Technological literacy and reflection in the classroom

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dc.contributor.authorIngerman, Ake
dc.contributor.authorCollier-Reed, Brandon I
dc.date2013-08
dc.date.accessioned2014-09-23T13:43:49Z
dc.date.available2014-09-23T13:43:49Z
dc.date.issued2014-09-23
dc.description.abstractIn this article we take a theoretical model that describes technological literacy as being enacted by individuals in the course of shaping their lives and the world around them and explore how it is possible to develop meaningful and effective educational classroom activities that intertwine capabilities with technological processes in authentic situations. Technological literacy involves the enactment and shaping of the technological process in such a way that enactment successively recognises the original need as well as a shared purpose and potential consequences – an action that we argue to be reflective, or mindful, in nature. We suggest that two elements of knowledge can be identified as goals for technology education. Firstly, a basic understanding of technological processes, a capability to orient in the landscape of relevant knowledge, and the knowledge contexts of what the process is about. Secondly, reflection on process development, (shared) purpose, underlying needs, necessary competence, consequences, and personal engagement intertwined with enactment. Here the notion of reflection-in-action as the manifestation of a mindful relationship between experience and enactment can be seen as driving the technological process. We argue that the ultimate and proximate purposes of teaching are useful constructs for discussing the constitution of continuity between objectives in classroom activities. An analysis of data from a Swedish technology education classroom is used to illustrate the argument developed. The article concludes by suggesting that focus must be centred on what activities are meaningful – and as far as possible authentic – for pupils as aims for learning.en_ZA
dc.identifier.apacitationIngerman, A., & Collier-Reed, B. I. (2014). <i>Technological literacy and reflection in the classroom</i>. Munich, Germany, European Association for Research on Learning and Instruction (Earli). http://hdl.handle.net/11427/7664en_ZA
dc.identifier.chicagocitationIngerman, Ake, and Brandon I Collier-Reed. "Technological literacy and reflection in the classroom." 2013-08, Munich, Germany. European Association for Research on Learning and Instruction (Earli). http://hdl.handle.net/11427/7664.en_ZA
dc.identifier.citationIngerman, Å., & Collier-Reed, B. I. (2013). Technological literacy and reflection in the classroom. Paper presented at the 15th Biennal EARLI Conference for Research on Learning and Instruction, Munich, Germany.en_ZA
dc.identifier.ris TY - Conference Paper AU - Ingerman, Ake AU - Collier-Reed, Brandon I AB - In this article we take a theoretical model that describes technological literacy as being enacted by individuals in the course of shaping their lives and the world around them and explore how it is possible to develop meaningful and effective educational classroom activities that intertwine capabilities with technological processes in authentic situations. Technological literacy involves the enactment and shaping of the technological process in such a way that enactment successively recognises the original need as well as a shared purpose and potential consequences – an action that we argue to be reflective, or mindful, in nature. We suggest that two elements of knowledge can be identified as goals for technology education. Firstly, a basic understanding of technological processes, a capability to orient in the landscape of relevant knowledge, and the knowledge contexts of what the process is about. Secondly, reflection on process development, (shared) purpose, underlying needs, necessary competence, consequences, and personal engagement intertwined with enactment. Here the notion of reflection-in-action as the manifestation of a mindful relationship between experience and enactment can be seen as driving the technological process. We argue that the ultimate and proximate purposes of teaching are useful constructs for discussing the constitution of continuity between objectives in classroom activities. An analysis of data from a Swedish technology education classroom is used to illustrate the argument developed. The article concludes by suggesting that focus must be centred on what activities are meaningful – and as far as possible authentic – for pupils as aims for learning. CY - Munich, Germany DA - 2014-09-23 DB - OpenUCT DP - University of Cape Town KW - technological literacy KW - enactment KW - mindfulness LK - https://open.uct.ac.za PB - University of Cape Town PP - Munich, Germany PY - 2014 T1 - Technological literacy and reflection in the classroom TI - Technological literacy and reflection in the classroom UR - http://hdl.handle.net/11427/7664 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7664
dc.identifier.vancouvercitationIngerman A, Collier-Reed BI, Technological literacy and reflection in the classroom. ; 2013-08; Munich, Germany. European Association for Research on Learning and Instruction (Earli); 2014. http://hdl.handle.net/11427/7664 .en_ZA
dc.languageengen_ZA
dc.publisherEuropean Association for Research on Learning and Instruction (Earli)en_ZA
dc.publisher.departmentDepartment of Mechanical Engineeringen_ZA
dc.publisher.facultyFaculty of Engineering and the Built Environment
dc.publisher.institutionUniversity of Cape Town
dc.publisher.locationMunich, Germanyen_ZA
dc.relation.ispartofseries15th Biennial Conference EARLI 2013en_ZA
dc.rightsCreative Commons Attribution 4.0 International (CC BY 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjecttechnological literacyen_ZA
dc.subjectenactmenten_ZA
dc.subjectmindfulnessen_ZA
dc.titleTechnological literacy and reflection in the classroomen_ZA
dc.typeConference Paperen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceConference paperen_ZA
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