indicated that the hands-on activities incorporate key design components with pros and cons, offering engaging, interactive, and collaborative learning experiences for science teachers. However, they involve significant challenges in coding, aesthetics, circuitry, sewing, design sketching, and materials. The study also offers ten design principles for individuals to make informed decisions about the design and development of STEAM projects using e-textile technology. This study has significant implications for educational designers who consider designing e-textile-supported STEAM activities for K–12 teachers/students and for teachers who are interested in integrating these activities into their science courses.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"131 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140629724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correlation analysis between sub-element of technological thinking disposition and computational thinking of gifted students in South Korea","authors":"Yong-Woon Choi, In-gyu Go, Yeong-Jae Gil","doi":"10.1007/s10798-024-09888-4","DOIUrl":"https://doi.org/10.1007/s10798-024-09888-4","url":null,"abstract":"<p>The purpose of this study is to derive a correlation between the technological thinking disposition and the computational thinking ability of gifted students in Korea. The correlation between each element was analyzed by looking at the sub-elements of computational thinking according to the components of technological thinking disposition. The experiment was conducted from September 2019 to February 2021 with 217 students of I Gifted School in Incheon, South Korea. The collected data were analyzed with Pearson's correlation coefficient using the statistical program R using Google COLAB. A summary of the study results is as follows. First, regarding the correlation between technological thinking ability, among the 6 components of technological thinking disposition, technological creativity and expression disposition and technological manipulation disposition show the highest correlation at 0.851. This shows that students who have an excellent ability to implement algorithms with new ideas or express them in various other attempts when implementing programs for gifted students also tend to enjoy program coding or have a tendency to like coding. Second, concerning the correlation between the technological thinking disposition and the sub-factors of computational thinking, some elements showed negative correlations and some had almost no correlation index. Students with high technological curiosity, however, tended to show a 0.287 in the parallelism factor compared to other factors. This showed a generally high trend. It can be said that students who want to know the functions, uses, forms, and characteristics of functions while implementing programs tend to have a better ability to divide large tasks into smaller tasks and process them simultaneously compared with other sub-elements of computational thinking. Third, regarding the correlation between computational thinking skills, the correlation between data analysis and pattern recognition was the highest at 0.637. This indicates that students who have an excellent ability to analyze a given coding problem also can find rules in data, showing that students at gifted schools in Korea tend to enjoy problem-solving.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"21 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140625905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A multimodal study of augmented reality in the architectural design studio","authors":"Alejandro Veliz Reyes","doi":"10.1007/s10798-024-09895-5","DOIUrl":"https://doi.org/10.1007/s10798-024-09895-5","url":null,"abstract":"<p>Architectural design representations comprise physical (models, drawings) and digital media (3D models). Multimodal combinations of physical and digital representations are commonplace in professional contexts such as design reviews or building sites, and ‘making sense’ of these assemblies requires complex socio-cognitive processes and professional expertise. In that context, this paper follows a ‘sense-making’ approach, and theorises the impact of multimodal representations in architectural design tutorials. Hybrid physical/digital representations have been built using Augmented Reality (AR) and utilised in dialogues between students’ groups and design tutors. Design tutorials have been documented through video, workshops, observational notes and interviews to generate a grounded theory through iterative and reflexive coding. Following a multimodal approach, the paper frames AR as an enabler and mediator of design communication, evidenced through multimodal choreographies of physical/digital media, speech and the individual and collective performances of participants’ bodies and actions in space. The resulting theory is composed of 7 concepts outlining the impact of AR in multimodal architectural communication, including the major constructs ‘AR-mediated Interaction’ and ‘Augmented Pedagogies’. The paper outlines this conceptual taxonomy and provides fieldwork evidence supporting a methodological shift from technology-focused to sense-making observations of technology in design activity.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"92 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140625755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of a STEM integrated curriculum on design thinking dispositions in middle school students","authors":"Dina Thomason, Pei-Ling Hsu","doi":"10.1007/s10798-024-09894-6","DOIUrl":"https://doi.org/10.1007/s10798-024-09894-6","url":null,"abstract":"<p>STEM, the integration of science, technology, engineering, and mathematics subjects is a popular topic as schools grapple with how to best prepare students for an ever-evolving society. As societal and technological challenges emerge, design thinking has been lauded as a method to enable people to help tackle those challenges. The steps of the design thinking process, <i>empathize, define, ideate, prototype</i> and <i>test</i> align with engineering design and can be used as a problem-solving method in classrooms to help promote creativity, critical thinking, and collaboration. The purpose of this explanatory sequential mixed methods study was to better understand if a STEM integrated curriculum helps promote design thinking in middle schoolers. The study compared two middle school groups, one that uses an integrated STEM curriculum and one that does not. Quantitative data was collected using the design thinking disposition survey through pre and post testing. Qualitative data was collected through free response questions and student and teacher interviews. There was no difference found in the change of design thinking dispositions between students at the two schools, however both groups scored lowest on the design thinking disposition of <i>prototype.</i> Free response questions showed that students at the STEM integrated school perceived an increased ability to design solutions to problems. Student and teacher interviews highlighted benefits of using a STEM integrated curriculum including providing collaborative opportunities to solve hands-on, open-ended problems. How a STEM integrated curriculum can develop design thinking should continue to be examined.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"59 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Documentation is now so ingrained in me”: how students interpret and value documentation in creative learning domains","authors":"Yinmiao Li, Xiaoyang Zhou, Daragh Byrne, Marti Louw","doi":"10.1007/s10798-024-09889-3","DOIUrl":"https://doi.org/10.1007/s10798-024-09889-3","url":null,"abstract":"<p>Within creative domains in studio- and project-based education, documentation is often central to demonstrating outcomes, process, and progress. Despite much prior work into the instructional practices, technologies, and tools that support cultivating documentation practices, no prior work explores the student valuing and perception of documentation. To address this, we deploy a design probe to elicit and externalize conceptions of documentation with the same cohort of students in two semesters. Eleven participants engaged in higher education undergraduate programs completed the study. We focus our analysis on one activity — listing and ranking documentation’s perceived values. Through our analysis, we developed and validated a robust codebook for students’ values. We demonstrate the values of documentation to be coherent across background, time, and experience of the student participants. We also share insights on nine main roles documentation plays for students and discuss how documentation plays not only an important role in communicating creative work to diverse stakeholders but in building self-confidence, motivation, and affect for project-based and hands-on exploration.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"22 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of STEM curriculum on students’ engineering design abilities and attitudes toward STEM","authors":"","doi":"10.1007/s10798-024-09883-9","DOIUrl":"https://doi.org/10.1007/s10798-024-09883-9","url":null,"abstract":"<h3>Abstract</h3> <p>While it has been recognized that science, technology, engineering, and mathematics (STEM) education requires an interdisciplinary approach, integrating multiple subjects in a meaningful way remains challenging for teachers. This study aimed to design a STEM curriculum, emphasizing explicit and continuous scaffolding of students’ reflection on scientific and engineering knowledge. The primary goal was to foster knowledge integration in their engineering designs and enhance their attitudes toward STEM. The study involved fifty tenth-grade students who were guided to discuss and reflect on relevant scientific and engineering knowledge and to apply mathematics for data collection and analysis during the design of their technology products. The research instruments included an assessment of the progression of knowledge integration in students’ engineering designs through student journals and pre- and post-test surveys on attitudes toward science, technology, engineering, and the learning environment. The results reveal that the introduction and explicit scaffolding students’ reflection on scientific and engineering knowledge led to a gradual improvement in knowledge integration within their engineering designs. Students also significantly enhanced their attitudes toward STEM and the learning environment compared to the general school curriculum. This study contributes to interdisciplinary learning that promotes the integration of scientific and engineering knowledge in students' engineering design processes, and to interdisciplinary assessment that evaluates students' knowledge integration across learning progressions and outcomes.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140153728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kindergarten Teachers’ Perceptions of AI Literacy Education for Young Children","authors":"Jiahong Su","doi":"10.1007/s10798-024-09876-8","DOIUrl":"https://doi.org/10.1007/s10798-024-09876-8","url":null,"abstract":"<p>Educators and researchers have increasingly recognized the importance of AI literacy. Despite the growing body of AI literacy literature, the challenges and enablers for introducing AI literacy for kindergarten children is still underexplored and undertheorized in early childhood education. It is critical to understand the challenges and enablers associated with promoting AI literacy and perceptions in kindergartens needs to be further researched and evaluated. This study aims to identify teachers’ views on the importance of AI literacy in kindergartens and the challenges and enablers of promoting AI literacy in kindergartens. Data was collected from 15 teachers through individual interviews. It was found that the four main challenges of promoting AI literacy in kindergarten classrooms, including lack of school support, lack of children’s comprehensive ability, insufficient teacher knowledge of AI, and lack of curriculum guidelines. The three main enablers of promoting AI literacy in kindergarten classrooms are government support, school support, and social needs. We also found that more than half of teachers in this study considered AI literacy education is crucial for kindergarten children. This study develops an AI literacy policy framework for young children that includes three dimensions—governance, pedagogical, and operational and management. Based on the findings, suggestions for educators, curriculum developers, policymakers, and researchers are discussed.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"20 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140153734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching requirements: Can a short lecture make a real difference?","authors":"Maria Vittoria Elena, Joshua D. Summers","doi":"10.1007/s10798-024-09885-7","DOIUrl":"https://doi.org/10.1007/s10798-024-09885-7","url":null,"abstract":"<p>This study explores the influence that an educational intervention has on students generating requirements for a design task. An experiment was performed in a fourth-year mechanical engineering design course by giving the participants a design problem from which they had to generate a list of requirements. A lecture on requirements was given and then the students were given a second problem. The two problems were tested for similarity. The data was evaluated using ideation metrics of variety, novelty, and quantity adapted to this study. Variety was assessed using eighteen categories to classify each requirement. Novelty was evaluated on the level of uniqueness of the requirement against the complete set generated, based on both syntax and semantic filtering. Findings suggest that the lecture had a positive impact on the students in increasing the variety of the requirement. All novel requirements belonged to the activity performed after lecture. Finally, the quantity of the requirements generated after the lecture were found to be statistically significantly higher. It is shown through a second study that the students before the lecture performed similarly to practicing engineers with three or more years of experience. This suggests that using undergraduate students in the final year of their program may be adequate as surrogates for engineering practitioners for requirement identification studies. This is an important methodological contribution for the engineering design research community to justify the use of students as participants in experimental studies.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140153741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}