| Description |
1 online resource |
| Contents |
Half Title Page; Title Page; Imprint Page; Brief Contents; Contents; Guide to the text; Guide to the online resources; Preface; About the authors; Acknowledgements; Part A: The context of technologies education; Chapter 1: What is technology?; Why study technology?; Handling challenges, or 'who you gonna call?'; Technology as part of life, and the curriculum; The technology landscape; Technology and computers; STEM and STEAM; Technology as a human activity, and technology and change; Defining technology as a human activity; Technology and change; Technology, values, choices and society |
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Technology and societyTechnology and science; The relationship between scientific knowledge and technology; Chapter 2: Perspectives on technology; Technology through history; Technologies and culture; Information and communications technology and Aboriginal and Torres Strait Islander students; Australia as a multicultural society; Technology as a standalone or discrete learning area; Technology and values; Appropriate technologies; Technologies and the environment; Sustainability; STEM projects that link to environmental issues; Chapter 3: The changing face of technologies education |
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Historical approachesHistory of technology; Technology impacting on education across time; Technology in society; Technology in schools; Technological literacy; Definition of technological literacy; Technological literacy in education; Current developments in technology; STEM -- science, technology, engineering and mathematics; STEAM -- science, technology, engineering, arts and mathematics; The digital technologies -- contemporary thinking; The Maker Movement -- designing, creating and learning across contexts; Chapter 4: Technologies education curriculum; Thinking about curriculum |
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Origins of the technologies curriculumThe structure and content of the Australian Curriculum: Technologies; Two subjects, each with two strands; Key ideas in the curriculum; Linking across the curriculum; Ideas for teachers implementing the curriculum; Implications for teachers; International comparisons; Part B: Key concepts and elements in teaching technologies; Chapter 5: Creativity, innovation and the design process; Creativity; Enhancing creativity; Cognitive creativity; The four levels of innovation; Refinement -- level one; Reinvention -- level two; Evolution -- level three |
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The design processDesign thinking; Investigating and defining phase; Generating and designing phase; Producing and implementing phase; Evaluating phase; Collaborating and managing phase; Design in the digital technologies; Problem-solving in technology; Design briefs; Approaches to preparing design briefs; Using design briefs to help students develop the appropriate skills and knowledge base; Chapter 6: Pedagogies and planning for technologies education; Curriculum and pedagogy; Pedagogical implications of curriculum; Inquiry-based pedagogies for technologies education |
| Analysis |
Australian |
| Notes |
Includes index |
| Subject |
Technology -- Study and teaching (Primary)
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Effective teaching.
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Teachers -- Training of.
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Effective teaching.
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Teachers -- Training of.
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Technology -- Study and teaching (Primary)
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| Form |
Electronic book
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| Author |
Campbell, Coral, author
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Jobling, Wendy, author
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| ISBN |
9780170398763 |
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0170398765 |
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9780170282536 |
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0170282538 |
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