Chapter 31 Opportunities Won

Unexpected Encounters: Narratives from Practitioner-Based Research

In: A Collection of Dreams about the Future of Technology Education
Author:
Eva Hartell
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Type:
Chapter
Pages:
369–381
DOI:
https://doi.org/10.1163/9789004710948_031

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A Collection of Dreams about the Future of Technology Education

A Festschrift in Honour of Marc J. de Vries

Series:  International Technology Education Studies, Volume: 21
Cover A Collection of Dreams about the Future of Technology Education
E-Book ISBN:
9789004710948
Publisher:
Brill
Print Publication Date:
19 Dec 2024
Front Matter
Chapter 1 Introduction to This Festschrift for Marc J. de Vries
Chapter 2 A Most Unusual Philosopher
Chapter 3 A Vision of Technology Education; A USA Perspective
Chapter 4 The Role of Technology Education in Facing the World of Tomorrow
Chapter 5 From Capitalist Vision to Curriculum Crisis
Chapter 6 Back to the Future
Chapter 7 Empowering Students to Bridge the Gap into a Knowledge-Driven Technological Realm
Chapter 8 Technological Concepts and Technical Contexts for Technology Education
Chapter 9 The Wisdom, Power and Promise of Marc J. de Vries’ Thoughts
Chapter 10 A Technology Curriculum for 2030 and Beyond
Chapter 11 The Design Concept/Methodology – A Personal Professional Voyage
Chapter 12 A New Future for Technology Education in Wales
Chapter 13 Developing a New Technology Curriculum for an Urban Setting
Chapter 14 Enduring Concepts and Pluralistic Perspectives for Educating through Designerly Thinking, Doing and Acting towards Positive World Futures
Chapter 15 Wood Cloud: A composition of Intensity for Collaborative Learning
Chapter 16 Food as an Aspect of Technology Education in the 21st Century
Chapter 17 Why It Is Essential That (Ethno)Technological Literacy Is Embodied into STEM and STEAM Education
Chapter 18 Technology Education in Context
Chapter 19 Who Are We Fooling with Schooling?
Chapter 20 The Genesis of Contemporary Technology Education
Chapter 21 Design Learning at the Limits of Pedagogy
Chapter 22 Directions for Technology Education in Finland
Chapter 23 Talking Technology into the Future
Chapter 24 A Strategy for Moral Formation of Professionals
Chapter 25 Family Prospects and the Oblate Spheroid
Chapter 26 Technology Ethics at Work
Chapter 27 Technology and Tradition
Chapter 28 Whose Idea Is It Anyway?
Chapter 29 Adapting the Design and Technology Curriculum
Chapter 30 Nurturing Design and Technological Thinking
Chapter 32 Did You Know That Marc Is a Language Genius in Swedish?
Chapter 33 Personal Gratitude Letter to Marc de Vries
Chapter 34 A Journey of Global Impact in Technology Education
Chapter 35 Converging on Interdisciplinarity and Transdisciplinarity
Chapter 36 Some Selected Memories of PATT
Chapter 37 Getting Inspired for the Future
Back Matter

  • Hartell, E. (2018). Teachers’ Self-Efficacy in Assessment in Technology Education. In M. J. de Vries (Ed.), Springer International Handbook of Education: Handbook of Technology Education (1st ed., pp. 785–800). Springer. https://doi.org/10.1007/978-3-319-44687-5_56

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  • Kirschner, P.A., Sweller, J., & Clark, R. E. (2006) Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86, DOI:

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  • Pollitt, A. (2012). Comparative judgement for assessment. International Journal of Technology and Design Education, 22(2), 157–170. https://doi.org/10.1007/s10798-011-9189-x

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  • Skolinspektionen. (2014). Teknik – gör det osynliga synligt. Om kvaliteten i grundskolans teknikundervisning. Stockholm. http://www.skolinspektionen.se/Documents/publikationssok/granskningsrapporter/kvalitetsgranskningar/2014/teknik/kvalgr-teknik-slutrapport.pdf

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