Situating Technological Literacy in the Workplace

Wallace, Jamie; Hasse, Cathrine

doi:10.1057/9781137394750_11

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…My research findings suggest there are persisting tensions that are affecting technology teachers' practice in the secondary school context. To enable the required curriculum change, teachers will have to be committed to dynamic learning approaches, which enable students' participation in a developing global and digital community (Dakers, 2016;de Vries, 2005;Feenberg, 2006;Wallace & Hasse, 2014). There will be an ongoing need for sustained, personalised, and context-specific professional learning, to consolidate both teachers and the community's understanding of a future-focused approach to technology education.…”

Section: The Implicationsmentioning

confidence: 99%

Secondary technology teachers’ perceptions and practice: Digital Technology and a future-focused curriculum in New Zealand.

Reinsfield¹

2019

WJE

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The Technology Learning Area statement in the New Zealand Curriculum has been recently reviewed to prioritise Digital Technology as a context for learning (Ministry of Education (MoE), 2007, 2017a). The emphasis provides the opportunity for teachers of technology education to guide learning in a future-focused manner, whilst also accommodating their students’ social and academic needs.Four potential school-based responses are proposed, which are asserted as being likely to emerge from this recent change. Findings from a qualitative research project inform discussion about how secondary technology teachers' pereceptions and interpretation of the Technology Learning Area curriculum statement can have an impact on their practices. The implications are discussed in relation to how teachers' practice can be affected by the discourse within which they teach, and to assert that a personalised approach to professional learning is necessary to enable a future-focused Technology Learning Area curriculum.

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Section: The Implicationsmentioning

confidence: 99%

Secondary technology teachers’ perceptions and practice: Digital Technology and a future-focused curriculum in New Zealand.

Reinsfield¹

2019

WJE

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“…10 What is new about the definition of the theoretical concept in Technucation is that it concerns the technological literacy needed in practical working life. 11 The TECS model is based on empirical studies which explore understandings of what technology in use means for people involved with it in professional practice. 10 The research behind the TECS model was conducted in 2011-2015, and was based on visits to a broad selection of 32 Danish institutions (13 from the school system and 19 from the healthcare system).…”

Section: Introductionmentioning

confidence: 99%

The TECS model leads to active use of technology in home care

Gars

Skov

2016

Nordic Journal of Nursing Research

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Digitization in healthcare is accelerating worldwide. This article focuses on the X-Changery development project involving home-care nurses and their use of the iPad as a new tool in patients' homes. The goal of the project was to bring knowledge from recent research on technological literacy in working life back to a work setting, thus giving nurses new technology competencies with the aim of enhancing their professionalism through the use of the iPad as a work tool. Through field observations, learning labs and focus-group interviews we can see that X-Changery gave home-care nurses a common language to exchange experiences and share knowledge about the iPad as a work tool. Use of the iPad in patients' homes led to new habits and routines. Nurses acquired relational expertise, implying active use of technology. The results show the importance of focusing on and funding reflection on and discussion of the influence of technologies on professionalism.

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The multi-variation approach

Hasse

2019

Paladyn, Journal of Behavioral Robotics

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This article argues that a multi-variation approach can be a useful supplement to existing ethnographic studies in the field of Human-Robot Interaction (HRI). The multi-variation approach builds on classical ethnographic case studies, where a researcher studies a delimited field in a microstudy of a particular robot, its makers, users, and affected stakeholders. The approach is also inspired by multi-sited studies, where researchers move across fields, adding to the complexity of the ethnographic findings. Whereas both approaches build on analysis of microstudies, the multi-variation approach is further inspired by postphenomenology, where the main aim is to deliberately seek variation – thus again adding to the complexity of the detailed findings. Here, the multivariation approach includes several researchers studying several types of robots across sites. The analytical approach seeks patterns across this complexity – and the claim is that a multi-variation approach has a strength in findings that are systematic and consistent across cases, sites, and variations. The article gives an example of such cross-variation findings in the robot field – namely the tendency for roboticists across cases and robot types to publicly present their robots as more finished and wellfunctioning than they actually are.

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Situating Technological Literacy in the Workplace

Cited by 4 publications

References 12 publications

Secondary technology teachers’ perceptions and practice: Digital Technology and a future-focused curriculum in New Zealand.

Secondary technology teachers’ perceptions and practice: Digital Technology and a future-focused curriculum in New Zealand.

The TECS model leads to active use of technology in home care

The multi-variation approach

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