Table of Contents

Foreword
Acknowledgements
1. General Introduction, David Gill (Memorial University of Newfoundland, Canada), Dawne Irving-Bell (Edge Hill University, UK), Matt McLain (Liverpool John Moores University, UK) and David Wooff (BPP University, UK)
Part I: Conceptualizing Technology Education
2. Introduction to Conceptualizing Technology Education, David Gill (Memorial University of Newfoundland, Canada)
3. Historical and Philosophical Origins of Technology Education, Jeffery Buckley (Technological University of the Shannon, Ireland)
4. Design and Technology Education in England, Stephanie Atkinson (University of Sunderland, UK)
5. Overview of Chinese High School General Technology Education: Rationale and Current Status, Xu Meidan, Gu Jianiun (Nanjing Normal University, China), and P. John Williams (Curtin University, Australia)
6. Decentralized Technology Education Curricula Development, Jim Tuff and David Gill (Memorial University of Newfoundland, Canada)
7. Technology Education’s Place in STEM: The Relationship and Role of Technology in STEM Education, Using the United States as a Case Study, Greg J. Strimel (Purdue University, USA)
Part II: Technology Education in the Curriculum
8. Introduction to Technology Education in the Curriculum, David Wooff (BPP University, UK)
9. Thinking: Nurturing Independent Design Thinking and Decision Making, Belinda von Mengerson (Australian Catholic University, Australia)
10. Doing: Skills, Knowledge and Understanding in Conceptual, Theoretical and Practical Contexts, David Morrison-Love (University of Glasgow, UK)
11. Communicating: The Importance of Communication in a Technological Literacy Era, Yakhoub Ndiaye (École Normale Supérieure de Lyon, France)
12. Including: Thinking Towards an Inclusive Curriculum for Technology Education in German Primary Schools, Franz Schröer (University of Paderborn, Germany) and Claudia Tenberge(University of Münster, Germany)
13. Assessing: How To Get Feedback Back On Track In Technology Education, Eva Hartell (KTH Royal Institute of Technology, Sweden)
14. Collaborating: The Purpose and Potential of Collaboration With Stakeholders and Other Disciplines, David Wooff (BPP University, UK), Ryan Beales (Wellfield Academy, UK) and Elizabeth Flynn (The Sutton Academy, UK)
15. Facilitating: The Role of Learning Environments in Technology Education Curricula, Matt McLain (Liverpool John Moores University, UK) and Sarah Finnigan-Moran (D&T Educator and Consultant)
Part III: Pedagogy for Technology Education
16. Introduction to Pedagogy for Technology Education, Matt McLain (Liverpool John Moores University, UK)
17. Project-Based Learning: Authentic and Effective Learning in Technology Education, Osnat Dagan (Beit Berl College, Israel)
18. Task-Based Learning: An Opportunity for Focused Learning in Technology Education, Andrew Doyle (University of Waikato, New Zealand)
19. Design Learning: Pedagogic Strategies That Enable Learners to Develop Their Design Capability, Remke Klapwijk (Delft University of Technology, Netherlands) and Kay Stables (Goldsmiths University of London, UK)
20. Play-Based Learning: Play Pedagogies for Technology Education, Pauline Roberts and Marianne Knaus (Edith Cowan University, Australia)
21. Digital Learning: The Role of Digital Technologies in Technology Education, Deborah Winn (Neale-Wade Academy, UK)
22. Interdisciplinary Learning: Shifting Pedagogies of the Profession and the Muddy Puddle of STEM Teacher Associational Fluency, Michael A. de Miranda (Texas A&M University, USA)
23. Safety, Risk and Learning: How to Master a Risk and Safety in Technology Education Learning and Working Environments, Eila Lindfors (University of Turku, Finland)
Part IV: Technology, Education and Society
24. Introduction to Technology, Education and Society, Dawne Irving-Bell (Edge Hill University, UK)
25. Philosophical and Political Perspectives: The Philosophical and Political Value of Technology Education Fostering Technological Multiliteracies, Jonas Hallström (Linköping University, Sweden)
26. Industrial Perspectives: Translational and Transactional Agendas, Rónán Dunbar, Niall Seery and Joseph Phelan (Technological University of the Shannon, Ireland)
27. Cultural Perspectives: The Sociocultural Role of Technology Education, Mishack T Gumbo (University of South Africa, South Africa)
28. Curricular and Noncurricular Perspectives: Developing a Technological Identity within Curricular and Non-Curricular Programs, Thomas Kennedy (Memorial University of Newfoundland, Canada)
29. Extracurricular Perspectives: Valuing Technology Beyond the Classroom, Mike Martin (Liverpool John Moores University, UK)
30. Social and Technological Perspectives: Technology’s Influence on Society, Dawne Irving-Bell (Edge Hill University, UK)
Afterword
Index

Promotional Information

Provides international perspectives from a range of experts on the fundamentals of technology education, curriculum and pedagogy in compulsory schooling.

About the Author

David Gill is Assistant Professor of Technology Education at Memorial University of Newfoundland, Canada.

Dawne Irving-Bell PhD, is Professor of Learning and Teaching at BPP University, a National Teaching Fellow and a Principal Fellow of the Higher Education Academy. She holds a Collaborative Award for Teaching Excellence and received a National Award in recognition of her outstanding contribution to teacher education. With a passion for visual thinking and technology education she established the ‘The National Teaching Repository’ an Open Education Resource with proven reach and impact across the global Higher Education community. Dawne is editor-in-chief of the Journal of Social-Media for Learning, and through her work within the International Society for the Scholarship of Teaching and Learning (ISSOTL) is committed to raising the profile of teaching and learning.

Matt McLain is Senior Lecturer in Education and Professional Learning at Liverpool John Moores University, UK.

David Wooff is an Associate Professor of Educational Practice, and Director of Apprenticeship Quality and Regulation for BPP University and the wider BPP Education Group. For nearly a decade, David successfully led the largest secondary undergraduate design and technology teacher education programme in England at Edge Hill University. He is a fellow of the Charted College of Teaching (FCCT); Society of Education and Training (FCET), Royal Society for Arts (FRSA), and a senior fellow of the Higher Education Academy (SFHEA). Widely published, his work has a global following and readership. His current interests lie in the Scholarship of Teaching and Learning (SoTL)and the position, and value, technology education has.

Reviews

The book offers comprehensive and elucidating intermix of conceptual and empirical ideas. Lucid, reflexive contributions from international scholars offer contemporary positioning of literature and research across the global contexts. A valuable resource for furthering research, development and practice pursuits in technology education.
*Ritesh Khunyakari, Associate Professor in Education, Tata Institute of Social Sciences, India*

I would highly recommend the Handbook of Technology Education, for anyone looking to get a “true” global picture how technology education is practiced around the world. Divided into four major sections, the handbook looks at conceptualizing technology education, technology education in the curriculum, pedagogy for technology education, and technology, education, and society as seen through the lens of 35 contributors, representing 28 institutions, from 14 countries spanning 5 continents.
*Edward M. Reeve, Professor Emeritus in Technology and Engineering Education, Utah State University, USA; Senior STEM-Ed. Specialist, Southeast Asian Ministers of Education Organization (SEAMEO), Thailand*

In this handbook, leading scholars explore past, current and future developments in Technology Education. In a time when technology education is in decline, this book offers refreshing views on the rationale for technology education. The chapters are responsive to a broad range of stakeholder needs in Technology education.
*Nicolaas Blom, Lecturer of Technology Education, University of Limerick, Ireland*