Technology Education for Teachers -- TABLE OF CONTENTS -- 1. INTRODUCTION -- GENERAL EDUCATION -- TECHNOLOGY -- Technology and Value -- Technological Determinism -- STUDY OF TECHNOLOGY -- FROM TECHNOLOGY TO TECHNOLOGY EDUCATION -- Balance within Technology Education -- PHILOSOPHY OF TECHNOLOGY EDUCATION -- CONCLUSION -- REFERENCES -- AFFILIATION -- 2. PHILOSOPHY OF TECHNOLOGY -- INTRODUCTION -- DOMAINS IN THE PHILOSOPHY OF TECHNOLOGY -- Technology as Artefacts -- Technology as Knowledge -- Technology as Activities -- Technology as Values -- TECHNOLOGY EDUCATION AND THE PHILOSOPHY OF TECHNOLOGY -- APPROACHES TO TECHNOLOGY EDUCATION -- Orientation towards craft skills -- Orientation towards industrial production -- Orientation towards design -- Orientation towards 'high tech' -- Orientation towards application of science -- Orientation towards key competencies -- Orientation towards engineering concepts -- Orientation towards social aspects -- Blending of approaches -- IMPLICATIONS FOR TEACHING ABOUT TECHNOLOGY -- CONCLUSIONS -- REFERENCES -- AFFILIATION -- 3. TEACHING TECHNOLOGY -- INTRODUCTION -- TEACHER KNOWLEDGE -- Teaching and Teacher Effectiveness -- Teaching for Collaborative Learning -- The Role of Knowledge in Teaching -- Reflection on the Nature of Technological Activity -- Teacher Coping Strategies -- PEDAGOGICAL KNOWLEDGE FOR TECHNOLOGY EDUCATION -- Process or Content? -- Should we look at how designers work? -- Problem Solving and Design Processes: Their Relationship andsome General Ideas -- Styles of Teaching -- Pedagogic Implications -- Reflections -- REFERENCES -- AFFILIATION -- 4. LEARNING IN TECHNOLOGY -- INTRODUCTION -- RELEVANT LEARNING THEORY TO TECHNOLOGY EDUCATION WITHASSOCIATED IMPLICATIONS -- Sociocultural learning theory -- CONSTRUCTIVISM- SOCIALLY CONSTRUCTED LEARNING -- Zone of Proximal Development (ZPD) -- Scaffolding.

Co-construction -- Participatory Appropriation -- Participatory Appropriation -- Guided Participation -- Apprenticeship -- Situated Learning -- Enculturation -- Situated Cognition and Cognitive Apprenticeship -- Sociocultural Conflict Theory -- FUNDS OF KNOWLEDGE -- Implications for Technology -- LEARNING THROUGH INTERACTION -- Dialogue -- Grounding -- Interaction and Technology Education -- LEARNING FOR AND IN THE FUTURE -- Authentic Learning -- Guided Inquiry Learning -- AVOIDING 'MUCKY BROWN PAINT -- Integration and Technology -- TECHNOLOGY KNOWLEDGE AND SKILLS -- Teacher Knowledge -- Domain Knowledge and Skills -- Context -- PLANNING FOR LEARNING -- Identification of Context Free Learning -- FORMATIVE ASSESSMENT -- THE NATURE OF PROGRESSION -- CONCLUSION -- REFERENCES -- 5. DESIGN -- INTRODUCTION -- What do we mean by "design" and "designing"? -- Why is design education important? -- DESIGNERS AT WORK -- Distinguishing between designers -- Design, innovativeness and creativity -- WHAT IS DESIGN ABILITY? -- Defining design ability -- Design as a thinking process -- DESIGN EDUCATION -- Recent developments in design teaching -- The Concept of the Design Studio -- Student design ability and learning styles -- Student Centered Learning -- Experiential learning -- Problem-Based Learning (PBL) -- Project-Based Learning -- CONCLUSION -- REFERENCES -- AFFILIATIONS -- 6. EDUCATIONAL TECHNOLOGY ANDTECHNOLOGY EDUCATION -- INTRODUCTION -- TECHNOLOGICAL AND EDUCATIONAL TECHNOLOGY LITERACIES -- EDUCATIONAL COMPUTING -- EDUCATIONAL TECHNOLOGY AND STUDENT LEARNING -- EDUCATIONAL TECHNOLOGY AND INSTRUCTION -- CLASS ADMINISTRATION AND TECHNOLOGY -- EDUCATIONAL TECHNOLOGY AND ASSESSMENT -- EDUCATIONAL TECHNOLOGIES AND TECHNOLOGY EDUCATION -- INTEGRATED CURRICULUM -- MAKING INFORMED TECHNOLOGY CHOICES -- ISSUES AND FUTURE TRENDS -- CONCLUSION -- REFERENCES.

AFFILIATION -- 7. UNDERSTANDING ASSESSMENT ITSIMPORTANCE -- ITS DANGERS -- ITS POTENTIAL -- INTRODUCTION -- WHAT ARE YOUR MOTIVES? -- Formative assessment -- Summative assessment -- Diagnostic assessment -- Evaluative assessment -- MAKING GOOD ASSESSMENTS -- Test development -- The test marker -- The conundrum of validity and reliability -- The test administrator -- THE PROBLEM OF JUDGEMENT -- Norm referenced assessment -- MAKING MEANING WITH NORMS AND CRITERIA -- COMPARATIVE JUDGEMENT -- COMPARATIVE JUDGEMENT FOR ASSESSMENT -- The 'pairs engine' -- Assessment reliability -- The scalability of the process -- CONCLUDING THOUGHTS -- REFERENCES -- 8. TECHNOLOGY AND THE COMMUNITY -- INTRODUCTION -- COMPONENT ONE: THE CONNECTED CURRICULUM -- 1. STRUCTURAL FUNCTIONALIST PERSPECTIVE -- HUMAN CAPITAL TREE:A NARROW VIEW OF HOW EDUCATION CAN SERVICE SOCIETY'S NEEDS -- 2. STRUCTURAL MARXIST PERSPECTIVE -- 3. LIBERAL EDUCATORS' PERSPECTIVE -- 4. PROGRESSIVE EMANCIPATOR PERSPECTIVE -- COMPONENT TWO: EDUCATION FOR ENTERPRISE -- Education for Enterprise Technology Teaching Approach -- Education for Enterprise Whole School Approach -- COMPONENT THREE: DEVELOPING COMMUNITY PARTNERSHIPS -- Proverb: It Takes a Whole Village to Raise a Child -- School Community Partnerships -- UTILIZING RESOURCES (PLANNING AND MANAGEMENT) -- ENHANCEMENT OF TECHNOLOGY PROVISION -- RAISING THE PROFILE OF TECHNOLOGY -- CONCLUSION -- REFERENCES -- AFFILIATION -- 9. CURRICULUM DEVELOPMENT -- INTRODUCTION -- CURRICULUM CONSIDERATIONS -- Stakeholders and influences -- Government requirements -- Examination Boards -- Resource implications -- Approaches to implementation -- CURRICULUM INNOVATION -- Teachers and their visions -- Creative collaboration -- Developing interdisciplinary approaches -- DETAILING THE CURRICULUM -- Achieving breadth and balance -- Achieving progression.

Enabling differentiation -- Devising units of work -- Implementation -- Evaluation and revision -- CONCLUSION -- REFERENCES -- AFFILIATION -- 10. CONSIDERING SOME BIG ISSUES ANDTHE ROLE OF TECHNOLOGY EDUCATION INTRANSFORMATIONAL CHANGE -- INTRODUCTION -- THINKING ABOUT THINKING AND LEARNING TO LEARN -- Meta-cognition and Designerly thinking -- The role of the Technology Education teacher in transformational change -- Technology Teachers as agents of change -- TECHNOLOGY EDUCATION AND CHANGING WORLDS -- Disruptive technologies and transformational change -- Technology Education as an agent for change -- Technology Education and making sense of the world -- Technological Critique and Value Judgments -- Complexities of critique -- Teaching through value judgments and controversy -- Assumptions and decision making -- Technological Perspectives -- TECHNOLOGY EDUCATION AND GLOBAL CITZENSHIP -- Linear Model of Production -- Nature as Teacher: Circular Economy -- Technology Education and living systems thinking -- Technology Education and sustainable development -- TECHNOLOGY EDUCATION AND THE VALUE OF MAKING IN 21ST CENTURY -- Learning through making -- Making in the context of the industrial world -- Technology Education and emerging and 'smart' technologies -- Pedagogies for technological uncertainty -- TECHNOLOGY EDUCATION AND CHANGE -- REFERENCES -- AFFILIATION -- AUTHOR BIOGRAPHIES.