The philosophy of technology and the nature of technological knowledge for educators

Abstract

This article explores the philosophy of technology and the nature of technological knowledge, emphasising its relevance for educators. It examines perspectives on knowledge and human nature, highlighting the epistemological underpinnings that shape our understanding of technology. The nature of technological knowledge is analysed in relation to its conceptual and procedural dimensions among others. Given its inherently multidisciplinary nature, technological knowledge draws from science, engineering, and social sciences, necessitating an integrative approach in educational contexts.

The discussion extends to epistemological frameworks for structuring technology programmes within education, addressing key theoretical considerations. Challenges associated with technological knowledge, such as its evolving nature and contextual dependency, are identified. This work suggests that defining a technological base structure and content to standardise curricular approaches is important for educators. The role of students and teachers in shaping technological understanding is acknowledged.

The article also explores how technological contexts, codification of knowledge and curriculum implementation can pose several challenges to educators. The science-technology debate continues to pose challenges when considering differences in scope, representation, and rank. This work advocates a pedagogy for technological knowledge that includes experiential learning, problem-solving approaches, and interdisciplinary integration to enhance technological literacy among students and educators.