Teaching Digital Models: Secondary Technology Teachers' Experiences

Autor/inn/en	Brink, Helen; Kilbrink, Nina; Gericke, Niklas
Titel	Teaching Digital Models: Secondary Technology Teachers' Experiences
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 3, S.1755-1775 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brink, Helen) ORCID (Kilbrink, Nina) ORCID (Gericke, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-021-09659-5
Schlagwörter	Technology Education; Secondary School Teachers; Teaching Experience; Models; Educational Technology; Technology Uses in Education; Technological Literacy; Teacher Attitudes; Compulsory Education + Suchen Sie Ihr Suchwort? Technisch-naturwissenschaftlicher Unterricht; Analogiemodell; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Lehrerverhalten; Schulpflicht
Abstract	In secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers' experiences influence the teaching. Therefore, the aim of this study is to investigate teachers' experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes: "Enhancing and integrating other subjects," "Visualizing technology to the pupils," "Enabling digital modelling," and "Preparing pupils for the future." Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01