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Research In Technology Education 59 th Yearbook Editors Philip A. Reed James E. LaPorte.

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Presentation on theme: "Research In Technology Education 59 th Yearbook Editors Philip A. Reed James E. LaPorte."— Presentation transcript:

1 Research In Technology Education 59 th Yearbook Editors Philip A. Reed James E. LaPorte

2 Project Context Insufficient number of researchers. Extrapolate & generalize from other disciplines’ research. Awareness aids priorities/agenda. Communication technologies offer global opportunities. Scholars of varying experience.

3 The Status of Research in Technology Education Philip A. Reed & James E. LaPorte Over 40 years of research reviews. Increasing support, publications, and databases. Reliance on graduate research. Still no focused agenda for the profession.


5 Including Research Skills in the Preparation of Technology Educators John M. Ritz Technical and professional research for pre-service teachers. Action research for all practitioners. Mentoring and agenda development for advanced practitioners.

6 Dissertations topics in technology education in the U.S. (Santos, 2005) TopicNumberPercentage Attitudes712% Instruction (how )1729% Curriculum (what)58% Continuing Education23% Professional Development 814% Foreign Country Topic1119% Work Force Education915% TOTAL59100%

7 Institutions with dissertations for technology education (Santos, 2005). InstitutionNumber Idaho State University12 Southern Illinois University12 North Carolina State University10 Virginia Tech8 Ohio State University7 Utah State University4 Clemson University2 Old Dominion University2 Purdue University1 University of South Florida1 TOTAL59

8 Curriculum Research in Technology Education Jim Haynie & Jeremy Ernst Curriculum research in the 1960s and 1970s conducted by doctoral students. Ongoing research on content, creativity, design, and problem solving. Contemporary research on integration and critical thinking.

9 Instructional Strategies Kurt Helgeson Research training and priorities for all technology education practitioners. Connections to other disciplines and general instructional strategies. Research needs: learning theory, teaching practice, and learning models.

10 Category Identifying similarities & differences Summarizing & note taking Reinforcing effort & providing recognition Homework & practice Nonlinguistic representations Cooperative learning Setting goals & providing feedback Generating & testing hypotheses Activating prior knowledge Instructional practices associated with higher levels of student achievement (McREL, 2000)

11 Professional and Student Organizations Jerianne Taylor Research by professional organizations –Content and curriculum –Conference proceedings and online repositories. Overall lack of research on student learning.

12 Innovation and Change Tom Loveland Age of accountability requires research linking facilities, programs, resources, and student achievement. Research on diffusion of innovation is needed.


14 Cognitive Science Stephen Petrina Research on… –Sampling: The appropriate unit of analysis for addressing an issue. –Framing: Establishing what is meant by design and engineering. Appropriate unit of analysis must be interaction with the designed world.

15 Stages of Expertise (Adapted from Dreyfus & Dreyfus, 1986) NoviceAdvanced Beginner CompetentProficientExpert AimAccuracy and Acceptance Accuracy and Independence Fluency and Independence Fluency and Demonstration Characterization

16 Level of Technological… Action & Knowing…Level of Cognition PerceptionWhatAttention ExpressionWhat, ThatExpression CapabilityWhat, That, and HowApplication IngenuityWhat, That, How, When, and WhyInvention SensibilityWhat, That, How, When, Why, and Why not Judgment Taxonomy of Technological Literacy (Adapted from Todd, 1991, p. 24)

17 Engineering Education Research: Implications for Technology Education Mark Sanders Since 1990 knowledge acquired broadly through synthesis, practice, teaching, and research. Research theory used from outside disciplines, notably educational research. A focus on post-secondary research.

18 Research Methods Employed in Design Articles Published in Journal of Engineering Education, 2000-2009 Publication Date nTeaching Practice Narratives Narrative with Assessment Data- Based Studies Rigorous Research M 2000-20023015 (50%)9 (30%)4 (13%)2 (7%)1.8 2003-2009141 (7%)3 (21%)010 (71%)3.4

19 Mathematics Education Mathematics Education Chris Merrill, George Reese, & Jenny Daugherty Similarities in disciplines: Learning standards. Use of research to discover more effective learning. Diversity in views regarding subject purpose. Instructional technologies. Conservative teachers and schools. Applied, integrative, and authentic approach. Evolved out of societal needs.

20 Research on Teaching and Learning in Science Education John Wells Technology education researchers should emulate the science research framework based on National Science Ed. Standards. Science education research focuses on student learning within the discipline.

21 Priority Category Science Learning Culture, Gender, and Society and Science Learning Science Teaching Curriculum and Assessment in Science Science Teacher Education Five science education research priority categories

22 General Performance Expectations for Science Practices, NAEP 2009 Science Framework (NAGB, 2008, p. 80) Identifying Science Principles Using Science PrinciplesConducting Scientific Inquiry Using Technological Design Describe, measure, or classify observations Explain observations of phenomena Design and critique aspects of scientific investigations Propose or critique solutions to problems given criteria and scientific constraints State or recognize correct science principles Predict observations of phenomena Conduct science investigations using appropriate tools and techniques Identify scientific tradeoffs in design decisions and choose among alternative solutions Demonstrate relationships among closely related science principles Propose, analyze, and evaluate alternative explanations or predictions Identify patterns in data and/or relate patterns of data to theoretical models Apply science principles or data to anticipate effects of technological design decisions Demonstrate relationships among different representations of principles Suggest examples of observations that illustrate a science principle Use empirical evidence to validate or criticize conclusions about explanations and predictions  Communicate accurately and effectively 

23 Creativity and Design Scott Warner Review of definitions and “designerly” ways of thinking. Increasing focus as 21 st century skills. This should be a primary research area for the discipline.

24 Design articles in the Journal of Technology Education between 1989 and 2008.

25 Social Sciences Marc de Vries Survey of ideas concerning the nature of technology that history, sociology, and the history of technology can offer. Dialogue with these disciplines can help with standards, curriculum, instructional strategies, learning environments, and assessment.

26 Informal and Extracurricular Technology Education Pat Foster & Michele Dischino Three types of activities: informal, competitive, and extracurricular. Difficult to quantify due to short duration and un-structured nature. Several studies show positive results but research goals need to be established.

27 Comparison of categorizations used in this study with those used in Learning Science. 1 Bell et al., 2009, p. 18-19, 13. Learning Science Categories 1 Categories used in this Study Everyday learning environments (e.g., the dinner table, a family outing, etc.) N/A Designed learning environments (e.g., museums, zoos, etc.) Informal technology education Competitive events Programs for science learning (…serv[ing] a subscribed group) Noncompetitive extracurricular activities

28 Recommendations for Technology Education Research Howard Middleton Synthesis of chapter recommendations, conference proceedings, and literature. Emphasis on student learning, links to other disciplines (i.e. STEM), large collaborative research projects, and appropriate research methods. Research agenda.

29 Thank You! Philip A. Reed James E. LaPorte

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