Abstract: Abstract Students with disabilities are being encouraged to achieve high academic standards in science education to understand the natural world, acquire life skills, and experience career success. To this end, digital technology supports students with disabilities in order for them to achieve science literacy. While relevant research has presented evidence-based practices to teach science content, the role of technology has yet to be clearly defined in teaching and learning processes. This article presents a systematic literature review on the contribution of technology in science education for students with disabilities. A total of 21 journal articles, during the 2013–2021 period, were identified after an exhaustive search in academic databases. The educational context and learning outcomes of these 21 empirical studies were analyzed. The results show that increased motivation was the main contribution for using digital technology in science education. Positive learning outcomes likely depend on the way digital technology is used, i.e., affordances of each specific technological implementation. Digital technology and its affordances are recommended among other quality indicators for evidence-based research designs in digitally supported learning environments for students with disabilities.

Abstract: ABSTRACT We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about technology in the K–12 social studies standards of 10 states. Overall, the standards showed a preference for broad labels and neutral or positive framing, with technology often serving as a vehicle to explain social phenomena or economic growth. Production technologies were most frequent, but there was wide variance in the particular technologies referenced by each state. Even when technology was referenced, it often was not the primary focus of the standard’s content. Standards rarely framed technology with critical perspectives for inquiry into collateral, unintended, and disproportionate effects. We draw on technology criticism to offer a technoskeptical framework that educators and scholars can use to question narratives of technological progress and encourage collateral thinking about the consequences of technologies for human societies.

Abstract: Today, the integrative STEM initiative, which is at the center of the current paradigm shift in education, includes attempts to blend science, mathematics and engineering with technology education. Common considerations provide an opportunity to better define the role of technology within the framework of STEM education, but this has not yet been fully realized. Therefore, a lack of definition/role of technology in STEM education is quite noticeable and there exist different perspectives regarding this issue. This theoretical study explains the basic principles regarding the transdisciplinary role of the technology that is defined with certain limits, while discussing different ideas about the integration of science and technology in STEM education in the last 30 years in order to present a different perspective on the role of technology in STEM education.

Abstract: ABSTRACT This study examines the limited use of technology as a potential obstacle to educational progress and development. Grounding our work in social justice issues reflected in the Pedagogy of the Oppressed, “banking education” was reviewed to articulate this use of technology, including the limited students’ engagement, opportunities to learn, and development of information/computer literacy. In the study, we introduce the notion of W3 (what technology is being used, why, and who is using it) to offer specific lenses (Table 1) related to K-12 technology-integrated instruction in regard to power structures. We offer suggestions on how teachers and educators can use these lenses to create technology-integrated activities to ensure equitable and meaningful learning opportunities. We provide additional recommendations on how administrators and policy makers can avoid banking (students’) education and support teachers’ implementation of effective technology platforms as major drivers for empowering students’ learning, progress, and future careers.

Abstract: Abstract Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers’ experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.

Abstract: Background The subject of technology looks different depending on context. There is also an epistemological complexity to technological knowledge in technology education.Purpose To gain a deeper understanding of the epistemological foundations of the subject of technology and technology teaching, the teachers’ views are needed. The aim of this study is to examine how teachers discuss technology education, with a particular focus on how they talk about technological knowledge.Sample 19 Technology teachers from compulsory school in Sweden participated.Design and methods Through focus groups, teachers’ views of knowledge in technology education were collected and then analysed.Results The results consist of three parts. Firstly, it was found that the teachers were unfamiliar with discussing epistemology in technology education. Secondly, interpreting their views of knowledge in technology education through a theoretical framework for knowledge in technology education yielded examples of knowledge from the three constituent categories: technical skills, technological scientific knowledge, and socio-ethical technical understanding. Finally, an inductive analysis revealed two categories based on the teachers’ broader views of knowledge: civic capabilities and engineering capabilities.Conclusion Overall, the results provide an understanding of teachers’ ways of describing technological knowledge. The teachers perceived the term knowledge in a broader way than traditional epistemology, including capabilities in their descriptions. We propose a new perspective on the character of knowledge and capability in technology education, called technology education competence. The results of this study point to important aspects of the nature of the subject, which might lead to reflection about what knowledge should be considered of value in the future regarding research but especially development of curricula.

Abstract: Objectives This study attempted to understand the change and trend of content by analyzing questions in the transportation technology area in the secondary school technology teacher recruitment examination. Methods This study was conducted in the order of ‘literature review’, ‘data analysis criteria setting’, ‘data coding’, and ‘data analysis’. The subject of analysis is the questions on the secondary schooltechnology teacher recruitment examination from 2002 to 2022, and the evaluation area and content elements presented by the Korea Curriculum Evaluation Institute were used as the analysis criteria. Results First, in the secondary school technology teacher recruitment examination, the number of questions in the transportation technology area accounted for about 13.9% of the total questions and the total score was about 13.5%, and the ratio of points in the transport technology field gradually decreased as the evaluation period changed. Second, the questions in the transportation technology area differed by evaluation field, and the proportion of automobile technology field was the highest, followed by energy technology field and transportation technology basic field. Third, the questions in the transportation technology area differed by evaluation area, and among the evaluation content elements, the structure and principle of internal combustion engine cars(T321). Conclusions First, considering the importance of transportation technology and the balance between evaluation areas, it is necessary to newly adjust the ratio of questions in the transport technology area. Second, it is necessary to move away from automobile-centered evaluation and set questions in a wider range of transportation technology areas in line with the content system of the recent curriculum. Third, it is necessary to actively reflect the rapidly changing trend of modern transportation technology along with the revision of the curriculum in the recruitment examination.

Abstract: Abstract This study is based around Education Scotland’s ambition to create a coherent learning framework for pupils aged 3–18, with particular focus on the technologies curricular area, and more specifically the subject of design and technology (D&T). The study investigates the views, definitions, and approaches adopted by primary and secondary educators applied to the D&T curricular area. Furthermore, the research explores curricular understanding and pedagogical approaches in addition to individual teacher’s understanding of technology education. A mixed method research approach was utilised and applied within one local authority region in Scotland. Data was collected from primary teachers and secondary design and technology teachers using online questionnaires and interviews. Findings reveal that there is a varied approach to teaching design and technology across primary and secondary schools with educators recognising different definitions and pedagogical approaches in the subject. This indicates that pupils transitioning from primary to secondary learning will have to cope with these differing teaching approaches when studying design and technology. However, participants agree on the importance of the design element and application of the subject to real world scenarios. It is recommended that school communities find opportunities to collaborate further with the aim of creating a more continuous, coherent learning journey for young people in the design and technology curriculum area. These findings provide a basis for future professional discussion and critical reflection for practitioners in both primary and secondary sectors, and for leaders and administrators across Scotland, the UK and around the world.

Abstract: Preparing pre-service teachers to integrate technology in their future classrooms is a complex endeavor. Several factors known to affect the use of technology in the classroom include technology knowledge and skills, positive attitudes toward integrating technology, pedagogical expertise with technology and content knowledge in one or more disciplines. One strategy that has been used in many educator preparation programs has been to create a course that teaches how to integrate technology. Measuring the impact of these types of courses is important in determining whether they are meeting the needs of the pre-service teachers in their pursuit to integrate technology in a meaningful and effective way. This paper reports on the measurement and alignment of three aspects that impact pre-service technology integration - technology self-efficacy, strategies and experiences provided by the preparation programs, and the intersection of technology, content knowledge and pedagogy. Pre-service participants in a semester-long course focused on integrating technology gained significantly from pre to post on each of the scales, demonstrating an increase in technology self-efficacy, experiences related to technology during their program and confidence in fusing technology, content knowledge and pedagogy. In addition, the three measures focused on different areas of technology integration aligned to show relationships of the attributes important for using technology in their future classrooms.

Abstract: There has been substantial research on technology in K-12 classrooms (Spector, Merrill, Elen, and Bishop, 2013), including work on the history of technology in schools more generally (Cuban, 1986, 1993), work on the impact on classrooms (Muir-Herzig, 2004), on teacher preparation (Bakir, 2016), and on student learning (Cheung and Slavin, 2013b). Interest in technology and education, more particularly in the possible contributions that new technologies might make to the educational enterprise, has been a consistent feature of the educational landscape for at least a century. Perhaps because education has long been a labor-intensive activity with heavy dependence on teachers, observers have looked to each new generation of technologies for the potential to enhance the impact of education without increasing labor costs. Indeed, the desire to enhance learning experiences that might be provided by teachers together with the general appeal of new technologies themselves may have led to great expectations. Research and commentary on the role of technology in classrooms has had to contend with the sometimes inflated claims for the possible contributions of new technologies. For example, Saettler (1990) reported that in 1913 no less a figure than Thomas Edison predicted that the motion picture would completely change the schools, making books obsolete in the process. Research on the actual impact of new technologies has often played a corrective role by challenging the claims of technology advocates, and here Cuban (1986) has been a leader in lowering expectations as he reviewed the initial claims for each generation of new technologies and then followed up to describe the often disappointing impacts of each. Note, however, that more recently Cuban has observed some positive effects associated with technologies in the classroom (Herold, 2017). One of the challenges of assessing the impact of technologies in the classroom is that such technologies take many different forms, and they can be used in many different ways at different levels in the educational system with very different groups of learners, all managed by teachers who are only sometimes well prepared to put them to good use. Nevertheless, several meta-analyses provide an overall view of the contribution of technology. In a second order meta-analysis covering over 1,000 primary studies conducted over 40 years, Tamin, Bernard, Borokhovski, Abrami, and Schmid (2011) found a mean effect size of 0.35, indicating low to moderate effects of technology on student learning. Cheung and Slavin (2013a) found a small effect (0.14) of educational technologies on the reading skills of struggling readers in their meta-analysis of 20 studies, and in another meta-analysis they (Cheung and Slavin, 2013b) found a similar small effect (0.15) on math achievement in K-12 classrooms. It seems reasonable to conclude that when educational technologies are used in K-12 classrooms, there is likely to be a modest positive impact overall. At this point it is useful to imagine a somewhat more expansive framework for thinking about technology as it impacts K-12 classrooms. With this goal in mind, I will begin by briefly considering the basic elements of classroom organization and the impact on technologies being introduced into classrooms. This will lay the groundwork for identifying key dimensions of a framework. The framework, in turn, will guide consideration of related issues for research and practice, and finally, suggestions for additional research. I begin with an example of a particularly effective use of technology in classrooms.

Abstract: The purpose of this study is to find out the implications of technological determinism by discussing the views of how technological development can change society and culture. The implications of technological determinism are as follows. First, the common structure of technological determinism has the categories of strong determinism and soft determinism. In particular, soft technological determinism proposes the possibility that society can change in a specific direction while technology interacts with other areas of society. Second, attitudes toward technology make the difference in technology determinism. Philosophical differences in technology are differences in attitudes towards technology, and these differences are important from a policy and decision-making point of view and affect perceptions of risks and opportunities. Third, even if strong technological determinism that does not impute technology as an autonomous agent is rejected, a soft technology deterministic view or emphasizing that technology power is a secondary change agent still presents a dilemma for human responsibility. Fourth, from the instrumental point of view of technology, technology is not regarded as an end in itself, but as a means to achieve educational goals. When making decisions about technology, educational goals and curriculum categories should follow technology from the philosophy of this instrumental view. Fifth, it should be explicitly noted that the viewpoint on technology is markedly different depending on the degree to which technology determinism is asserted in technology education. Finally, today's technology determinists are facing both positive and negative changes and developments brought about by the advent of social media. Social media has allowed people to connect with others anytime, anywhere, but has reduced real human interactions and face-to-face conversations.

Abstract: The gendering of technology-related work and education has spurred a lively debate. While the majority of research assumes that women and minority ethnic groups are under-represented in technology, there is a lack of research on their typical paths and positions in vocational technology education. This intersectional study examines students’ experiences of dental technology, which is a women-dominated study programme in which minority ethnic groups are also well represented. The article identifies a key discourse that the interviewees use in distinguishing dental technology from men-dominated technology education: describing it as detailed work done with one’s hands. The study strengthens existing research on the gendering of technology by providing the first vocational school-based example of how the feminine qualities associated with certain technologies can create a space for feminine identities in technology while simultaneously limiting the technological study programmes considered by women. The study further complements existing research through its intersectional approach, by showing that although feminine images associated with some technology education programmes can attract many women to study these subjects, minority ethnic students might be later excluded from working in related vocations.

Abstract: Although there are some researches conducted about students' conceptions of technology, little research has been conducted to reveal the primary school students' conceptions concerning technology in China. This research investigated Chinese primary school students' (aged 9-12) conceptions of technology as regards their understanding of (a) the concept of technology, (b) the impact of technology on human life and nature, and (c) the relationship between technology and science. Phenomenography as the methodological framework was adopted for this study. A total of 63 primary school students were chosen as participants in the study to probe their conceptions about technology through picture/photo eliciting activities, and semi-structured, personal interviews in a website video format. It is found that the primary school students defined technology from diverse perspectives, including the dimensions of its attributes, production, operation and use, function, with most of them regarding technology as a double-edged sword. It is also found that they lack a comprehensive and rational understanding of the concept of technology and cannot understand the relationship between science and technology properly. This study contributes better to understanding primary school students' conceptions about technology in mainland China and beyond, thus providing an empirical basis for improving technology education policy, curriculum, instruction, and assessment in the future for China and other countries.

Abstract: Abstract In this study, we aim to investigate activities using models in a design project in three technology classrooms. Activities that use models are important for students’ development of knowledge and skills connected to the design process. Nevertheless, few empirical studies have thus far examined how models and modelling are used in a classroom environment when students and teachers are involved in a design project. In order to meet our aim, we video-recorded eight lessons from three different technology classrooms (students aged 13–15), where the students were involved in different problem-solving activities using models and modelling. The three projects had different specifications, and the students’ degrees of freedom thereby varied. The video recordings were analysed using a qualitative content analysis. The analysis resulted in seven activities being identified where the teachers and students talked about models and modelling in order to solve the problem. The results also revealed three different dimensions of models: material, structure and function. These dimensions are present in almost all activities that use models. In a project with a high degree of freedom, all three dimensions of models are present. On the contrary, in a project with a lower freedom, only one of the dimensions is present, resulting in a lower degree of complexity for the students. The study emphasizes that the presumptions and openness of a design project in technology education can provide different possibilities for students learning in relation to models and modelling.

Abstract: Abstract Technology education in early childhood education (ECE) has only recently been established internationally as a curriculum content area. The interdisciplinary character of technology education and its status as a field under development occasion a need to distinguish and define technology in the merging of disciplines. This literature review presents an overview of technology education in ECE in recent empirical studies. The literature review was carried out systematically, resulting in 23 studies that were scrutinised to present an overall picture regarding study design, findings and how technology is characterised. The analysis of the nature of technology in the reviewed studies builds on DiGironimo’s (Int J Sci Education, 33(10):1337–1352. https://doi.org/10.1080/09500693.2010.495400 , 2011) conceptual framework, representing five distinct but merging dimensions of an ever-changing human technological creation process. In the synthesised findings, four subthemes derived from the studies’ overall themes were identified: two focusing on preschool teachers and pre-service teachers, and two focusing on technology activities with children. The aligned outcomes are discussed concerning the conceptual dimensions of technology, along with possibilities, challenges and implications for the current field of research on technology education in ECE.

Abstract: First published in 1983, New Information Technology in Education surveyed developments in the field of information technology and demonstrated how it could be used to improve the quality of education. The book considered the experience of a wide range of countries, including the United States, Japan and those in Europe. While explaining the potential improvements that the new technology could bring, this book also reviewed the problem areas and helped educationalists to evaluate the relevance of the new technology for their own work. In an age of teaching via Zoom videos, it is interesting to take a look at a time when information technology in education was at its nascent stage. This book will be of interest to teachers and students of history, education, technology and pedagogy.

Abstract: In recent decades, special attention is paid to the problems of theoretical justification, development and implementation in the educational process of modern technologies aimed at achieving high and sustainable results of pedagogical activity. Improvement of pedagogical technologies is the main goals and objectives of modern education. Quality improvement of education is impossible without determining the effectiveness of educational technology. Educational technology is a broad concept, it also includes pedagogical technologies, which include training, educational technologies and management technologies. Educational technologies are similar to teaching methods, as they are a way of organizing the pedagogical process and the interaction between its subjects and objects. However, there are differences between them. Educational development is a method of rational merit of the purpose of the pedagogical process with the implementation of appropriate ways. The concept of criterion is an important definition (cognition, application) of educational technology: it helps to determine whether a certain style of teaching is a technology, methodology or some other way of teaching described in the pedagogical literature. The criteria for determining the effectiveness of applying a certain educational technology in the pedagogical activity of a teacher will be different depending on what kind of technology the teacher uses in his work. To determine the effectiveness of the educational technology, it is necessary to determine how it meets the requirements for the educational process, to determine its belonging to the subject-oriented or person-oriented technology The criteria of effectiveness of the educational technology application will be the acquired competences, the emotional state of the participants of the educational process, the tasks formulated for further development, the presence of situations of success for each applicant of education, the desire to move forward. Key words: criteria, educational technology, educational process, methodology, innovation

Abstract: Two terms are often associated with technology and its use in classrooms: implementation and integration. Implementing technology in the classroom means that students and teachers use the devices to do work (e.g., word processing, internet searches, reading books, etc.). To fully integrate technology in the classroom, devices and equipment should be used, but such use should support curricular goals, help students reach their goals, and become a part of the classroom routine. Integration of technology allows students to enhance learning in ways they could not without technology being available. This study addresses the reality that technology is not effectively integrated into elementary classrooms. The data show that teachers are struggling with technology integration in the classroom. Most think they are integrating technology when they are implementing it. There are also significant barriers that prevent teachers from fully integrating technology into the classroom.

Abstract: This study sought to provide insight into the current status of technology knowledge and application of technology in K-12 classrooms. Specifically, this study explored the demographic factors such as: gender, race, education level, grade taught, rigor, years of experience, and socioeconomic status that contribute to differences in teachers' technology knowledge and ways technology is implemented. This study also explored the relationship TPACK and years of experience has with technology implementation. Finally, this study addressed the role COVID-19 played in accelerating the use of technology as students and teachers were required to meet virtually for a year. ? Technology was added as a third paradigm to Shulman?s (1986) Pedagogical Content Knowledge model to make Technological Pedagogical Content Knowledge (TPACK). Much of the literature focused on demographic factors of TPACK individually, but not comprehensively. Moreover, the majority of the studies focused primarily on pre-service teachers. Very few studies explored the TPACK of in-service teachers. Furthermore, very few studies have focused on the adoption of technology standards and no studies that examine quantitatively in-service teachers technology implementation practices with the 2017 International Society for Technology in Education (ISTE) Standards for Educators. ? Participants included 425 teachers from a large school district in Southern California that has 31 schools that are economically diverse. Participants completed an online survey consisting of demographic information, familiarity with and use of the 2017 ISTE Standards for Educators, Technological Pedagogical Content Knowledge (TPACK), Teacher Preparation Technology Inventory (TPTI), and the role COVID-19 played in technology implementation. Results revealed that there is an inverse relationship between teacher experience and knowledge and implementation of technology, both lower elementary (K-3) teachers, and White/Caucasian teachers have significantly less TPACK and less appropriate technology implementation practices than all other grade levels and races, respectively, finally although Physical Education teachers do not differ significantly than their peers in TPACK knowledge, they implement technology less appropriately than teachers of other content areas. This study also found no significant difference in knowledge or implementation practices across socioeconomic status. ? These results suggest there is a lot of room for improvement with respect to technology implementation and accountability in K-12 classrooms in order to best prepare students to be college and career ready.

Abstract: To prepare students for success outside the classroom, teachers use technology to facilitate student learning and encourage collaboration. Policymakers have branded technology as the tool to bridge the equity gap in education, but some have argued technology fails to come close to minimizing the educational divide. Through a qualitative case study method examining two schools, this research used semi-structured interviews and document analysis to investigate the impact technology in the elementary classroom has on lower socioeconomic students and how the Covid-19 pandemic influenced technology integration from teacher and parent perspectives. Findings illustrate similarities and differences among teachers at the different schools including a change in perception about technology use by teachers, differences in funding decisions regarding technology training and implementation, and examples of how technology was used for individualized instructions. Parents’ technology concerns focused on internet safety and over usage. Teachers’ technology apprehension revolved around technology issues and off-task behavior. The study concluded that professional development should consider teachers’ varying backgrounds and allow teachers to be active participants and consider teachers’ varying backgrounds when developing. Educators must examine technology benefits beyond mere ownership and understand that for effective technology integration equitable access is vital.