Research and Practice in Technology Education
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36th International Pupils’ Attitudes Towards Technology Conference Athlone Institute of Technology, Co. Westmeath, Ireland 18th – 21st June 2018 Edited by: Dr Niall Seery Athlone Institute of Technology Jeffrey Buckley KTH Royal Institute of Technology Dr Donal Canty University of Limerick Joseph Phelan University of Limerick 2018 Technology Education Research Group © The Authors ISBN 978-1-5272-2507-7 eISBN 978-1-5272-2508-4 ii Conference organising committee Niall Seery (Conference chair), Athlone Institute of Technology, Ireland Donal Canty (Programme chair), University of Limerick, Ireland Rónán Dunbar (Site chair), Athlone Institute of Technology, Ireland Jeffrey Buckley, KTH Royal Institute of Technology, Sweden Joseph Phelan, University of Limerick, Ireland Clodagh Reid, Athlone Institute of Technology, Ireland Tomás Hyland, University of Limerick, Ireland Reviewing panel Stephanie Atkinson, University of Sunderland, United Kingdom David Barlex, University of Exeter, United Kingdom Scott Bartholomew, Purdue University, USA Dawne Bell, Edge Hill University, United Kingdom Brian Bowe, Dublin Institute of Technology, Ireland Jeffrey Buckley, KTH Royal Institute of Technology, Sweden Donal Canty, University of Limerick, Ireland Osnat Dagan, Beit Berl College, Israel Michael de Miranda, Texas A&M University, USA Marc de Vries, Delft University of Technology, Netherlands Andrew Doyle, KTH Royal Institute of Technology, Sweden Rónán Dunbar, Athlone Institute of Technology, Ireland Seamus Gordon, University of Limerick, Ireland Lena Gumaelius, KTH Royal Institute of Technology, Sweden Jonas Hallström, Linköping University, Sweden Alison Hardy, Nottingham Trent University, United Kingdom Eva Hartell, KTH Royal Institute of Technology, Sweden Richard Kimbell, Goldsmiths, University of London, United Kingdom Michael Martin, Liverpool John Moores University, United Kingdom Adrian O'Connor, Portmarnock Community School, Ireland Joseph Phelan, University of Limerick, Ireland Marion Rutland, University of Roehampton, United Kingdom Niall Seery, KTH Royal Institute of Technology, Sweden; Athlone Institute of Technology, Ireland Kay Stables, Goldsmiths, University of London, United Kingdom Greg Strimel, Purdue University, USA John Wells, Virginia Tech, USA David Wooff, Edge Hill University, United Kingdom iii Welcome Dear PATT36 delegate, It gives me great pleasure to welcome you to Athlone for the International PATT conference. On behalf of the Technology Education Research Group (www.TERG.ie) and Athlone Institute of Technology, we are delighted to host the 2018 conference. PATT36 promises to be an informative, innovative, and social gathering that will contribute much to future collaborative and cutting-edge research. I would like to especially thank the Minister of State for Higher Education, Mary Mitchell O’Connor for her support of educational innovation and enhancement and for opening the PATT36 conference. Athlone Institute of Technology (AIT) is an award-winning institute that commits to regional impact while maintaining a global focus. AIT is distinguished by it's commitment to enhancing the student experience, which aligns with the views of the PATT philosophy. I would like to acknowledge and thank AIT’s President, Prof. Ciarán Ó Catháin for his support of both the conference and our research endeavour. The 2018 conference theme, ‘Research and Practice in Technology Education: Perspectives on Human Capacity and Development’ continues to maintain our focus on practice and ultimately enhancing the quality and experience of all Design and Technology pupils. This year, further sub-themes were developed to capture the imaginative, the make, and the impact of our subjects. Each day of the conference will reintroduce the conference sub-themes by highlighting the systemic challenges amplified when attempting to translate research into practice. These plenary sessions will provide useful perspectives and help frame future research discourse and enquiry. As with all conferences, PATT36 is all about the people – this year, we have delegates from 15 different countries across 5 continents, each making a positive contribution to the broad range of research interests and agenda that will be visited over the four days. The peer review process protects the quality of the conference and with this in mind, I would sincerely like to thank the team of reviewers for their diligence, professionalism, and collegiality during the reviewing process. Finally, I would like to acknowledge the PATT36 organising committee for their unwavering support and expertise over the past year. It was an absolute pleasure to work with such a fantastic team and a privilege to see first hand, their commitment to enhancing technology education. I thank them most sincerely. I wish you an inspiring and edifying conference, Míle buíochas, Dr. Niall Seery Conference Chair PATT36 #PATT36 @TERG_IE iv Contents Rethinking Pupils’ Attitudes Towards Technology (PATT) studies 1 Piet Ankiewicz University of Johannesburg, Johannesburg, South Africa Woman’s under-representation in STEM: The part role-models have played in the past and do we still need them today? 9 Stephanie Atkinson University of Sunderland, Sunderland, UK Changing Competencies, Changing Attitudes? How Teachers Become Technology Teachers 16 Birgit Fahram, Per Norström and Lena Gumaelius KTH Royal Institute of Technology, Stockholm, Sweden A Global Analysis of how High School Technology Activities are Preparing Students for the 21st Century 23 P. Scott Bevins University of Virginia’s College at Wise (UVa-Wise), Virginia, USA Virginia R. Jones Patrick Henry Community College, Virginia, USA Daniel L. Trent Mississippi Valley State University, Mississippi, USA Technology Teachers’ Different ways of Thinking about Sustainable Development in Technology Education 33 Maria Svensson and Ann-Marie von Otter University of Gothenburg, Gothenburg, Sweden What technology content and values emerge in the teaching of climate change? 40 Susanne Engström KTH/ITM Royal Institute of Technology, Stockholm, Sweden Technological Thinking by Children with Special Needs 47 Michal Levi Tel Aviv University, Tel Aviv, Israel David Mioduser Tel Aviv University, Tel Aviv, Israel Mitcham’s Fourth: a case for foregrounding volition when framing Design and Technology Education 59 Steve Keirl Goldsmiths, University of London, London, UK Using linkography to explore novice designers’ design choices during a STEM task 65 Nicolaas Blom University of Pretoria, Pretoria, South Africa Grietjie Haupt University of Pretoria, Pretoria, South Africa Alfred Bogaers CSIR, Pretoria, South Africa Conceptualisation Processes and Making 71 Antti Pirhonen University of Tampere, Tampere, Finland The Delft Research Programme on Design for Concept Learning 76 Marc J. de Vries Delft University of Technology, Delft, The Netherlands v Kindergarten Programming goes Mobile 81 Asi Kuperman Tel Aviv University, Tel Aviv, Israel Ruti Aladjem Tel Aviv University, Tel Aviv, Israel Davis Mioduser Tel Aviv University, Tel Aviv, Israel Learning Science and Technology from Play in Early Childhood Education 88 Hanno van Keulen Windesheim Flevoland University of Applied Science, Almere, The Netherlands Mariska Venema Windesheim Flevoland University of Applied Science, Almere, The Netherlands STEM in Northern Ireland Primary Schools: Where is it at, and where should it go? 96 Dr Kieran McGeown St Mary’s University College, Belfast, Northern Ireland Dr Michael Ievers Stranmillis University College, Belfast, Northern Ireland STEM Associational Fluency: The Cross-Training of Elementary and Middle Grade Math, Science, and Engineering Pre-Service Teachers 103 Elizabeth Deuermeyer Texas A&M University, Texas, USA Michael De Miranda Texas A&M University, Texas, USA Innovating a Professional Technology Teaching Programme Based on Student Teachers’ Expectations and Experience of Work-integrated Learning 116 Werner Engelbrecht University of Johannesburg, Auckland Park, South Africa Considerations for developing Integrated-STEM Courses at the Senior Secondary School Level in New Zealand 123 Bruce Granshaw Victoria University, Wellington, New Zealand Emeritus Professor Cedric Hall Victoria University, Wellington, New Zealand From High to Low Voltage: A genre approach for teaching to write about designing 132 Gerald van Dijk Utrecht University of Applied Sciences, Utrecht, The Netherlands Sacha Tippel Utrecht University of Applied Sciences, Utrecht, The Netherlands Maaike Hajer Utrecht University of Applied Sciences, Utrecht, The Netherlands Malmö University, Malmö, Sweden Making it Work: A Case Study of Canadian Intermediate Technology Educators’ Pedagogical Classroom Practice 140 David D. Gill Memorial University of Newfoundland, Newfoundland and Labrador, Canada Supporting Discourse using Technology-Mediated Communication: The Community of Inquiry in Design and Technology Education 148 Adrian O’Connor Portmarnock Community School, Dublin, Ireland Niall Seery Athlone Institute of Technology, Westmeath, Ireland KTH Royal Institute of Technology, Stockholm, Sweden Donal Canty University of Limerick, Limerick, Ireland vi Innovating an Initial Professional Education of Technology Teachers (IPETT) Programme 156 Rina Grobler University of Johannesburg, Johannesburg, South Africa Developing Technology Student Teachers’ Volition through Curriculum-related Excursions 167 Francois van As University of Johannesburg, Johannesburg, South Africa Making Industrial Internships Effective for the Professional