Study-Unit Description

Study-Unit Description


CODE TET5001

 
TITLE Technological Knowledge and Education

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 5

 
DEPARTMENT Technology and Entrepreneurship Education

 
DESCRIPTION This study-unit is an introduction to various issues concerning technological knowledge and design knowledge. The unit starts by defining and classifying the dimensions of technological knowledge within a conceptual framework. It presents the arguments put forward when technological knowledge is defined as a unique academic discipline that is distinct from science, for example, and elaborates on some of the challenges encountered when teaching and learning the diverse components making up technological knowledge.

The unit focuses on the act of designing and presents defining structures for the design process and also for “engineering habits of mind”. It also familiarizes the learner with authoritative international standards which define technological literacy and contrasts these with popular perceptions on the topic.

Study-unit Aims:

The aims of this study-unit are to:
- Present academic definitions of Technology, Technological Knowledge, Design and Design Process.
- Present major issues and debates within the domains of technology education.
- Present international standards of technological literacy.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Define technological knowledge and the act of designing.
- Differentiate between technological knowledge and scientific knowledge.
- Discuss the challenges for communicating, teaching and learning technological knowledge and design knowledge.
- Discuss people’s perception of technological knowledge e.g. students, teachers, professional bodies and lay persons.

2. Skills:

By the end of the study-unit the student will be able to:
- Cite, interpret and apply international standards for technological literacy to a classroom context.
- Communicate technological knowledge using diverse media e.g. written, oral, video etc.

Main Text/s and any supplementary readings:

Main Texts:

de Vries, M. J. (2016). Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers (second ed.): Springer.

Lucas, B., Hanson, J., & Claxton, G. (2014). Thinking like an engineer: How to cultivate engineering habits of mind in schools, colleges and universities. Centre for Real-World Learning at the University of Winchester and Royal Academy of Engineering. London. (Available online)

de Vries, M. J., Gumaelius, L., & Skogh, I.-B. (Eds.). (2016). Pre-University Engineering Education: Sense Publishers.

Supplementary Readings:

Jones, A., & de Vries, M. J. (Eds.). (2009). International Handbook of Research and Development in Technology Education. Rotterdam: Sense Publishers.

Williams, P. J. (Ed.). (2012). Technology Education for Teachers. Rotterdam: Sense Publishers.

Owen-Jackson, G. (Ed.). (2013). Debates in Design and Technology Education. Oxon: Routledge.

Grasso, D., & Burkins, M. B. (Eds.). (2010). Holistic Engineering Education: Beyond Technology. New York: Springer.

Barlex, D. (Ed.). (2007). Design and Technology for the Next Generation: A Collection of provocative Pieces, Written by Experts in Their Field to Stimulate Reflection and Curriculum Innovation: Cliffe & Co.

Eggleston, J. (2001). Teaching Design and Technology (third ed.). Buckingham: Open University Press.

Kimbell, R., & Stables, K. (2008). Researching Design Learning: Issues and Findings from Two Decades of Research and Development: Springer.

Middleton, H. (2005). Creative Thinking, Values and Design and Technology Education. International Journal of Technology and Design Education, 15, 61-71.

Barak, M., & Hacker, M. (Eds.). (2011). Fostering Human Development Through Engineering and Technology Education. Rotterdam, The Netherlands: Sense Publishers.

 
STUDY-UNIT TYPE Lecture and Tutorial

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM2 Yes 100%

 
LECTURER/S Sarah Pule'

 
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It should be noted that all the information in the study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.

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