scholarly journals Analysis of Perceptions and Educational Needs by Technology Teachers about Informal Technology Education Program

2012 ◽  
Vol 18 (4) ◽  
pp. 185-206
Author(s):  
Young-Min Kim ◽  
Changhoon Lee ◽  
김현정
Keyword(s):  
Technology Education ◽  
Education Program ◽  
Educational Needs ◽  
Technology Teachers

Analysis of Educational Needs of Invention Students and Teachers For the Development of Invention Education Program of The Invention Experience Education Center

2020 ◽  
Vol 20 (3) ◽  
pp. 38-55
Author(s):  
Yuhyun Choi ◽  
Seungwon Lee ◽  
Kimoon Park ◽  
Yunjin Lim ◽  
Eunsang Lee ◽  
...  
Keyword(s):  
Education Program ◽  
Educational Needs ◽  
Experience Education

scholarly journals A Study on Participants’ Perception Change of Engineering Technology Education Program

2013 ◽  
Vol 19 (4) ◽  
pp. 271-295 ◽  
Author(s):  
김영민 ◽  
Kisoo Kim ◽  
이소이 ◽  
허혜연 ◽  
Changhoon Lee
Keyword(s):  
Technology Education ◽  
Education Program ◽  
Engineering Technology

scholarly journals DEVELOPMENT AND EVALUATION OF SCIENCE AND TECHNOLOGY EDUCATION PROGRAM USING INTERFEROMETRIC SAR

2016 ◽  
Vol XLI-B6 ◽  
pp. 123-129
Author(s):  
Y. Ito ◽  
H. Ikemitsu ◽  
K. Nango
Keyword(s):  
High School ◽  
Information Technology ◽  
Technology Education ◽  
Junior High School ◽  
Education Program ◽  
Junior High ◽  
Ground Deformation ◽  
Science And Technology ◽  
Science And Technology Education ◽  
Interferometric Sar

This paper proposes a science and technology education program to teach junior high school students to measure terrain changes by using interferometric synthetic aperture radar (SAR). The objectives of the proposed program are to evaluate and use information technology by performing SAR data processing in order to measure ground deformation, and to incorporate an understanding of Earth sciences by analyzing interferometric SAR processing results. To draft the teaching guidance plan for the developed education program, this study considers both science and technology education. The education program was used in a Japanese junior high school. An educational SAR processor developed by the authors and the customized Delft object-oriented radar interferometric software package were employed. Earthquakes as diastrophism events were chosen as practical teaching materials. The selected events indicate clear ground deformation in differential interferograms with high coherence levels. The learners were able to investigate the ground deformations and disasters caused by the events. They interactively used computers and became skilled at recognizing the knowledge and techniques of information technology, and then they evaluated the technology. Based on the results of pre- and post-questionnaire surveys and self-evaluation by the learners, it was clarified that the proposed program was applicable for junior high school education, and the learners recognized the usefulness of Earth observation technology by using interferometric SAR. The usefulness of the teaching materials in the learning activities was also shown through the practical teaching experience.

Open and Distance Learning Practitioners Sustain the Teaching of Technology Education Through Action Learning

2018 ◽  
pp. 125-145
Author(s):  
Tome' Awshar Mapotse
Keyword(s):  
Developing Countries ◽  
Technology Education ◽  
School Environment ◽  
Action Learning ◽  
Intervention Strategies ◽  
Research Approach ◽  
Technology Teachers ◽  
Action Research Approach ◽  
Fresh Perspective ◽  
Open And Distance Learning

The aim of this chapter is to provide readers with a fresh perspective on the challenges facing Technology Education (TE) in developing countries today, as well as the established skills and intervention strategies necessary to overcome these challenges hence sustaining the teaching of TE. In this chapter TE has find its way into school environment successfully and effectively through engaging TE teachers with action research approach. The study was designed from educational living paradigm and is underpinned by critical theory and Mapotse cascading theory. The chapter intends to share a model developed during interaction with the Technology teachers: the developed Mapotse PEAR model to empower technology teachers from the challenges they faced in their Technology Education pedagogy and didactics. If this model can be well implemented and followed, then the Technology teachers will be emancipated to teach Technology Education even without a prior formal training. The theory behind the Action Learning will be the Mapotse cascading theory of ‘each one teaches one'.

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