“…Meril‰inen (2006) notes that, when considering suitable teaching methods, one must remember that the chosen methods should always be relevant from the point of view of educational objectives, the content taught, the readiness and abilities of the teachers as well as the learners, in addition to the point at which the learners are located on the continuum of learning and development. According to the analysis of technology education in the curricula of five European Union countries (Austria, Estonia, Finland, France and Germany), Rasinen, Virtanen and Miyakawa (2009) Many researchers (Doherty & Canavan, 2006;Jones & Compton, 2009;Mita, Matsuda, Iwaki, & Furuta, 2006) stress that the new content of technological studies ñ together with its emphasis on the integration of technologies, coupled with an approach towards supporting learning that give emphasis to project work, resource-based learning and using technology in a problem solving context ñ all combine to mark the distinctiveness of this course from anything that has proceeded. Experts accentuate self-directed and independent discovery or investigation; furthermore, they relate evaluation of their significance and meaning as well as team-working methods (Parikka, 1998).…”