Abstract: The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications?

Abstract: Using survey methodology, this study examined the beliefs and practices of mathematics teacher educators (MTEs) regarding the integration of technology in their teacher education programs. In addition, the relationship among MTEs' beliefs about the importance of technology, their comfort with using and teaching with technology, and the degree to which they have implemented technology within their mathematics teacher education programs were also examined. MTEs were consistent regarding which technologies they believed were important for teachers of mathematics at the elementary, middle, and high school levels. More technologies were found to be important for teachers at each of the higher-grade bands. At the elementary and middle school levels, there was little evidence that technology is being used by MTEs in teacher preparation. The technologies employed by MTEs at these levels are generic, focusing on tools such as e-mail and the Internet. At the high school level, MTEs focused more on mathematics specific technologies, such as graphing calculators and dynamic geometry software, in their preservice programs. However there is room for improvement, as other technologies are not often used. ********** The pervasiveness of technology in society has highlighted the need for schools to prepare students to take advantage of emergent technology tools. For this to occur, the International Society for Technology in Education (ISTE) (2000) asserts that, "today's classroom teachers must be prepared to provide technology-supported learning opportunities for their students" (p. 2). They also add that "being prepared to use technology and knowing how that technology can support student learning must be integral skills in every teacher's professional repertoire" (p. 2). ISTE acknowledges that various groups are responsible for helping teachers develop knowledge and skills for supporting students' learning with technology, and asserts that prospective teachers must use technology as part of their teacher education coursework. Further, the National Council for the Accreditation of Teacher Education (NCATE) (2002) developed standards stating that teacher candidates should "facilitate students' learning of subject matter through presentation of the content in clear and meaningful ways though the integration of technology" (p. 15). Considered together, the calls from these documents suggest that teacher preparation programs must provide prospective teachers opportunities to learn important skills and examine pedagogical issues for using technology in classrooms. In mathematics, many groups have encouraged the use of technology as an important means for learning and teaching mathematics (Conference Board of Mathematics Sciences [CBMS], 2001; Mathematics Association of America [MAA], 1991; Mathematical Sciences Education Board [MSEB], 1991; National Council of Teachers of Mathematics [NCTM], 1991, 2000). These organizations recommend the use of technology as tools for supporting students' mathematical explorations and as a valuable tool for mathematics instruction. The prevailing assumption is that available technology can and should change what mathematics is taught and how it is learned (Heid, 1997), has the potential to engage students more fully in mathematical thinking and learning, and provides students access to more advanced mathematics. In the Principles and Standards for School Mathematics, NCTM (2000) states that "technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances learning" (p. 24). The use of technology is encouraged at levels beginning in kindergarten and extending throughout students' mathematics education. In order for technology to impact K-12 students' learning of mathematics with technology tools, teachers need to be sufficiently knowledgeable about learning and teaching mathematics with technology. …

Abstract: `The design process' as an underpinning structure for technology education is well established. A number of increasingly complex models have been produced to describe the design process. These models have had a widespread, paradigmatic effect on the teaching of technology education. The development and implementation of models of the design process and the influence of these on teacher's classroom practice is examined, and it is then argued that the paradigm is fatally flawed, and that continued adherence to it is having a detrimental impact on children's learning in technology. It is suggested that the basis of an alternative pedagogy for technology education already exists within the research literature. Two examples of an alternative approach for teaching technology are described, and some practical limitations outlined.

Abstract: Students nowadays are required not only to learn about technology, but also to learn through technology. Hence, the term ‘technology’, when used in the teaching and learning contexts, refers to the application of contemporary educational theories and tools to design environments to carry out reliable and effective modes of teaching and learning. Ever since Skinner’s Reinforcement Theory in the 1950s and Keller’s Personalized System of Instruction in the 1960s, the psychological foundation of learning has shifted from the behavioural to cognitive and social-psychological paradigms. Soft technology, as opposed to the hardware aspect known as hard technology, has changed from those emphasizing reinforcement and feedback, and personal learning rates, to authentic problem-based learning contexts, cooperative learning, as well as computer or internetbased learning (Heinich, Molenda, & Russell, 1993). During the past decades, educators have actively investigated the use of the latest or the most affordable technology in their teaching experiments and everyday practices. In the information era, it is therefore not surprising to witness that most countries in the Asia-Pacific region are eagerly experimenting on how to reap the benefits of information and communication technologies, in the hope of achieving the goals of building a knowledge-based society.

Abstract: are transforming post-secondary teaching and learning. According to the 2001 Campus Computing Survey (Green 2001), 20.6 percent of all college courses are using Web-based course management systems (a 40% increase from 2000). The International Data Corporation (2000) predicts that the number of colleges and universities offering online distance learning courses will increase from 1,500 in 1999 to over 3,300 in 2004. Sociological theories and concepts have an important role to play in analyzing and interpreting these developments. A central sociological proposition is that structural environments influence the social perceptions, roles, and relations of human actors. As increasing numbers of students and faculty find themselves operating in virtual learning environments, one might also expect to find some changing instructional dynamics. More specifically, there are a number of questions worth exploring: What are the relationships between the technical, the social, and the pedagogical infrastructures? How has the introduction of new

Abstract: This study determined the level of computer use for instructional purposes by technology education teachers in Ohio public schools. The study also investigated the relationships between the level of use and selected factors: expertise; access; attitude; support; and teacher characteristics. This study derived its theoretical framework from Rogers' (1995) model of diffusion of innovations. A survey-correlation research design was used. A questionnaire was developed and mailed to all technology education teachers (N = 1170) in Ohio public schools in the 2002–2003 school year. Validity and reliability were established for the survey instrument. The return rate of the survey was 66%. Descriptive and inferential statistical techniques were used. The findings of this study indicated that technology education teachers have high levels of computer use in mainstream computer uses such as word processing, e-mail, Internet, and classroom management. Strong positive correlation existed between the level of computer use and teachers' perceived expertise and teachers' perceived attitude toward computers as tools. In addition, moderate positive correlation existed between the level of use and teachers' perceived access to computers. Multiple regression analysis indicated a positive predictive value toward computer use with the demographic characteristics of instructional experience and modular instructional method, and a negative predictive value with age and urban geographic location. The independent variables that explain the greatest amount of variation in the level of computer use were in order of predictive value: teachers' perceived expertise, attitude, and access. Technology education teachers have high levels of computer use in mainstream applications and low levels of computer use in specialized applications. These levels of use are slightly lower than the state levels. Those teachers that possess expertise are the ones who use the computer for instructional purposes. Positive attitudes toward computers as tools provide a starting point for adoption of computer use. To increase computer use, technology education teachers need to be given more training. In-service training needs to be a top priority. Pre-service programs should include more courses in using computers as tools for teaching and learning.

Abstract: Introduction Educators today are using distance education and Internet-based learning as methods for delivering courses. There are many software packages specifically designed for electronic learning (e-learning), such as WebCT, Blackboard, and Prometheus. Before Internet access became widely available, instructors delivered asynchronous instruction via telephone, cable TV, videotape, or printed materials to distance learning students (Hazari, 1998). In recent years, universities have moved to Internet-based courses to attract students not able to attend traditional classes for various reasons. In the majority of cases, students enroll in Internet-based classes because of convenience while working toward a diploma or enhancing professional skills that may result in a promotion or career change (Hazari, 1998). Teaching styles have to be adapted to this new environment because the Internet is a different medium. Faculty and students have to adjust to the pedagogy that uses instructional technology as an integral component in teaching. Many faculty who have not used instructional technology to accomplish course objectives in the past now have to be trained to do so, and they very often include a component in the course that provides information to students about the technology itself (Hazari, 1998). Students must be trained to work with instructional technology in order to be successful with online learning classes. This study sought to determine students’ interest in using WebCT as a tool for completing courses online. It also sought to determine students’ familiarity with WebCT. WebCT was selected because of its use by the university being studied. Two industrial technology courses were selected. Students were surveyed at the end of the course after they used WebCT for a variety of assignments and electronic interaction. The goal of this article is to inform those considering online education about students’ perceptions of using WebCT. While some statistics are available for online programs as a whole, little research has been done in the area that focuses on a specific software package such as WebCT. __________________________

Abstract: Technology and innovation management education is now regarded as a critical area of study in most business schools. This growing importance is partly a strategic response to managing knowledge‐driven industry development. In a changing business climate, traditional management education needs to combine with pragmatic technology management education that provides rich ground for developing managerial theories that are less “fuzzy” and practically more relevant to industry needs. Management studies are not just about theoretical constructs, but must, instead, address practical resolutions and problem solving in the real business world. This paper investigates the epistemological, pedagogical and organizational factors impacting on the design, development, and implementation of technology management learning programs. In doing so, it brings theory in line with practice. It draws on the authors' personal experiences, case examples, and student reflections during a project over three years to design, develop and implement a masters‐level Web‐based online technology program in three countries – Australia, Hong Kong and Singapore. Effective management learning, we argue, needs a techno‐managerial approach that combines general management theories with technology management practice to link business and technology communities.

Abstract: The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand. This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice.

Abstract: This study examined the interplay between individual and organizational learning in school, noting factors that motivated and constrained the dissemination of teachers' learning. Information came from a larger qualitative study that explored how individual teachers' learning in a middle school instructional technology project was disseminated to other organizational members. Ten participating teachers completed .a survey about their backgrounds, technological skills, technology use in instruction after participating in the Educators' Electronic Learning Community, and sharing of knowledge with colleagues. Next, participants completed interviews on knowledge, skills, and insights gained through participation in the project; methods used to share learning with colleagues; and factors affecting their ability to share information. Finally, they completed surveys that had them rate the strength of motivating and restraining factors. Results highlighted the power of the "practicality ethic" and the impact of longstanding school norms on teachers' decisions to learn and disseminate their learning to colleagues. The most influential factors included collegial relationships and reactions, time, beliefs and attitudes about learning and sharing, classroom benefits to teachers and students, and teachers' individual levels of technology competence. Motivating factors related to teachers' professional judgments, attitudes, and relationships. Constraining fa.ctors were external and related to the structure of the school day and year. (Contains 42

Abstract: Within a constructivist philosophy of learning, teachers, as students, are introduced to different perspectives of teaching with robotic technology while immersed in what Papert called a constructionist environment Robotics allows students to creatively explore computer programming, mechanical design and construction, problem solving, collaboration, physics, motion, music--all within an active, enjoyable, and nonthreatening setting The theoretical motivation for integrating robotics into the teacher education program comes from Jonassen's (2000) argument that technology tools can be viewed as cognitive tools or "Mindtools" that enhance the learning process Students are given ownership for their learning within a constructionist environment and allowed to discover and make choices as they explore countless avenues for solving design challenges Through the use of innovative LEGO[R] RoboLab[TM] technology, students learn various facets of problem solving while simultaneously mastering numerous mathematical and scientific concepts This article describes a case study of a pilot teacher education course in robotic technology The goal was to design and develop a course that provides current and prospective teachers with a solid understanding of robot design, construction, and programming--as well as a demonstration and understanding of teaching using constructionist pedagogical strategies ********** A revolution is beginning in the field of robotics that sees various aspects of robotics research leaving the laboratory environment and moving out into the world Recent new programmable robotic "toys" such as SONY's robotic dog or the LEGO MINDSTORMS robot construction kit are typical examples As Hendler (2000) pointed out, such toys "challenge the very nature of the relationship between children and technologies children are no longer anchored to a PC on the desktop, but able to bring the technology into their everyday world" (p 2) This in turn poses a challenge to the educational community of how best to integrate these new technologies into our school environment The evolution of approaches and methods for the application of technology to teaching and learning is inherently linked to the evolution of the technology itself Witness the impact desktop computers have had on a child's school experience over the last 20 years and the important role they now play in education (Santrock, 2001) The use of robotics in education is a relatively new phenomenon (Miglino, Lund, & Cardaci, 1999) That being said, there appears to be some evidence to indicate that robotics, as a classroom-teaching tool, can help promote student problem solving at many levels of education (Druin & Hendler, 2000; Thangiah & Joshi, 1997; Wagner, 1998) This article will present the theoretical and applied rationale for integrating robotics into a teacher education course in technology, describe a pilot course at the University of Alberta, student reflections on the course, and possible curriculum linkages for robotics THEORETICAL AND APPLIED MOTIVATION FOR ROBOTICS Essentially one seeks to answer the question; why integrate technology, in the form of robotics, into the teacher education process? From a more general perspective there are many reasons to use technology in teacher education Underlying almost all of these reasons is the notion that technology, if employed effectively, can positively impact the teaching process and subsequently either change or enhance the learning process (Papert; 1980; Logan, 1995) Jonassen (2000) makes a compelling argument for using computer technologies as "Mindtools" in education in contrast to using computer technologies as a vehicle to deliver instructional material The theoretical motivation for including robotics in teaching is grounded on Jonassen's notion that Mindtools can indeed change and enhance the learning process in education The Mindtools perspective views the individual and computer in a joint-problem-solving-system or intellectual partnership such that the individual's problem solving ability and critical thinking skills are developed or amplified beyond the level that could be achieved without such a partnership (Logan, 1995; Orhun, 1995; Pea, 1985; Penner, 2001; Salomon, Perkins, & Globerson, 1991) …

Abstract: From the Publisher: Facing the challenge of the fast changing technological environment, many companies are developing an interest in the field of technology intelligence. Their aim is to support the decision-making process by taking advantage of a well-timed preparation of relevant information by means of systematic identification, collection, analysis, dissemination, and application of this information. This book covers the gap in literature by showing how a technology intelligence system can be designed and implemented.

Abstract: This paper considers technology transfer from a holistic perspective, defining and integrating all essential elements. Technology, technology ownership, and technology transfer are defined to enable practical management of the value of technology as an organizational asset. Concepts from value-chain movement of technology in commercial product development are used to develop a complete, detailed vision of technology transfer across corporate boundaries. Lessons enable development of a productive technology-transfer function that will speed evolution of technology to product and enable creation of new wealth.

Abstract: New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

Abstract: "Education for all" is a problem in developing countries. This can be solved by providing elementary learning for all the nine billion people and giving equal education for girls. Technology is not used properly in education, so the ability of individualizing education and personalizing it to the needs and problems of each student has been lost. We propose a learning system in which the computer plays the role of the tutor providing better interaction between the student and the computer.

Abstract: T he dramatic influx of technology into America's schools since the 1990s prompts the question of technology's role as a lever for policy. We begin this chapter with a brief sketch of alternative perspectives on the ways in which technology can support education policy and practice. We will suggest that the connection between technology and policy is looser than that between policy and the other mechanisms described in this volume (such as standards or state assessments) and that technology's potential for profound influences on instruction is yet to be realized. After the introduction to alternative ways in which policymakers have viewed technology's role, we focus on emerging areas of classroom use of technology where prospects for significant changes in teaching and learning seem strongest. Our selection of particular technology uses for more extended treatment reflects our choice of teaching and learning at the classroom level as our central focus.1 In an education system as decentralized as that of the United States, teachers have considerable latitude-even in these days of increased accountability-in interpreting and implementing policies developed at higher levels of the education system. The view of instruction underlying our thinking concerning the policy-technology connection is congruent with Cohen and Ball's (1999) description of instructional capacity as the product of complex interactions among teachers, students, and instructional content. In this view, instructional materials or regimens are not fixed entities with entirely predictable effects. Rather, "teachers mediate instruction: their interpretation of educational materials affects curriculum potential and use, and their understanding of students affects students' opportunities to learn" (p. 4). Students, in turn, respond to teachers and materials in ways that influence subsequent teacher actions. Cohen and Ball caution policymakers against assuming that addressing a single aspect of this complex system (even an aspect that is as strong a policy driver as curriculum materials or assessments) can in fact have the intended effect on the system as

Abstract: A collaborative approach was developed to support the professional development of teacher candidates, collaborating teachers (CTs) and teacher educators in learning to use technology for professional and pedagogical uses. Collaboration with K-5 teachers was undertaken to build the teachers' capacities to use technology in meaningful ways in their classroom and school, with the intent to develop technology-rich sites for teacher candidates' learning. A study of teacher candidates' (n=24) and CTs' (n=15) experiences during one school year indicated that both groups learned to use technology for a variety of pedagogical and professional uses, and teacher candidates had ample opportunities to work with technology. Moreover, teacher candidates shared their growing expertise with more experienced teachers by assisting their collaborating teachers with technology, a reversal of roles usually played in a mentoring situation. Nevertheless, the study also revealed that little collaboration and interactive dialogue about technology and its potential took place between 12 teacher candidates and CT pairs. Further steps are needed to create the culture of collaboration and reciprocity envisioned, where teacher candidates and CTs work together to use and appraise technology and to think critically about meaningful technology integration into the K-5 curriculum. ********** All technical progress has three kinds of effects: the desired, the foreseen, and the unforeseen. Ellul (1990, p. 61) Today's novice teachers face many challenges. They must learn to teach for understanding in ways that are consistent with high professional standards (National Board for Professional Teaching Standards [NBPTS], 1989; National Council of Teachers of English/International Reading Association [NCTE/IRA], 1996; National Council of Teachers of Mathematics [NCTM], 1991). They are also expected to understand and use technology in flexible, adaptive, and powerful ways to support their own and their students' learning (International Society for Technology in Education [ISTE], 1999; National Council for Accreditation of Teacher Education [NCATE], 1997). For teacher educators, tackling these pedagogical challenges is complex because there can be great variation in teacher candidates' entering knowledge, skills, and dispositions in using technology (Laffey & Musser, 1998; Willis & Mehlinger, 1996). There is similar variation in technology knowledge and use between two groups responsible for supporting novice teachers' learning: teacher educators, and the classroom teachers who work with teacher candidates in schools (Fox, Thompson, & Chang, 1996; Niederhauser & Stoddart, 1994; Willis & Mehlinger, 1996). When teacher preparation program technology requirements were adopted several years ago, our faculty decided to infuse work toward those requirements into existing courses, instead of offering a separate course, so that information technology could be linked with the substance of the program (Gillingham & Topper, 1999). The challenge was to embed meaningful uses of technology within course offerings and school-based field work such that teacher candidates would learn to use technology in support of their own professional learning and in support of the learning of K-8 students. With support from the U. S. Department of Education's program for Preparing Tomorrow's Teachers to use Technology (PT3), a collaborative approach was developed to support the professional development of teacher candidates, collaborating teachers (K-5) and teacher educators in learning to use technology for professional and pedagogical uses. These efforts, undertaken in a senior-year course on methods of teaching literacy and math in Michigan State University's Teacher Preparation Program, (1) were intended primarily to develop teacher candidates' knowledge, skill and disposition to use technology both within their professional course work and in the K-5 schools where they spent four hours per week in their collaborating teacher's (CT) classroom. …

Abstract: Introduction to Technology Across the Curriculum Major Applications of Instructional Technology Technology in the Science Classroom Technology in the Math Classroom Technology in the Social Studies Classroom Technology in the Language Arts Classroom Technology in the Foreign Languages Classroom Technology in the Fine Arts Classroom Technology in the Technology Classroom Technologies for Students With Disabilities Integrating Technology Into Classroom Instruction

Abstract: Introduction In many parts of the world, technology education is a subject area in transition (Eggleston, 1992; Fritz, 1996; Lauda, 1988; Wicklein, 1993). This has, and continues to be the case in countries such as America (Newberry, 2001; Sanders, 2001), the United Kingdom (McCormick, 1997) and Australia (Fritz, 1996). In each of these aforementioned countries, various modifications to standards statements (ITEA 2000), curriculum documents (QCA, 1999), and technology syllabi (QSA, 2002a; QSCC, 2000) are currently being drafted and redrafted. Curriculum reform in technology education seeks to modify the workshop-based industrial arts tendency to focus on industrial hand and machine skills (Young-Hawkins & Mouzes, 1991) to a focus more concerned with critical and creative higher-order thinking skills (Lee, 1996). These types of technology subjects are designed to respond to societal changes, such as those evident in many of the world’s current post-industrial technological societies (Lauda, 1988). The traditional pedagogy of workshop-type industrial arts subjects was, and in many cases still is, “show and follow” (Fritz, 1996, p.212), and it has been used to good effect in the building of student competencies, particularly industrial skills. However, technology education’s evolution is transforming the subject from one that requires students to imitate teacher-prescribed industrial hand and machine skills to one that is argued to be unique in the school curriculum (Williams, 2000). Technology education is evolving to become a subject that is concerned with an individual student’s ability to solve real world problems by integrating specifically relevant knowledge of materials, technological processes, and systems (Eggleston, 1992; QCA, 1999; QSA, 2002b). Technology education students are encouraged to reflect on and modify their thinking through their involvement with some form of technological design-type process. For example, the National Curriculum for Design and Technology in the United Kingdom (QCA, 1999) places importance on each student’s ability to combine both the practical (hand skills) and theoretical

Abstract: Integrating Information and Communications Technology (ICT) into Pre-Service Science Teacher Education: The Challenge of Change in a Turkish Faculty of Education Nedim ALEV, EdD Thesis, August 2003 Developments in Information and Communications Technology (ICT) and its applications in teaching and learning science are calling for teachers to integrate ICT into science curriculum and instruction. This requires a strategic ICT training for prospective teachers. The literature suggests that integrating ICT into Initial Teacher Education (ITE) is the only option to accomplish the intended change in developing prospective teachers. This thesis focuses on exploring the process of integrating ICT into pre-service secondary science teacher education programmes (Physics, Chemistry and Biology) and its emerging challenges in a Faculty of Education (FE) in Turkey. In this thesis, qualitative dominant case study design was adopted as a result of a pragmatic reasoning. The analysis of data revealed that integrating ICT into ITE science programmes is yet to be accomplished. The data revealed that the participants, both the lecturers and student teachers, have positive attitudes towards ICT and considerable knowledge and positive understanding of ICT and its potential in teaching and learning science. However, the Faculty fails to provide appropriate ICT-training courses for student teachers to develop their technical ICT skills. Having said this, there are crucial examples of horizontal integration; that is, the lecturers provide opportunities for the student teachers to use ICT in meaningful contexts. The data suggest that there is a relationship between the practitioners‘ stages of concern and stages of adoption, which can be described as follows: the personal level of concern moves from the self-concerns‘ to task and impact-concerns‘, the personal adoption level is also likely to move from entry to invention. Although the participants and the researcher identified some crucial factors that has prevented the lecturers and student teachers from using ICT in teaching and learning, among these the institutional ones such as lack of proper access to ICT resources, overcrowded-classrooms, lack of technical and pedagogical support are more influential on the integration process.

Abstract: This article examines three school-to-work initiatives developed in the 1990s in Alberta, Canada as reflections of a new vocational discourse that challenges traditional academic/vocational divisions. Our purpose is to consider whether new initiatives have the potential to be more progressive than earlier approaches. Drawing on policy documents and interviews with representatives from government, industry, education, and organised labour, the article focuses on the extent to which the policy discourse appears to support the kind of progressivism envisioned by more critical or reflective proponents of new vocationalism. Findings suggest that policy debates in Alberta surrounding vocational high school education continue to be largely focused on employer expectations and workplace socialisation, while more progressive perspectives that focus on the integration of academic and vocational learning as well as a deeper exploration of the social relations at work generally remain unexplored.

Abstract: Introduction A school that adopts a curriculum, that aims for a holistic understanding of technology, does so because it produces a better educated person than a curriculum which does not. How do we know when we are teaching technology holistically and why must we do so? Increasingly, more is asked of technology educators to be holistic in the understanding conveyed to learners of technology itself in order to make better informed technical and design decisions in a wider range of applied settings. The ability of the learner to naturally consider social and environmental factors, for example, when seeking solutions is seen by some State education systems in Australia as fundamental to a genuine education in technology (New South Wales Board of Studies, 2000 & 2002). In philosophy, the holist position asserts that to understand the particular one must understand its relation to the whole and that only through reflection of one’s sensation based applications can genuine knowledge be critically affirmed (Matthews, 1980, p.87 & p.93). The combined apparently independent paths of the State and the Holist positions set a compelling scene not only for the socio-economic necessity for holistic technology education in the curriculum but also for Technology’s status as a key curriculum agent in the knowledge formation process of educated individuals. This paper asserts that the general elements of Applied Setting (including Time), Human (as Agent), Tool and Environment are well placed to be the necessary basics to any holistic human technological activity. How and why these elements work together, their schema, will be referred to in this paper as the ‘Basic Principles’. The paper presents the thesis that Technology cannot be reduced to less than these general elements and as such, Technology is their product. We therefore may need to understand and teach these elements and their relations to each other explicitly, in ways that reveal the utility of such understanding when making technical choices and design decisions for all the genres of technology and at all their scales of application and discovery. The case is made for technology to not merely be a ‘know how’ learning experience, but necessarily also a holistic ‘know why’ learning experience essential for developing and transferring technological knowledge. ___________________________

Abstract: (2003) Integrating New Technologies in UK Classrooms Lessons for Teachers from Early Years Practitioners Childhood Education: Vol 79, Global Perspectives on Educational Technology, pp 261-267