Examining the dimensions of technology

Custer, Rodney L.

doi:10.1007/bf00769905

Cited by 80 publications

(48 citation statements)

References 6 publications

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“…People tend to consider technology as an ''artifact,'' instead of regarding it in the light of ''knowledge,'' ''process,'' or ''volition'' (for the different dimensions of technology, see Custer, 1995). This is also the reason why so many people based their evaluation of whether a preschool can provide a good education about technology according to the facilities it has available instead of according to the qualifications and experience of its teachers or of the curriculum it offers.…”

Section: (B) Society's Perceptions Of Technologymentioning

confidence: 99%

Early Childhood Technology Education: A Sociocultural Perspective

Siu

Lam

2005

Early Childhood Educ J

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We are living in a fast-changing, technology-driven world, where technology affects the daily lives of every person, directly or indirectly. While the importance of providing young children with technological knowledge and experience has been well-recognized, how the curriculum should be developed deserves greater study. Using early childhood education in Hong Kong as a case study, this paper argues that to be successful in planning and implementing a technology curriculum, we cannot consider only the technological aspects. We also need to take into consideration the social and cultural factors. Among various social and cultural factors, this paper focuses on: (a) the background of the students and their parents, (b) society's perceptions of technology, and (c) society's expectations of children who learn about technology, and (d) the approach and method of teaching and learning technology.

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Section: (B) Society's Perceptions Of Technologymentioning

confidence: 99%

Early Childhood Technology Education: A Sociocultural Perspective

Siu

Lam

2005

Early Childhood Educ J

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“…Technical problem solving, or troubleshooting, is a specialized subset of general problem solving where the problem is ingrained in a real-life situation and the troubleshooter engages in diagnosing a fault (Custer, 1995;Jonassen, 2000;MacPherson, 1998). Prior research in troubleshooting has investigated the problem solving differences between experts and novices.…”

mentioning

confidence: 99%

Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students

Blackburn¹,

Robinson²

2016

JAE

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“…He asserted that the cathedral builders applied the knowledge they had inherited from their ancestors that shapes what is called, 'Craft Knowledge' -knowledge that is acquired through practical experience (Brown & Mclntyre, 1993). Naughton's position was supported by Custer (1995) who gave examples that confirm technology is not applied science. The first example is that stone-tool manufacture flourished for over two million years before the development of the mineralogy and geological disciplines.…”

Section: Researchmentioning

confidence: 84%

“…It consists of beliefs and values that shape our understanding of the world while the explicit knowledge is the knowledge that can be easily articulated and shared with others. Custer (1995) identified two types of technological knowledge: tacit and analytical. Tacit knowledge is beyond verbal expression and is processed by craftspeople who are highly skilled in technology.…”

Section: Nature Of Technologymentioning

confidence: 99%