Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 5, 2006. Dissertation Committee: Beverly Rich (chair), Sherry Meier, Norma Presmeg. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 296 p.; also includes graphics (some col.). Includes bibliographical references (p. 266-287). Available online via OhioLINK's ETD Center

Thesis (M.S.)--Brigham Young University. School of Technology, 2005. / Includes bibliographical references (p. 63-67).

Thesis (Ph.D.)--Ohio University, August, 2009. / Title from PDF t.p. Includes bibliographical references.

This thesis is concerned with the knowledge and skill requirements to teach technology education. Technology education has an important part to play in the UK economy. There is great demand to produce a technologically skilled workforce and secondary school technology education is a key element in the supply of skilled engineering technicians and graduates. Whilst there have been improvements in the number of pupils choosing to study mathematics and science there has been a decline in those studying technology. The work in this thesis has focused on the subject of Design and Technology as it provides pupils with the majority of their compulsory technology education in England. This thesis is comprised of four studies, adopting a mixed-methods approach. The first study characterised the background knowledge of Design and Technology teachers through a demographic analysis. In the second study observations were made on the adoption and teaching of a novel technology resource by trainee teachers. The third study analysed the opinions of teachers who attended a subject knowledge enhancement professional development course. In the fourth study the results of the previous studies were explored in further detail to triangulate findings and to test assumptions. In the first study the admissions data of 341 trainee Design and Technology teachers over the academic years 2000-2001 and 2013-2014 inclusive was analysed. The key finding of this analysis was that 81% of Design and Technology teachers have their entry qualification in creative arts and design and not in a technology subject. This misalignment of subject knowledge was discussed to be a result of the existing training standards and hypothesised to be contributory to the lack of technology teaching, and over emphasis of design in Design and Technology. The second study used observational methods to record how three trainee teachers adopted and taught lessons using a novel technology resource created for the study. The resource was designed to teach laser cutting and the design of mechanical systems. Subsequent analysis revealed the difficulties participants had in understanding and teaching the technology aspects of the projects. The existing practice, and collective knowledge of teachers within the schools used in the study were found to create obstacles for the trainees in trying to implement technological content. The third study developed a new professional development course for teachers to address the issues observed in the second study. The quantitative and qualitative data was obtained from 20 participant design and technology teachers before, during and after the course. Participants reported to be confidence in teaching technology, yet were unable to demonstrate a deep understanding of the subject content. Participants engaged with the procedural knowledge aspects of the course but not with the conceptual knowledge. They considered many aspects of technological and engineering content to be irrelevant to pupils. The fourth, and final, study developed questionnaires to assess teacher and pupil reactions to the provision of 57 different technology projects resources and training sessions to 82 schools across London. Useable data were generated from 33 teachers and 458 pupils. Measurements of teachers confidence in teaching the new Technology National Curriculum revealed that teachers strengths were the making of products. The weaknesses were teaching modern mechanical and electrical systems. Pupils motivation towards technology revealed positive attitudes, but they were unaffected by resources teachers considered to be novel. This study was used to triangulate the findings of the previous study and validate the claims made. The major contribution to knowledge of this thesis is the quantified description and analysis of teachers technology knowledge. The interrelationships of the distinct teacher knowledge domains were analysed to discover how they affect technology education. The main conclusion of this study is that teachers have difficulties in developing and teaching technology based schemes of work to meet the National Curriculum requirements. However, teachers appear unaware of this situation and consider themselves confident in teaching the technology curriculum topics. These difficulties have been caused by teachers lack of compatible background subject knowledge, and were evident in the teaching of projects without secure technology content. This thesis recommends that a significant intervention is required to provide support to Design and Technology teachers to develop their knowledge and skills in teaching technology.

Esta dissertação tem por objetivo explicitar e problematizar os conceitos de Álvaro Vieira Pinto, em específico os de “maravilhamento” e “embasbacamento” encontrados em sua obra “Conceito de tecnologia”, a partir de uma análise dos dados resultantes de pesquisa com uma turma de alunos e seus professores da graduação tecnológica da Fatepa (Faculdade de Tecnologia Porto Alegre), utilizando tablets ao longo do segundo semestre do curso de Graduação Tecnológica de Gestão de Recursos Humanos. Segue-se com a observação da participação, seguida de entrevistas com cinco alunos usuários de tablets e conversas no ambiente acadêmico acerca dos usos do equipamento em sala de aula. Assim, respeitando seus momentos históricos, percorre-se o caminho em busca de respostas, na tentativa de verificar a contemporaneidade destes conceitos. Para auxiliar nesta caminhada, utilizam-se, entre outros, como apoio teórico, os autores Paulo Freire, Gaudêncio Frigotto e Álvaro Vieira Pinto. Os dados coletados foram interpretados segundo os princípios da dialética, utilizando a técnica da triangulação. Os resultados da pesquisa explicitaram que os sujeitos pesquisados maravilham-se e se embasbacam com os equipamentos de engenho tecnológico; entretanto, foi evidenciado o potencial criativo e solidário no processo de ensino aprendizado pelos sujeitos e o importante papel do educador como fio condutor nas práticas pedagógicas, buscando um despertar na utilização das tecnologias de comunicação e informação (TIC’s) e possibilitando a integração qualitativa na educação. Ao se verificar a apropriação do conhecimento nos tablets pelos alunos, e suas visíveis transformações, obtiveram-se algumas pistas possíveis para a continuação desse caminhar. / This paper aims to describe and discuss the concepts of Alvaro Vieira Pinto, in special the "marvel" and "astonishment" ones found in his book "Technology Concept", from an analysis of data obtained from research with a group of students of technological graduation of Fatepa (Faculdade de Tecnologia Porto Alegre) using tablets, during the second half of Human Resource Management Technology Graduate course and their teachers. It describes the viewing participation followed by interviews with five students users of tablets and conversations in academia about this equipment uses in the classroom. Thus, respecting its historical moments, it is seeking answers in an attempt to verify the contemporaneity of these concepts. To support this journey, it is employed, among others, as theoretical support, the authors Paulo Freire, Gaudêncio Frigotto and Alvaro Vieira Pinto. The collected data were interpreted according to the principles of dialectical using the technique of triangulation. The search results made explicit that the research subjects marvel and astonish with technological equipment. However it was evidenced the creative and supportive potential in the teaching learning process by the students and the important role of the teacher as a guide in pedagogical practices seeking an awakening in the use of information and communication technologies (ICT) and enabling the qualitative integration in education. To verify the appropriation of knowledge in tablets by students and their visible transformation, one can achieve some possible clues to the continuity of this journey.

Esta dissertação tem por objetivo explicitar e problematizar os conceitos de Álvaro Vieira Pinto, em específico os de “maravilhamento” e “embasbacamento” encontrados em sua obra “Conceito de tecnologia”, a partir de uma análise dos dados resultantes de pesquisa com uma turma de alunos e seus professores da graduação tecnológica da Fatepa (Faculdade de Tecnologia Porto Alegre), utilizando tablets ao longo do segundo semestre do curso de Graduação Tecnológica de Gestão de Recursos Humanos. Segue-se com a observação da participação, seguida de entrevistas com cinco alunos usuários de tablets e conversas no ambiente acadêmico acerca dos usos do equipamento em sala de aula. Assim, respeitando seus momentos históricos, percorre-se o caminho em busca de respostas, na tentativa de verificar a contemporaneidade destes conceitos. Para auxiliar nesta caminhada, utilizam-se, entre outros, como apoio teórico, os autores Paulo Freire, Gaudêncio Frigotto e Álvaro Vieira Pinto. Os dados coletados foram interpretados segundo os princípios da dialética, utilizando a técnica da triangulação. Os resultados da pesquisa explicitaram que os sujeitos pesquisados maravilham-se e se embasbacam com os equipamentos de engenho tecnológico; entretanto, foi evidenciado o potencial criativo e solidário no processo de ensino aprendizado pelos sujeitos e o importante papel do educador como fio condutor nas práticas pedagógicas, buscando um despertar na utilização das tecnologias de comunicação e informação (TIC’s) e possibilitando a integração qualitativa na educação. Ao se verificar a apropriação do conhecimento nos tablets pelos alunos, e suas visíveis transformações, obtiveram-se algumas pistas possíveis para a continuação desse caminhar. / This paper aims to describe and discuss the concepts of Alvaro Vieira Pinto, in special the "marvel" and "astonishment" ones found in his book "Technology Concept", from an analysis of data obtained from research with a group of students of technological graduation of Fatepa (Faculdade de Tecnologia Porto Alegre) using tablets, during the second half of Human Resource Management Technology Graduate course and their teachers. It describes the viewing participation followed by interviews with five students users of tablets and conversations in academia about this equipment uses in the classroom. Thus, respecting its historical moments, it is seeking answers in an attempt to verify the contemporaneity of these concepts. To support this journey, it is employed, among others, as theoretical support, the authors Paulo Freire, Gaudêncio Frigotto and Alvaro Vieira Pinto. The collected data were interpreted according to the principles of dialectical using the technique of triangulation. The search results made explicit that the research subjects marvel and astonish with technological equipment. However it was evidenced the creative and supportive potential in the teaching learning process by the students and the important role of the teacher as a guide in pedagogical practices seeking an awakening in the use of information and communication technologies (ICT) and enabling the qualitative integration in education. To verify the appropriation of knowledge in tablets by students and their visible transformation, one can achieve some possible clues to the continuity of this journey.

Os ensinos técnicos e tecnológicos estão em pauta nas discussões e decisões governamentais. Esta pesquisa investiga o encontro entre a educação de língua inglesa e esses ensinos. Por meio de metodologias qualitativas de cunho etnográfico, analiso as visões de dois professores e de diversos alunos de duas escolas, uma escola técnica de nível médio e uma faculdade de tecnologia do ensino superior, pertencentes a um centro educacional tecnológico no Estado de São Paulo. Nesta, respondo a duas perguntas de pesquisa: qual é a percepção dos alunos e professores do segmento escolar técnico/tecnológico da presença da língua inglesa na sociedade? E qual é o reflexo da relação língua inglesa e sociedade neoliberal globalizada nos contextos de educação técnica/tecnológica, considerando-se a premissa da formação crítica na sociedade atual? Com base nas interpretações de dados, esta tese defende que as duas escolas investigadas têm realizado um trabalho educacional por meio das aulas de inglês que visa, concomitantemente, a formação tecnológica/instrumental, cidadã e crítica. A contribuição desta pesquisa é mostrar que esses contextos constituem espaços de mudança e que visam uma formação cidadã dos alunos, como indicado em suas diretrizes. Exponho este estudo em duas partes. A primeira parte apresenta uma introdução, na qual contextualizo o campo e as metodologias envolvidas na investigação sobre a língua inglesa, e as raízes teóricas desse estudo, embora a teorização se estenda ao longo dos capítulos, tecidos com dados, análise e reflexões. A segunda parte se constitui por cinco capítulos. Os sentidos construídos nesta parte se pautam em dados que me levaram a interpretações e compreensões sobre: as questões acerca do neoliberalismo que influencia os discursos sobre a língua inglesa, discutidas no primeiro capítulo; o ensino de língua inglesa e a educação na sociedade atual, ensino este analisado no contexto das relações globais-locais (glocais) e que é apresentado no segundo capítulo; a relação pedagogia convencional/tradicional e a pedagogia crítica analisada no ensino de língua inglesa no referido contexto de investigação, o que me permitiu reflexões e revisitas conceituais no terceiro capítulo; a adequação de uma proposta de formação crítica no contexto de educação técnica/tecnológica, numa análise que conta com as teorias dos novos letramentos e das novas tecnologias (NTICs) para a investigação da prática, compondo o quarto capítulo e da problematização da prática dessas teorias e respectivas perspectivas culturais no desenvolvimento de uma cidadania ativa, o que constitui o quinto capítulo. Ancorado nos movimentos educacionais contemporâneos, concluo afirmando que os novos letramentos, somados às práticas pedagógicas existentes nos ensinos técnicos/tecnológicos, podem colaborar com propostas educacionais renovadas. / The technical education and the technology/vocational education are at stake in government decisions and discussions. This research investigates the encounter between English language education and the technical and vocational education. Based on qualitative ethnographic methodologies, I analyze the discourses of two teachers and several students from two schools - a secondary level technical school and a faculty of technology both belonging to a technology educational institution in the State of São Paulo . Through this approach I seek to answer two main research questions: what is the perception of students and teachers from these schools in relation to the presence of English language in society? And how is the relationship between the English language and globalized neoliberal society reflected in technical/technology education, with regard to the premise of the necessity of critical education in today\'s society? Based on interpretations of data, this thesis argues that both schools have developed a pedagogical approach aimed at instrumental teaching at the same time as it focuses on citizenship and critical education. The contribution of this thesis is to suggest that these contexts provide spaces for change and that vocational education can contribute to students citizenship education, as indicated in its official orientations. I present this study in two parts. The first one comprises the introduction, the contextualization, the methodologies, and some theoretical roots of this research. The second part comprises the analysis of data intertwined with more theoretical grounding. In the first chapter, I discuss the influence of the neoliberal discourse on English language teaching and learning. In the second one, the interpretative analysis focuses on English language teaching and education in current society, in particular the notion of the global-local, or the glocal. In the third part I present an analysis based on a revisited critical pedagogy. I reflect upon some views of conventional/traditional pedagogy and critical pedagogy through English language education. The new literacies and new technologies (ICTs) are the focus of the fourth chapter. In the fifth and final chapter I reflect upon the concepts of culture and citizenship within foreign language education contexts. I understand that education, culture and citizenship should be in dialogue if they are to contribute to new teachings and new learnings. Based on contemporary educational movements, I conclude by stating that the new literacies, added to the existing pedagogical practices of this educational institution, might produce new educational proposals, which comprise the transformative dimensions of schooling.

Esta dissertação tem por objetivo explicitar e problematizar os conceitos de Álvaro Vieira Pinto, em específico os de “maravilhamento” e “embasbacamento” encontrados em sua obra “Conceito de tecnologia”, a partir de uma análise dos dados resultantes de pesquisa com uma turma de alunos e seus professores da graduação tecnológica da Fatepa (Faculdade de Tecnologia Porto Alegre), utilizando tablets ao longo do segundo semestre do curso de Graduação Tecnológica de Gestão de Recursos Humanos. Segue-se com a observação da participação, seguida de entrevistas com cinco alunos usuários de tablets e conversas no ambiente acadêmico acerca dos usos do equipamento em sala de aula. Assim, respeitando seus momentos históricos, percorre-se o caminho em busca de respostas, na tentativa de verificar a contemporaneidade destes conceitos. Para auxiliar nesta caminhada, utilizam-se, entre outros, como apoio teórico, os autores Paulo Freire, Gaudêncio Frigotto e Álvaro Vieira Pinto. Os dados coletados foram interpretados segundo os princípios da dialética, utilizando a técnica da triangulação. Os resultados da pesquisa explicitaram que os sujeitos pesquisados maravilham-se e se embasbacam com os equipamentos de engenho tecnológico; entretanto, foi evidenciado o potencial criativo e solidário no processo de ensino aprendizado pelos sujeitos e o importante papel do educador como fio condutor nas práticas pedagógicas, buscando um despertar na utilização das tecnologias de comunicação e informação (TIC’s) e possibilitando a integração qualitativa na educação. Ao se verificar a apropriação do conhecimento nos tablets pelos alunos, e suas visíveis transformações, obtiveram-se algumas pistas possíveis para a continuação desse caminhar. / This paper aims to describe and discuss the concepts of Alvaro Vieira Pinto, in special the "marvel" and "astonishment" ones found in his book "Technology Concept", from an analysis of data obtained from research with a group of students of technological graduation of Fatepa (Faculdade de Tecnologia Porto Alegre) using tablets, during the second half of Human Resource Management Technology Graduate course and their teachers. It describes the viewing participation followed by interviews with five students users of tablets and conversations in academia about this equipment uses in the classroom. Thus, respecting its historical moments, it is seeking answers in an attempt to verify the contemporaneity of these concepts. To support this journey, it is employed, among others, as theoretical support, the authors Paulo Freire, Gaudêncio Frigotto and Alvaro Vieira Pinto. The collected data were interpreted according to the principles of dialectical using the technique of triangulation. The search results made explicit that the research subjects marvel and astonish with technological equipment. However it was evidenced the creative and supportive potential in the teaching learning process by the students and the important role of the teacher as a guide in pedagogical practices seeking an awakening in the use of information and communication technologies (ICT) and enabling the qualitative integration in education. To verify the appropriation of knowledge in tablets by students and their visible transformation, one can achieve some possible clues to the continuity of this journey.

Abstract This research thesis aimed to deepen understanding about the nature of technology and its possible correspondence to the constructivist notion of learning. Since technology education is a relatively new subject area in general education and still in an emerging phase in various countries, it provided some interesting opportunities to take into account the latest developments in educational psychology in relation to the development of teaching technology. Moreover, this thesis aimed at finding ways for technology education to provide possibilities to learning environments where the nature of technology could be integrated effectively into the current notion of children as active agents in their learning processes. The thesis was based on two Case Studies. Both of the Case Studies were carried out on the primary school level. The overall purpose of Case Study I was to consider automation technology and its teaching as a subject-matter area in developing technology education in Finland. In Case Study II the purpose was to explore the influences of socio-cultural interaction on children's thinking and actions in prescribed and open problem-solving situations while they were technologically creating a particular product which used sound for a chosen purpose. Case Study II also involved English schoolchildren. Teaching methods throughout the thesis were based on the assumption that constructivist-driven, open, and creative problem solving, as well as children-centered approaches, are especially suitable for technology education. This assumption arises from the notions that innovation and problem solving are important in technological processes and that technology has usually emerged as a response to human needs and wants. Consequently, design briefs were developed to provide open, children-centered problem solving based on the acute needs found in the children's own living environment. In both of the Case Studies multiple data collection procedures were applied. In Case Study I data were collected by means of group observations documented in videotaped recordings, written field notes and project files saved by the students. Moreover, In Case Study II data were collected in terms of photographs of the pupils' final outcomes, including pupils' design folders and product evaluations, the teacher's teaching notes, teacher's lesson evaluation notes, the researcher's field notes based on observations and a questionnaire. The methodological perspective in both of the Case Studies was qualitative in nature and grounded on inductive and interpretative data-based analysis. The analysis employed an open search for categories, concepts and patterns emerging from the data. The inductive interpretative analysis process enabled the results to be framed as empirical assertions. In addition to the assertions the results of Case Study I detailed content classifications of the substance in the focus were included as well. The assertions and the classifications were supported by evidentiary examples taken from the data. The supporting examples were interpreted from the viewpoint of the research problems. The results of the thesis suggested that in technology education it is important for children to be able to work and learn in a way that fosters open problem solving with innovation and divergent thinking. In technology education the design briefs and task allocations should be open enough to allow the children to explore their own living environment in order to find problems that need to be solved. Actually, in technology education, according to the nature of technology, there should not be right answers to the posed questions, but rather appropriate solutions to emerging problems. Moreover, teaching methods adjusted according to the nature of technology ensure naturally that the children are treated as active, intentional and goal-directed humans whose activities are driven by human volition. / Tiivistelmä Tämä tutkimus pyrki syventämään ymmärtämystä teknologian luonteesta ja sen mahdollisesta vastaavuudesta konstruktivistiseen oppimiskäsitykseen. Teknologiakasvatus on suhteellisen uusi ala yleissivistävässä koulutuksessa ja se on edelleen sukeutuvassa vaiheessa useissa maissa. Tällainen tilanne antoi mielenkiintoisia mahdollisuuksia ottaa huomioon viimeisimpiä oppimispsykologisia virtauksia suhteessa teknologian opetuksen kehittämiseen. Lisäksi tutkimus pyrki etsimään teknologiakasvatukselle mahdollisuuksia sellaisten oppimisympäristöjen luomiseen, joissa teknologian luonne voitaisiin tehokkaasti integroida nykyiseen käsitykseen lapsista oppimisprosessiensa aktiivisina tekijöinä. Tämä tutkimus perustui kahteen tapaustutkimukseen (Case Studies). Kummatkin tapaukset toteutettiin peruskoulun ala-asteella. Ensimmäiseen tapauksen (Case Study I) yleisenä tarkoituksena oli tarkastella automaatioteknologiaa ja sen opetusta sisältöalueena osana teknologiakasvatuksen kehittämispyrkimyksiä. Toisessa tapauksessa (Case Study II) tarkoituksena oli tutkia sosio-kulttuurillisen vuorovaikutuksen vaikutusta lasten ajatteluun ja toimintaan avoimissa ja suljetuissa ongelmanratkaisutilanteissa. Tässä tapauksessa lapset tekivät valittavaan tarkoitukseen ääntä tuottavia laitteita ja siihen osallistui myös englantilaisia koululaisia. Tutkimuksessa käytetyt opetusmetodit perustuivat oletukseen, että konstruktivismiin pohjautuvat, avointa ja luovaa ongelmanratkaisua sekä oppilaskeskeisyyttä korostavat lähestymistavat ovat erityisen soveliaita teknologiakasvatuksessa käytettäviksi. Tämä oletus nousee käsityksestä, jossa innovatiivisuus ja ongelmanratkaisu ovat tärkeitä teknologisille prosesseille ja että teknologia esiintyy vastauksena ihmisen tarpeisiin. Oppilaille annetut tehtävät määriteltiinkin sellaisiksi, että ne mahdollistivat avoimen, oppilaskeskeisen ongelmanratkaisun perustuen lasten omasta elinpiiristään esiin nousevien tarpeiden tyydyttämiseen. Molemmissa tapauksissa tutkimusaineistoa kerättiin usealla eri tavalla. Ensimmäisessä tapauksessa tutkimusaineistoa kerättiin oppilasryhmiä havainnoimalla mm. videonauhoituksin ja kenttäpäiväkirjaa kirjoittamalla sekä tallentamalla levykkeelle ryhmien projektissa luomat tiedostot. Tämän lisäksi toisessa tapauksessa tutkimusaineistoa kerättiin valokuvaamalla oppilaiden suunnittelukansiot tuotteen itse arviointeineen ja heidän valmistamansa työt. Tässä tapauksessa tallennettiin myös opettajan opetuksestaan tekemiä havaintoja ja arviointeja, tutkimuspäiväkirjaan tehdyt observointimuistiinpanot sekä oppilaille järjestetyn kyselyn tulokset. Molemmat tapaukset olivat metodologisesti laadullisia tutkimuksia ja perustuivat induktiiviseen ja tulkitsevaan aineistopohjaiseen analyysiin. Analyysissä kiinnitettiin huomiota nimenomaan tutkimusaineistosta esiin nouseviin käsitteisiin, lainalaisuuksiin ja säännönmukaisuuksiin. Tutkimuksen metodologinen valinta mahdollisti tulosten esittämisen empiirisinä väittäminä, joita tuettiin tutkimusaineistosta otetuilla esimerkeillä. Empiiristen väittämien lisäksi ensimmäisen tapauksen tulokset sisältävät tutkimusaineistosta esiin nousseita luokituksia analyysin kohteena olevista painotuksista. Sekä empiirisiä väittämiä, että luokituksia tuettiin tutkimusaineistosta otetuilla esimerkeillä. Esimerkit myös tulkittiin tutkimusongelmien näkökulmasta katsottuna. Tutkimuksen tuloksista voidaan päätellä, että teknologiakasvatuksessa on tärkeää antaa lapsille mahdollisuuksia työskennellä ja oppia tavalla, joka kehittää innovatiivista avointa ongelmanratkaisua ja divergenttiä ajattelua. Tässä mielessä annetut tehtävät tulisi olla niin avoimia, että lapsien olisi mahdollista löytää omasta elinpiiristään ratkaisua vaativia ongelmia. Itse asiassa teknologiakasvatuksessa, teknologian perusolemuksen mukaisesti, ei tulisi ollakaan vastauksia esitettyihin kysymyksiin, vaan tarkoituksemukaisia ratkaisuja esiintyviin ongelmiin. Lisäksi teknologian perusluonteen mukaiset opetusmenetelmät huomioivat lapsen sisäisesti toimintaan halukkaaksi motivoituneena ja aktiivisena sekä tarkoitus-ja päämäärähakuisena ihmisenä.