Download Advanced Teaching Methods for the Technology Classroom PDF

TitleAdvanced Teaching Methods for the Technology Classroom
TagsReflective Practice Teaching Method Teachers Curriculum Educational Assessment
File Size3.2 MB
Total Pages415
Table of Contents
                            Cover Page
ISBN 1599043378
Table of Contents (with page links)
Section I: Analyzing and Designing Technology-Based Instruction
Ch I: Communicating and Planning for Instruction
Ch II: Organizing Knowledge for Instruction
Ch III: Feelings, Values, Ethics and Skills
Ch IV: Instructional Methods and Learning Styles
Ch V: Creativity and Ingenuity, Design, and Problem-Solving
Section II: Analyzing and Designing Technology-Based Curriculum
Ch VI: Learning Theory, Technology and Practice
Ch VII: Justifying Technology Studies
Ch VIII: Technology Content, Process, and Standards
Ch IX: Curriculum and Instructional Design
Section III: Implementing and Evaluating Curriculum and Instruction
Ch X: Assessment and Evaluation
Ch XI: Classroom Management, Facilities Design and Safety
About the Author
Index (with page links)
Document Text Contents
Page 2

Advanced Teaching
Methods for the

Technology Classroom

Stephen Petr�na
The Un�vers�ty of Br�t�sh Columb�a, Canada

Hershey • London • Melbourne • Singapore

Information Science Publishing

Page 207

��� Petr�na

Copyright © 2007, Idea Group Inc. Copying or distributing in print or electronic forms without written permis-
sion of Idea Group Inc. is prohibited.

For example, critical technological literacy contradicts technological literacy and
appropriate technology contradicts tech prep. Other justifications, such as gender
equity, cut across all the others. Read this chapter with an eye toward recognizing
the advantages and disadvantages of each justification. The first section addresses
the significance of technology, which underwrites the primary justification, or the
content of technology.

While technology is obviously relevant given its ubiquity and its role in restructuring
international and social relations as well as our personal lives, it is still necessary
to state the case for technology as a subject. The study and teaching of technology
as a subject in its own right is important for the following, among other reasons.
Why study technology?

• Technology is central to action, cognition, and emotion.
• The food we eat, the water we drink, and the air we breathe involve techno-

logical decisions.
• The scale and scope of technology are now extended toward two extremes of

life: toward microscopic and macroscopic levels. Technologies now extend
inward to minute cellular, molecular, and even atomic levels of our bodies
and outward to the massive complexes of power plants, urban centers, and
greenhouse gasses affecting the entire planet.

• Technology is increasingly imperfect and at the root of global public disas-
ters such as nuclear meltdowns and local private disasters such as industrial

• Technology is increasingly integrated with all aspects of life, from amusement
to domesticity to work. Technology is increasingly integrated into our bod-
ies, leaving many to conclude that we are cyborgs. The artificial world and
integrated circuit are ambient; increasingly, technology is habitat.

• Technology is increasingly final in that its effects are increasingly difficult
to reverse. The elimination of species, ozone layer depletion and greenhouse
gasses are significant for their finality.

• The monies directed toward technology amount to an increasingly large share
of budgets in industry, the military, and government.

• Values, rights, liberties, and choices are affected by technology on immediate,
personal levels.

Page 208

Just�fy�ng Technology Stud�es ���

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of Idea Group Inc. is prohibited.

• Technology is necessary for human existence. Personal livelihoods are depen-
dent on technology for leisure, subsistence, and work.

• Technology is a fundamental area of culture and human endeavor, and is
inextricably interwoven with history, culture, nature, and society; also, it is
integrative in nature.

• Technology is problematic and paradoxical for individuals and society.
• The ubiquity and immediacy of technology redefine our perceptions of the

world and ourselves. The new media technologies play ever more pervasive
and invasive roles in our lives.

Increasingly, technology must be regulated and its direction subjected to limita-
tions and determined democratically. There is tension between personal and social
choice. Education is the only reliable route toward technological decision making
and democratic choice.
Traditional, subject-centered education is permeated with technology, yet as a topic
of study, technology is traditionally precluded to anything but passing glances or
delivered at an impersonal, unreflective level. It typically is reduced to technoen-
thusiasm. The notion of the integration or infusion of technology into all subjects
of the school is underwritten by the naive assumption that technology is merely a
tool (technonaivete) and does not have to be studied as a subject. Some technologies
may very well be tools, but in the aggregate with its collateral and deferred effects,
Technology is a subject that demands and requires systematic study and delibera-
tion. Technology studies happens to have developed a powerful theory and practice
in C&I for this careful, sensitive study and deliberation to occur.
At this point, it is important to differentiate between the study of technology and
the celebration of technology in schools. By celebration is meant advocacy or tech-
noenthusiasm, or: (1) the promotion and endorsement of new technologies, (2) the
uncritical dispensing of technical skills, and (3) optimism regarding the potential of
technology to resolve social problems. The integration of the new media in school
subjects amounts to a celebration of technology. The traditional subjects, such as
industrial education, information technology education and career and technical
education usually amount to technoenthusiasm. Technoenthusiasm in the schools
fails the students, the future of the subject of technology in the schools and the
democratic processes of society. The study of technology drops the pretension that
basically any activity with, or course about, technology is justified. Technology is
obviously important enough to be a subject of study in its own right, rather than
merely integrated into all other subjects. The study and teaching of technology
requires a more critical disposition and orientation toward technologies than is
found in integration and the industrial approaches. The study of technology requires
technoskepticism to temper the enthusiastic optimism that typically accompanies

Page 414

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