| CODE | TET5008 | ||||||||
| TITLE | The Evolution of Technology Education Curricula | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||
| DESCRIPTION | This study-unit traces the evolution of technological curricula both nationally and internationally. It presents academic, political and economic arguments that may have governed technological curricula in different countries through time with an emphasis on the Maltese context. Through such analysis, the unit familiarizes the learner with major international events or organizations which tended to influence the course of technological curricula, research methods and the advancement of nations in technological literacy e.g. a) PATT (Pupils Attitude Towards Technology), b) ITEEA (International Technology and Engineering Educators Association), c) DATA (The Design and Technology Association), d) IET (The Institution of Engineering and Technology), e) IEEE (Institute of Electrical and Electronic Engineers) and others. The unit also focuses on defining the concept of pedagogical content knowledge within the subject of technology education and discusses ways in which this type of knowledge can be developed through the continuous professional development of educators operating within the technological field. Study-unit Aims: The aims of this study-unit are to: - Analyse some educational theories that may govern curriculum planning. - Analyse national and international curricula for technology education and interpret them within a country’s context from diverse viewpoints such as, academically, politically, economically. - Familiarize with major organizations that had an influence on the shaping of technological curricula such as PATT and ITEEA. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss the concepts of technology which prevailed within stages of evolving technology curricula through time. - Analyse and discuss the evolution of the Maltese technology curriculum. - Design needs-analysis projects based on the Maltese technology curriculum in relation to initial teacher training and continuous professional development programmes. 2. Skills: By the end of the study-unit the student will be able to: - Review important international events or organizations relevant to technology education. - Network with national and international members of technological societies. Main Text/s and any supplementary readings: Main Texts: de Vries, M. J. (Ed.). (2011). Positioning Technology Education in the Curriculum. Rotterdam: Sense Publishers. Heywood, J. (2005). Engineering Education: Research and Development in Curriculum and Instruction. New Jersey: John Wiley and Sons. Jones, A., & de Vries, M. J. (Eds.). (2009). International Handbook of Research and Development in Technology Education. Rotterdam: Sense Publishers. Supplementary Readings: Middleton, H. (Ed.). (2008). Researching Technology Education: Methods and Techniques. Rotterdam: Sense Publishers. Sheppard, S. D., Macatangay, K., Colby, A., & Sullivan, W. M. (2009). Educating Engineers: Designing for the future of the field. San Francisco: Jossey-Bass. Williams, P. J. (Ed.). (2012). Technology Education for Teachers. Rotterdam: Sense Publishers. Benson, C., & Lunt, J. (Eds.). (2011). International Handbook of Primary Technology Education: Reviewing the Past Twenty Years (Vol. 7): Sense Publishers. de Vries, M. J., van Keulen, H., Peters, S., & Walma van der Molen, J. (Eds.). (2011). Professional Development for Primary Teachers in Science and Technology: Sense Publishers. |
||||||||
| STUDY-UNIT TYPE | Lecture and Tutorial | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Carmel Navarro |
||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
|||||||||