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ERIC Number: EJ923939
Record Type: Journal
Publication Date: 2005-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0957-7572
Technology Education as Solo Activity or Socially Constructed Learning
Dakers, John
International Journal of Technology and Design Education, v15 n1 p73-89 Apr 2005
There is a continuing perception that current educational arrangements for technology education in modern liberal democracies are at odds with its actual delivery in the classroom (Dakers & Doherty 2003). The "techne versus poiesis" tension (explained later) is one major contributor to this perception. Equally, the practice of "transmission versus constructivist" pedagogies contributes to the mismatch between policy and practice. This paper will investigate how factors relating to these two contributions affect the delivery of technological education. It will begin by discussing the derivation of the word "technology" and how its modern incarnation has become not only amorphous, but confusing for technology education, in that the term can be taken to mean production on the one hand or process on the other. It will then explore technology teachers' perceptions (and misperceptions) of what constitutes technology education, and discuss why this can lead to confusion. It will further consider how this can affect the pedagogy adopted. It will then examine two pedagogical frameworks which result from teachers' perceptions of technology education as either; a process of internalisation of technological skills and functions as representations exclusively within the mind and unique to the individual, thus solo, or; a process of technological skills and functions embedded in sociocultural activity in which cognition is distributed across the internal mind and the external environment. Finally, the paper will offer a framework for the delivery of technology education set within a "community of learners" paradigm.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A