Teaching and Learning Technology

in Different Domains: Tradition 22

and Future Developments

Moshe Barak

Abstract
This chapter summarizes the eight chapters featured in part “Domains in Tech-
nology Education” in the Handbook of Technology Education.

Keywords
Domains of technology education • Instructional approach • Using information
and computer technologies

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Overview of the eight chapters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Introduction

Section three of the International Handbook comprises eight chapters referring to

teaching technology in several domains: textile, food, materials, robotics, electron-
ics, sketching and drawing, digital technologies, and the maker movement. Exam-
ining teaching technology in these domains is central to the discussion on the
objectives and methods of technology education, because teaching and learning, in
general, and technology education, in particular, are always context-bound and
cannot take place in a vacuum. The term “contextual learning,” which is derived

M. Barak (*)
Department of Science and Technology Education, Ben-Gurion University of the Negev, Beer
Sheva, Israel
e-mail: mbarak@bgu.ac.il

# Springer International Publishing AG 2018 283

M.J. de Vries (ed.), Handbook of Technology Education, Springer International
Handbooks of Education, DOI 10.1007/978-3-319-44687-5_69
284 M. Barak

from the constructivist learning theory, stresses the need to anchor teaching and
learning in students’ diverse life contexts.
An important angle for examining the chapters in the present section is the
contribution of each domain to achieving the objectives of technology education,
as often discussed in the literature (De Vries 2009; Mioduser 2009; Barak and
Hacker 2011). For example, supplying all citizens with core knowledge and skills
concerning technology and the artificial world; fostering higher-order capabilities
such as problem solving, critical thinking, creative thinking, and system thinking;
understanding the social–cultural dimensions of technological design and problem
solving; or reinforcing the learning of other school subjects such as natural sciences,
mathematics, or computer science.
A second aspect of examining the chapters in the present section is the instruc-
tional methodologies and the learning environment for technology education
discussed in each domain. The educational literature of the past few decades has
strongly emphasized the need to shift education from the traditional “instructivist”
teaching method to student-centered “constructivist” instructional strategies such as
project- or problem-based learning (PBL). However, one must take into account that
the notion of minimal guidance during learning does not always work, and students
must frequently reach some basic knowledge and skills in a certain subject before
being engaged effectively in PBL in this area (Kirschner et al. 2006). Therefore, it is
advisable to examine to what extent and how could educators implement construc-
tivist instruction strategies in teaching each domain.
A third perspective to examine the chapters included in the current section of the
International Handbook is the type and extent of using digital technologies or
information and computer technologies (ICT) in teaching and learning technology.
Today, it is difficult to think about teaching technology without using computer
technologies or ICT, for example, drawing, designing, simulating, or controlling
technological systems such as robots. Therefore, technology education is becoming
increasingly one of the most obvious learning areas where new technologies enhance
teaching and learning (De Vries 2009). This might increase the confusion between
the terms “technology education” and “educational technology,” in which educators
often use technology as a black box, without trying to understand what is in the box,
as expected in technology education.

Overview of the eight chapters

Now, let us briefly observe the content of the various chapters discussed in the
present section, and examine to what extent and how each chapter addressed the
points mentioned above or raised other interesting aspects of teaching and learning
technology emerging from each domain discussed in this section.
Marion Rutland examines the history of the teaching of food in England and its
current removal from technology education (D&T) for pupils aged 14–18 years. The
concept of food technology is explored as an intellectually challenging subject based
on an understanding of the properties of food in order to design and make food
22 Teaching and Learning Technology in Different Domains: Tradition and. . . 285

products, thus enabling pupils to develop basic practical cooking skills underpinned
by a scientific, technological, and nutritional understanding of food. Marion Rutland
shows that a rising concern regarding obesity in England has highlighted cooking as
a “life skill,” resulting in the introduction by the government of a new examination
for 16year olds outside D&T focused on learning cooking skills. The elimination of
food from D&T for pupils aged 14 to 18 years is discussed. The author refers briefly
to the situation in other countries and suggests that food teaching plays an important
role in educating our children in the twenty-first century due to its complex nature
and wide-ranging objectives. The chapter stresses the value of exploring interna-
tionally what children should know, understand, and learn about food and how this
can be achieved successfully.
Belinda von Mengersen discusses the rapidly evolving and complex field of
textiles, suggesting many opportunities for the evolution of textiles application in
design and technology education. Opportunities discussed overview how the
expanding field of textiles research can inform critique through engagement with
sustainability and ethics and question the reduced “value” of textiles in contempo-
rary society. The author also addresses aspects such as how STEM projects can be
developed and integrated into interactive textile prototypes; how cultural textile
research and narrative can enable students’ understanding of the complexity of
textile design systems and the intriguing sociological role that textiles play in
society; and finally, how textile concepts can be used to explore design futures and
future thinking within design and technology.
Owain Pedgley and Bahar Sener take forward the central theme that materials are
selected for use in projects on the basis of a combination of technical capabilities and
experiential possibilities. They stress the need for materials within design and tech-
nology education to be built around “materials experience” as the first-hand generation
of materials knowledge, values, and skills to resolve real-world design problems. At
the heart of their work is a conviction that the “human” side of materials is an essential
differentiator for studying materials within a design and technology context.
Electronics is undoubtedly one of the central ingredients of modern technology.
Moshe Barak highlights a number of required reforms in teaching electronics in school
to reflect the technological and pedagogical changes of the twenty-first century. One
reform is, for example, the shift from teaching basic components such as the diode or
transistor to teaching broad technological systems and concepts such as control,
feedback, amplification, conversion, modulation, and filtering of electronic signals. A
second reform is the shift to using microcontrollers and programmable devices, which
replace traditional circuits and hardware. Another reform required in the electronics
class today is engaging students in project-based learning (PBL) as a substitute for
traditional teaching methods or doing predesigned lab experiments. In summary, this
chapter shows that electronics offers a rich, flexible, and friendly learning environment
for teaching technology and engineering in K-12 education and for fostering students’
broad competences such as design, problem solving, creative thinking, and teamwork.
Starting with a pedagogically extended view, Martin Fislake outlines the benefits
and options of teaching robotics. He gives access into teaching processes and the
contribution of robotics in education, differs between different understandings of
286 M. Barak

robotics and robots, shows the spectrum of the current technology, and opens a
connection to the history of robotics. The author discusses robotics as a tool and as a
concept for (general) education while he explains how to teach coding and building
mechanical/electronic artifacts using open materials or educational-driven robotics
systems. Finally, he presents an excursion to competitions and contests for educa-
tional robotics before finishing with an outlined sketch of future technology aspects.
Diarmaid Lane addresses the important role of freehand sketching within design
and technology education. Through an analysis of contemporary literature, she
examines the nature of sketching through a visual cognition lens and skill-building
intervention lens. The author explores the potential of sketching and drawing in the
classroom by providing details of activities that promote the use of sketching as a
problem-solving tool and conceptual design tool. Finally, Diarmaid explores the role
of pencil-and-paper-based sketching and its compatibility with digital technologies
in twenty-first century learning environments.
As digital technologies become more and more important in everyday life,
Jacques Ginestie shows that their generalization and banalization also develop
daily; they constitute the common environment of kids and impact school organi-
zations. Design and technology education (DTE) has been dealing for many years
with using computer technologies such as computer-aided-design (CAD) or digital
control of technological systems. The author points out that the development of the
possibilities of simulations and the ability to integrate more and more parameters are
increasing the opportunity to extend problem-solving approaches and project-based
methods. He discusses the impact of computer technologies on the teaching–learning
process in DTE and the applications of digital technologies on the practice of DTE in
general.
The maker movement in education, which has a history of 100 years, now enjoys
wide acceptance in many countries worldwide. Paulo Blikstein identifies the con-
ceptual and technological pillars – such as constructionism and low-cost technolo-
gies – that have enabled the maker movement and five societal trends that made it
possible for the movement to achieve large dissemination in education, such as a
greater acceptance of progressive education and changes in the global economy.
Blikstein then discusses educationally sound design principles for makerspaces, as
well as strategies for adoption in large educational systems, such as the inclusion in
national standards and the local generation of maker curricula by schools.

Conclusions

The collection of chapters in the present section in the International Handbook

examines in depth the expected changes in technology education in a number of
domains in light of the pedagogical and technological changes taking place at the
beginning of the twenty-first century. Hopefully, this analysis will contribute to
empowering the role of technology education as part of general education in the
long run.
22 Teaching and Learning Technology in Different Domains: Tradition and. . . 287

References
Barak, M., & Hacker, M. (2011). Fostering human development through engineering and
technology education. Rotterdam: Sense Publishers.
De Vries, M. (2009). The developing filed of technology education: An introduction. In A. T. Jones
& M. J. de Vries (Eds.), International handbook of research and development in technology
education (pp. 1–9). Rotterdam: Sense Publishers.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does
not work: An analysis of the failure of constructivist, discovery, problem-based, experiential,
and inquiry-based teaching. Educational Psychologist, 41, 75–86.
Mioduser, D. (2009). Learning technological problem solving – A cognitive/epistemological per-
spective. In A. T. Jones & M. J. de Vries (Eds.), International handbook of research and
development in technology education (pp. 391–406). Rotterdam: Sense Publishers.