Teacher judgement accuracy of technical abilities in primary education

Wammes, Dannie; Slof, Bert; Schot, Willemijn D.; Kester, Liesbeth

doi:10.1007/s10798-022-09734-5

Cited by 4 publications

(2 citation statements)

References 52 publications

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“…In a few countries, such as New Zealand and Sweden, technology education has its own place in the curriculum as a primary subject (Milne, 2013;Sultan et al, 2020), but in other countries, technology education is only briefly mentioned as a subtopic of a science-related subject, such as physics (Rasinen et al, 2009). The absence of standardized frameworks for defining, structuring, and establishing the goals of technology education in primary schools contributes to the difficulties faced in integrating and implementing technology in the classroom (Rasinen et al, 2009;Wammes et al, 2022). Such discrepancies are particularly pertinent in several European countries, such as Germany, Austria, Estonia, and Finland, where we observed a lack of unified curriculum frameworks related to the aims, integration, and implementation in instruction of technology education (Rasinen et al, 2009).…”

Section: Technology Educationmentioning

confidence: 99%

Technology education in primary schools: addressing teachers’ perceptions, perceived barriers, and needs

Pappa

Georgiou

Pittich

2023

Int J Technol Des Educ

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In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers’ lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in technology education, and the ambiguity of the definition of technology education have scarcely been discussed in the literature. This study explored teachers’ experiences with the current integration of technology and identified challenges to the integration of technology and areas where support is needed. Semi-structured interviews were used to collect data and were analyzed using content analysis. Content knowledge, proper training, and professional development programs on the integration of technology along with the need for clear and unanimous curricula standards have been perceived as important factors in the integration of technology education. Participants also acknowledged the need for the establishment of teaching communities wherein they can learn from one another. Our study discusses implications for research and practice and provides a knowledge base for the establishment of well-structured professional development courses based on teacher needs.

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Section: Technology Educationmentioning

confidence: 99%

Technology education in primary schools: addressing teachers’ perceptions, perceived barriers, and needs

Pappa

Georgiou

Pittich

2023

Int J Technol Des Educ

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“…That is, to improve the quality of education must improve the level of professional development of the teaching force. Since the professional development of teachers was proposed in the 1960s, people have become more and more concerned about the quality of teachers themselves and after years of theoretical research and practice to explore the professional development of teachers themselves [3]. In the 1980s, teacher professional development has become an important issue of common concern for educational researchers in many countries around the world, and it has gradually become a more important research hotspot worldwide.…”

Section: Introductionmentioning

confidence: 99%

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

Zhang

2022

Journal of Sensors

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Teacher professional education development is actually another type of development that crosses over into a category of teacher training development that encompasses two other types of teacher training—one of which is formal and the other is informal teacher training. The other approach to teacher professional development is quite different from the professional development of professional education. The focus of the professional development of teachers is a dynamic process of development in which teachers take the initiative, actively, and consciously pursue the direction of professional development of teachers. Therefore, how to observe and study the direction of teachers’ professional development from the perspective of teachers is an urgent problem that needs to be studied and solved. The professional development of teachers should be combined with their own social and teaching lives. In addition, information technology should be integrated into teachers’ daily teaching life, so that it can be used as a tool to support teachers’ professional development. Information technology has gradually become a tool and a means that teachers cannot do without in their teaching lives, so it is important to study and think about it from various aspects, such as the teaching process and teachers’ growth experiences, and to continuously study teachers’ professional development. Therefore, it is necessary to study how information technology can be used well by teachers and used by teachers to become a useful tool in teachers’ educational and teaching work from various aspects. This paper first argues that the main goal of teachers’ professional development is to gradually grow into expert teachers, while the main content of teachers’ professional development is to understand practical knowledge, and the specific tool used by teachers in teaching is the application of social software support that can support teachers’ professional development (Romanowski and Alkhateeb, 2022). This paper envisages that information technology can be integrated into the entire teaching environment and the teaching process of teachers, as a tool and a means to make the content of teachers’ teaching more concise and clear. Through the use of information technology and other tools, teachers can gradually identify what they need to improve and add to their teaching process, lay the foundation for their future development, and pave the way to become better teachers with a clearer plan for their future development.

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Fostering pre-service primary school teachers’ ability to recognize differences in pupils’ understanding of technical systems

Wammes

Slof²,

Schot

et al. 2022

Int J Technol Des Educ

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Pupils benefit from adaptive instruction and feedback from their teachers. A prerequisite for providing adaptive instruction is that teachers’ diagnostic ability enables them to correctly perceive their pupils’ skill level. A short course has been developed to improve primary school teachers’ diagnostic ability for engineering. Based on Nickerson’s anchoring and adjustment model, the participants became aware of the differences their own and pupils’ use of information when constructing technical systems. The Fischer scale was used as a model to understand and identify pupils’ development in using such information. The participants were given examples of pupils’ reconstructions of technical systems. They were asked to evaluate these work products in four ways: relative and absolute, combined with intuitive and explicit. The results reveal that relative and absolute diagnoses can differ considerably for the same teacher and between teachers, depending on whether they are implicit or explicit. Post-test results show that the course improved the ability to explain the differences between pupils’ use of information to construct a technical system. The course also had a strong, significant, positive impact on teachers’ self-efficacy beliefs about technology education.

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Teacher judgement accuracy of technical abilities in primary education

Cited by 4 publications

References 52 publications

Technology education in primary schools: addressing teachers’ perceptions, perceived barriers, and needs

Technology education in primary schools: addressing teachers’ perceptions, perceived barriers, and needs

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

Fostering pre-service primary school teachers’ ability to recognize differences in pupils’ understanding of technical systems

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