Article | PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012 | Reading Technological Artifacts: Does technology education help?

Title:
Reading Technological Artifacts: Does technology education help?
Author:
Vicki Compton: The University of Auckland, New Zealand Ange Compton: The University of Auckland, New Zealand Moira Patterson: The University of Auckland, New Zealand
Download:
Full text (pdf)
Year:
2012
Conference:
PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Issue:
073
Article no.:
015
Pages:
126-134
No. of pages:
9
Publication type:
Abstract and Fulltext
Published:
2012-06-18
ISBN:
978-91-7519-849-1
Series:
Linköping Electronic Conference Proceedings
ISSN (print):
1650-3686
ISSN (online):
1650-3740
Publisher:
Linköping University Electronic Press; Linköpings universitet


Export in BibTex, RIS or text

Reading technological artifacts is recognised internationally as an important aspect in developing technological literacy. To be read – or critically interpreted; these artifacts are required to be understood as much more than an ’entity as such’. Instead; they must be seen as the embodiment of design and purpose and located in the complex socio-cultural milieu of their inception; development and use.

Philosophical attempts to guide critical interpretations have been supported by focusing on the interrelated dual (physical and functional) nature of technological artifacts (Kroes & Meijers; 2000; de Vries; 2005; Vaesen; 2008). This aspect of the philosophy of technology is the basis of the New Zealand curriculum achievement objectives related to the Nature of Technology strand component known as ’Characteristics of Technological Outcomes’ (Ministry of Education; 2007). In this component significant emphasis is placed on students developing understanding of the interrelated physical and functional nature of technological outcomes (or artifacts) and how these outcomes are understood as embedded in their social and historical context.

Exploration into students’ ability to read technological artifacts has been a part of a number of research projects undertaken in New Zealand over the last eight years. This focus has been continued in our latest research– the Technological Literacy: Implications for teaching and learning (TL: Imps) project. In this paper; we share our early findings related to reading technological artifacts and discuss these in terms of previous national and international research findings.

Keywords: Technological Artifacts; Technological Literacy; Physical and Functional Nature; Critical Interpretation

PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Author:
Vicki Compton, Ange Compton, Moira Patterson
Title:
Reading Technological Artifacts: Does technology education help?
References:

Compton; V. J.; & Compton. A. (2011a). Teaching the nature of technology: Determining and supporting student learning of the philosophy of technology. International Journal of Design and Technology Education. Published online August 2011.


Compton; V; J.; & Compton. A. (2011b) Progression in the knowledge and philosophy of technology. In de Vries; M. (Ed.) Positioning technology education in the curriculum. International technology education studies (pp 191-216). Sense Publishers: The Netherlands.


Compton; V.J. Compton; A.; & Patterson; M. (2011). Exploring the transformational potential of technological literacy. In proceedings from the joint 25th Pupils Attitude to Technology (PATT 25) and 8th Centre for Research in Primary Technology (CRIPT 8) conference (pp 128-136). London.


Compton; V.J. & France; B.; (2007a). Towards a new technological literacy: Curriculum development with a difference. Curriculum Matters 3: 2007 158-175. NZCER: Wellington.


Compton V.J. & France B.J. (2007b) Exploring the nature of technology: Students’ intuitive ideas as a starting point. In proceedings from the Pupils’ Attitudes Towards Technology (PATT) International Design & Technology Education Conference: Teaching and Learning Technological Literacy in the Classroom (pp 250-259). 21 – 25 June 2007. Glasgow; Scotland.


Frederik;I.; Sonneveld; W.; & de Vries; M.J. (2011) Teaching and learning of technical artifacts. International Journal of Design and Technology Education; 21. 277-290.


Kroes; P. & Meijers; A. (Eds) (2000) The empirical turn in the philosophy of technology. Research in philosophy and technology. Volume 20. Series editor Carl Mitchum. Amsterdam: JAI. Elsevier Science. 81-96.


Ministry of Education; (2007) New Zealand Curriculum. Learning Media: Wellington.


de Vries; M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Netherlands: Springer.


Vaesen; K. (2008). A Philosophical Essay on Artifacts and Norms (dissertation). Eindhoven: Eindhoven University of Technology.

PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Author:
Vicki Compton, Ange Compton, Moira Patterson
Title:
Reading Technological Artifacts: Does technology education help?
Note: the following are taken directly from CrossRef
Citations:
No citations available at the moment