Abstract: Abstract Technology and engineering education (TEE) corresponds to technical craft in Finnish primary and secondary school craft subject. However, there have not been in the specific descriptions of the technology and engineering content in the subject in the national core curricula for basic education since 1994. The research task here was to outline what TEE is in Finnish primary and secondary school craft. The research method was a qualitative case study, based on the experts’ outlines. The core of TEE learning goals definitions, the content of engineering, and its pedagogy was used to analyse the data collected from TEE experts (n = 23). As a result, new theoretical foundations of TEE in general education are presented. The description includes the basics of the conditions of existence for the subject, and its key general leaning goals in the framework of technology education, main in engineering fields and methods and central pedagogical models. The results reveal the diverse and unified structure of TEE to be used in the craft subject in general education and teacher education, and in outlining and studying the future development of TEE.

Abstract: There has been a rise in the use of technology in higher education lately. This is changing how students’ study all over the world. This study takes a close look at all the relevant literature to find the complicated web of connections between educational organisations and technological advances. It talks about the new technologies and current trends that are affecting the future of higher education. It also talks about the history of technology in this field, the difficulties and chances that come with incorporating it, and a lot of other things. This study uses theme and content analysis of academic journals, papers, and trustworthy websites to look into how adding technology to the classroom affects students' learning, as well as the difficulties and limits it brings. It also looks into how important teachers are in helping and guiding students. It also shows examples of changing success in a number of educational settings. This shows that efforts supported by technology can have positive effects in a number of educational settings. These results make it clear how important it is to use technology to make training more effective, get more students involved, and help students grow as a whole.

Abstract: Abstract Under its third aim, to appreciate the interaction between people's values, technology, society, and the environment, the South African Curriculum and Assessment Policy Statement (CAPS) technology Grades R–9 includes indigenous technology, and the sub-aim emphasizes that students learn how indigenous cultures use specific materials and processes to satisfy needs and become aware of indigenous intellectual property rights. This suggests that technology teachers should incorporate locally produced technology into their lessons, which they currently do not. In order to better understand how technology teachers, perceive and attempt to incorporate indigenous technology into their lessons, this qualitative interpretive study was conducted. At all levels, it should be applied to incorporate indigenous technology into the teaching of technology in South African schools. In the Free State Province's Motheo district, seven technology teachers for grade 7 were conveniently chosen to take part in the study. The results show that although technology teachers are familiar with local technology, they find it difficult to incorporate it into their lessons. Keywords: understanding; incorporate; indigenous technology; curriculum; indigenous

Abstract: <p><em><span>Use of Technology in English Language Class Technology is an effective tool for learners. Learners must use technology as a significant part of their learning process. Teachers should model the use of technology to support the curriculum so that learners can increase the true use of technology in learning their language skills. Teachers should find methods of applying technology as a useful learning instrument for their learners although they have not learnt technology and are not able to use it like a computer expert. The application of technology has considerably changed English teaching methods. It provides so many alternatives as making teaching interesting and more productive in terms of advancement.</span></em></p>

Abstract: Technology is an essential part of the world of w which we live. Most of the jobs that did not require technology use in years past do require the use of technology today. Many more homes have computers than in years past and increasing numbers of people know how to use them. Technology is being used by children and adults on a daily basis by way of web surfing, texting, social networking, interactive games, and in more ways. We are an evolving technological society and in many ways have become dependent on its use. Thus, the use of technology and teaching students have to use it has become a high priority in the public schools.

Abstract: Abstract In literature, teaching for an authentic learning experience is seen as rewarding and interesting, promoting better understanding of for example sustainable development and fostering students’ independence. Some upper secondary schools emphasise authentic teaching and learning on their websites, showcasing how students engage in authentic tasks. We are interested in examining how authentic teaching is implemented in practice and what enables it. Therefore, we investigate a specific practice where authentic teaching occurs, and we follow students and teachers. We want to understand what may be required to implement authentic teaching. The research questions were: What characterises authentic teaching and learning when students on the technology program work on their design projects and individual pieces of work? How is authentic teaching and learning facilitated? Students in Year 3 of the technology program engaged in a project where they studied residential apartments’ resource use and climate impact using sensors. They visited the energy research team, learned about the technology and data collection, and completed own upper secondary school projects related to sensor technology, programming, and data analysis. These were meant to be characterised by authenticity according to the school’s procedures. Data was collected through interviews, observations, and analysis of video material, sound recordings, and field notes. The analysis revealed that the teaching exhibited characteristics of authentic learning, facilitated by early exposure, teacher empowerment, and strong support from management and resources. The results thus show both the characteristics of how the teaching is organized and how teachers handle students’ learning, as well as the organizational factors at the specific school that enable it.

Abstract: <p><em><span>Technology is an essential part of the world of w which we live. Most of the jobs that did not require technology use in years past do require the use of technology today. Many more homes have computers than in years past and increasing numbers of people know how to use them. Technology is being used by children and adults on a daily basis by way of web surfing, texting, social networking, interactive games, and in more ways. We are an evolving technological society and in many ways have become dependent on its use. Thus, the use of technology and teaching students have to use it has become a high priority in the public schools.</span></em></p>

Abstract: <p><span>The National Resource Center for Materials Technology Education (MatEdU) and its continuation program, the MatEdU Online Digital Library, has made major progress in areas related to education, technology training, inter-communication, and networking in materials technology. A significant impact of this National Science Foundation-funded Advanced Technological Education resource center has been implementing materials technology into multiple areas, from technology and electronics education to advanced manufacturing, energy materials, and critical materials utilization. Using its website as its centerpiece, workshops, and educational modules along with opportunities for undergraduate research and faculty mentoring at community colleges are available. Practical examples abound, including guitar building, additive manufacturing, and numerous types of advanced materials and applications. This paper provides the information future programs will need to build follow-up programs to enhance technology education further.</span></p>

Abstract: &lt;p&gt;&lt;span&gt;The effect of information technology on human life is immense, and its role in education cannot be subsided. The contribution of information technology has gained momentum due to the closure of educational institutions, raises challenges for students learning. The purpose of this study was to determine the level of technology awareness and extent of technology utilization in the classroom, the benefits and drawbacks of the use of technology in education, and particularly the impact on students&rsquo; learning. The study used the descriptive-correlational research design. The researchers chose the junior high students in MSU- Saguiaran Community High School because the researchers wanted to determine the level of technology awareness and the extent of technology utilization at MSU-Saguiaran Community High School. Based on the results of the study, the level of awareness of the respondents, among the indicators of the level of awareness, the indicator, &ldquo;Learning the use of is worthwhile and necessary subject&rdquo; obtained the highest mean of 3.36, the highest indicator (4- It motivates me to explore many topics I may not have seen before) with a mean of 3.52. Further, in correlation, the null hypothesis, which states that there is no significant relationship between the extent of technology utilization in learning activities and the level of technology awareness of the respondents was rejected. Furthermore, in the regression analysis, the null hypothesis stating that &ldquo;there is no variable/s best predict the extent of technology utilization the respondents&rdquo; was rejected.&lt;/span&gt;&lt;/p&gt;

Abstract: <p><strong><span>Abstract</span></strong></p> <p><span>Under its third aim, to appreciate the interaction between people's values, technology, society, and the environment, the South African Curriculum and Assessment Policy Statement (CAPS) technology Grades R–9 includes indigenous technology, and the sub-aim emphasizes that students learn how indigenous cultures use specific materials and processes to satisfy needs and become aware of indigenous intellectual property rights. This suggests that technology teachers should incorporate locally produced technology into their lessons, which they currently do not. In order to better understand how technology teachers, perceive and attempt to incorporate indigenous technology into their lessons, this qualitative interpretive study was conducted. At all levels, it should be applied to incorporate indigenous technology into the teaching of technology in South African schools. In the Free State Province's Motheo district, seven technology teachers for grade 7 were conveniently chosen to take part in the study. The results show that although technology teachers are familiar with local technology, they find it difficult to incorporate it into their lessons.</span></p> <p><strong><span>Keywords:</span></strong><span> understanding; incorporate; indigenous technology; curriculum; indigenous</span></p>

Abstract: The National Resource Center for Materials Technology Education (MatEdU) and its continuation program, the MatEdU Online Digital Library, has made major progress in areas related to education, technology training, inter-communication, and networking in materials technology. A significant impact of this National Science Foundation-funded Advanced Technological Education resource center has been implementing materials technology into multiple areas, from technology and electronics education to advanced manufacturing, energy materials, and critical materials utilization. Using its website as its centerpiece, workshops, and educational modules along with opportunities for undergraduate research and faculty mentoring at community colleges are available. Practical examples abound, including guitar building, additive manufacturing, and numerous types of advanced materials and applications. This paper provides the information future programs will need to build follow-up programs to enhance technology education further.

Abstract: The fact that technology plays a much larger role in the digital era than it did for previous generations has made today's generation having a high level of technological literacy. The increase in this literacy coupled with recent technological advances has led to the expansion of technology in education. From the millennial to Gen-Z, these are the generations that are coming into the classroom today and they share unique characteristics that define their generations. These generations expect to be engaged in their learning and they do not do well being passive learners. Hence, technology has to be embraced in today's education and teachers have to apply technology as part of the students learning. This paper reviews the generations of learners that teachers are having today and how these generations impacted the transformation of education in the digital era. This paper also presents some of the emerging technologies and discusses the needs of pedagogical transformation to invent new forms of teaching and learning as well as the importance of redesigning and rethinking education in the digital era.

Abstract: Considering the rapid progress of technology in the fields of cognition, robotics, and artificial intelligence, as well as the abundance and easy access to educational materials in cyberspace, traditional education no longer meets the actual needs of society. Informal education has overcome formal education by placing a greater emphasis on techniques and skills. In this article, two types of education were introduced: a) Mindsetting education (including mind-filling education and mind-developing education) and b) Brainsetting education (including brain-exercising education and brain-generating education). The first relates to thinking and thoughts, and the second is knowledge and skills. In fact, with the advent of intelligent educational systems, there has been a shift from soft, mental, and human approaches to more hard, cerebral, and machine approaches, which teachers and educational specialists need to consider.

Abstract: The purpose of this study was to determine the effects of Model-Based Demonstration and Bi-Directional Peer-Tutoring on students’ achievement in building technology in Colleges of Education in North Central Nigeria. The population of the study consisted of all the 136 NCE II students in the 8 Colleges of Education offering Building Technology spread across 7 states in North-Central Nigeria. The study sample was made up of 44 NCE II Building Technology students. Random sampling technique was used in selecting four out of the eight Colleges of Education offering Building Technology in the seven states. In each of the Colleges of Education, the NCE II Building Technology intact classes were randomly assigned to Model-Based Demonstration and Bi-Directional peer-tutoring as well as conventional teaching method treatments, respectively. The quasi-experimental research design which utilized pre-test, post-test, experimental-control group design was employed. Two null hypotheses were tested at 0.05 level of significance. The instruments used for data collection was the Building Technology Achievement and Retention Test (BCART). BCART consisted of 60 multiple choice items and had a reliability co-efficient of 0.81 which was obtained using Kuder Richardson’s formula 20. BCART was validated by three Building Technology experts from Colleges of Education. The data collected was analyzed using Mean, Standard Deviation, t-test . The findings revealed that: there was a significant difference between the post-test Mean score in favour of the experimental group taught building technology using Model-Based Demonstration Method and Bi-Directional Peer-Tutoring over the control group taught with Conventional Teaching Method. It was concluded that Model-Based Demonstration and Bi-Directional Peer-Tutoring Teaching Methods are better than Conventional Teaching Method. It was recommended among others that: Building Technology teachers should be encouraged to employ Model-Based Demonstration and Bi-Directional Peer-Tutoring Instructional Methods in order to enhance students’ achievement in Building Technology and at the same time, minimize the conventional teaching method which seems to prevail in Nigerian educational institutions.

Abstract: Educational Technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignment. twenty-first century can be precisely termed as an era of technology and innovation. Educational technology is one such innovation that has changed the entire teaching–learning process. The main aim of this research paper is to study the impact of new modes of learning (using educational technology) on student’s performance in their examinations and its role in enhancing learning outcomes. Educational technology can be of various types including synchronous or asynchronous learning, computer-based learning, computer-mediated learning, collaborative learning, flipped classrooms etc. This paper would be focusing on which type of educational technology do the students prefer and for what purpose. Also, do they perceive it as a substitute of conventional classroom learning? The study investigated whether all the students from different fields, professional, non-professional, vocational etc., find Ed-tech platforms and online learning helpful in one way or the other. The study found educational technology helpful in enhancing their learning outcomes. In their personal capacity, student utilize the available educational technology tools to its fullest.