132 Words: A Critical Examination of Digital Technology, Education, and Citizenship

2021 ◽  
Author(s):  
Dan Mamlok ◽  
Kathleen Knight Abowitz
Keyword(s):  
Technology Education ◽  
Digital Technology ◽  
Critical Examination

scholarly journals Characterizations of preschool technology education: analyses of seven individual preschool teachers’ and childcare attendants’ descriptions of their teaching

2021 ◽  
Author(s):  
Pernilla Sundqvist
Keyword(s):  
Technology Education ◽  
Narrative Analysis ◽  
Digital Technology ◽  
Preschool Teachers ◽  
Learning Objective ◽  
Structured Interviews ◽  
Children's Play ◽  
Staff Members ◽  
The Subject ◽  
Preschool Staff

AbstractIn recent decades the preschool has leaned more towards a learning-oriented pedagogy, where the subject of technology has been given a more prominent place. Still, studies on how individual preschool staff members perceive and teach technology is scarce. This study shows how seven preschool staff in Sweden describe their work with the subject of technology and how technology education is characterized in these descriptions. The data was produced by means of semi-structured interviews and a questionnaire and analyzed with narrative analysis. The results show very diverse practices of technology education, implying the learning possibilities for children in different preschools are not equal. Some of the staff describe a clear and conscious teaching of technology, while others describe teaching what can be viewed as a limited and/or shallow technology education, where technology is sometimes used as means for learning other subjects or contents rather than being the learning objective. Six ways to characterize technology education was found, namely: technology education (1) concerns technological objects and systems in children’s environment, (2) concerns learning to handle technological objects, (3) is doing experiments, (4) involves developing abilities, (5) is naturally included in children’s play and (6) departs from digital technology.

scholarly journals Digital Technology Education Collaborative Third Year Progress Report

2016 ◽  
Author(s):  
Nasser Alaraje ◽  
Aleksandr Sergeyev ◽  
John Reutter ◽  
Craig Kief ◽  
Bassam Matar ◽  
...  
Keyword(s):  
Technology Education ◽  
Digital Technology ◽  
Progress Report

Self-Belief and Confidence to Teach Arts and Digital Technology in K-6 Classrooms

2018 ◽  
pp. 234-253 ◽  
Author(s):  
Narelle Lemon ◽  
Susanne Garvis
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Technology Education ◽  
Digital Technology ◽  
Self Efficacy ◽  
Effective Teacher ◽  
The Arts ◽  
Professional Development Of Teachers ◽  
Teacher Self Efficacy ◽  
Different Levels

Teacher self-efficacy is an important motivational construct that informs actions associated with teaching. Teacher self-efficacy develops during teacher education. Highly effective teacher education is able to support and enhance self-efficacy. Variation however can occur for a number of reasons. In the case of digital technology and the arts, teacher self-efficacy informs perceived levels of competence in teaching students. This chapter reports on the current levels of teacher self-efficacy of pre-service teachers at three Australian universities. Dance, drama, music, media, visual arts and digital technology were explored. Findings highlight that the different cohorts had different levels of perceived competence. Such findings are important for teacher education and also the professional development of teachers for arts and digital technology education.

scholarly journals Empowering children to make and shape our digital futures – from adults creating technologies to children transforming cultures

2020 ◽  
Vol 37 (5) ◽  
pp. 279-293
Author(s):  
Netta Iivari
Keyword(s):  
Technology Education ◽  
Digital Technology ◽  
Digital Age ◽  
Design And Technology ◽  
Young Generation ◽  
Content Type ◽  
Children's Education ◽  
Complex Concept ◽  
Recent Developments ◽  
Children’S Education

PurposeDigital technology education of children needs to be reconsidered. The purpose of this paper is to focus on empowering the young generation as regards digital technology. Digital technology education should reap the benefits of recent developments brought in by extensive, ongoing digitalization and prepare the young generation to manage and master in their technology rich future. The recent COVID 19 pandemic has made this particularly relevant and visible in the society. The young generation should adopt a proactive and critical stance toward digital technology and consider how design and technology can be used for making the world a better place.Design/methodology/approachThis commentary reviews literature on the complex concept of empowerment and suggests a model on the aspects to be considered when aiming at empowering the young generation as regards digital technology in the context of digital technology education.FindingsA model is proposed that comprehensively addresses empowerment of children as regards digital technology both at individual and collective levels and in mainstream sense as a relational and motivational construct as well as in critical sense in terms of collective empowerment, social responsibility and liberation of the oppressed.Research limitations/implicationsRadical renewal in the children's education is needed in the digital age. This model outlines aspects to be considered in such a transformation. The insights should be valuable for research communities addressing the topic of children's education in the digital age in general or the topic of children's digital technology education in particular.Practical implicationsThe model should also be of help for practitioners, i.e. teachers and facilitators working in informal learning spaces for developing children's digital education in practice.Social implicationsThe commentary addresses significant societal issues. It is actually not only children who should be empowered to engage in making and shaping our digital futures, but people in general. The model provides novel and valuable insights on what aspects to consider in such a significant endeavor.Originality/valueThe model proposed is novel and clearly needed in the research addressing this topic.

scholarly journals Digital Technology Education Collaborative Second Year Progress Report

2015 ◽  
Author(s):  
Nasser Alaraje ◽  
Aleksandr Sergeyev ◽  
Craig Kief ◽  
John Reutter ◽  
Bassam Matar
Keyword(s):  
Technology Education ◽  
Digital Technology ◽  
Progress Report ◽  
Second Year

scholarly journals Digital Technology Education Collaborative First-Year Progress Report

2020 ◽  
Author(s):  
Nasser Alaraje ◽  
Aleksandr Sergeyev ◽  
Craig Kief ◽  
Bassam Matar
Keyword(s):  
Technology Education ◽  
Digital Technology ◽  
Progress Report ◽  
First Year

Self-Belief and Confidence to Teach Arts and Digital Technology in K-6 Classrooms

2015 ◽  
pp. 106-124 ◽  
Author(s):  
Narelle Lemon ◽  
Susanne Garvis
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Technology Education ◽  
Digital Technology ◽  
Self Efficacy ◽  
Effective Teacher ◽  
The Arts ◽  
Professional Development Of Teachers ◽  
Teacher Self Efficacy ◽  
Different Levels

Teacher self-efficacy is an important motivational construct that informs actions associated with teaching. Teacher self-efficacy develops during teacher education. Highly effective teacher education is able to support and enhance self-efficacy. Variation however can occur for a number of reasons. In the case of digital technology and the arts, teacher self-efficacy informs perceived levels of competence in teaching students. This chapter reports on the current levels of teacher self-efficacy of pre-service teachers at three Australian universities. Dance, drama, music, media, visual arts and digital technology were explored. Findings highlight that the different cohorts had different levels of perceived competence. Such findings are important for teacher education and also the professional development of teachers for arts and digital technology education.

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