The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led different
theorists to question and suggest a new education system. The rise of new information and communication
technologies has not only evolved our lifestyles but also redesigned new methodologies for knowledge.
Educational content is done for the curricular implementation in the subject of technology, and a scenario
where students develop and experiment projects based on the regulated abilities by the Spanish education.
A qualitative assessment that can be a guide for the teacher to improve the establishment of these named
technologies in education and future proposals and investigations.
Learning methodology based on projects (PBL) and 3D printing as an experimentation tool is applied,
constituting it as of the most important emerging technologies to face the new education of the digital era.
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in ...Cornélia Castro
This document summarizes a study that evaluated the integration of Twitter into PowerPoint presentations in university classrooms. The study aimed to assess how this approach could transform one-way communication between the teacher and many students (cognitive communication 1.0) into more interactive communication between all participants (cognitive communication 2.0). A questionnaire was administered to 122 university students after they experienced a PowerPoint presentation integrated with Twitter in their classroom. The questionnaire assessed the approach across several dimensions related to pedagogy, technology, learning, classroom interactions, and behaviors. Preliminary results found that students recognized the pedagogical and technological benefits of the approach and perceived positive effects on the quality of their learning and interactions in the classroom.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
The document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of scientific principles to instruction and the use of technology in education to achieve learning objectives. The objectives and scope of educational technology include improving the teaching and learning process through tools like computers, software, and multimedia approaches at both the macro level of educational administration and the micro level of classroom instruction.
1) The document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of scientific principles and technological developments to improve the teaching and learning process.
2) The objectives of educational technology include transmitting information from teachers to students, serving as role models, assisting in skill development, providing feedback, and meeting the needs of maximum students through improved learning materials and independent study opportunities.
3) The scope of educational technology is wide, ranging from educational administration and management to instructional processes and educational testing. It involves identifying learning objectives, planning instruction, structuring content, selecting teaching strategies and media, and evaluating and improving the learning system.
International Journal of Computer Science & Information Technology (IJCSIT)ijcsit
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in ...Cornélia Castro
This document summarizes a study that evaluated the integration of Twitter into PowerPoint presentations in university classrooms. The study aimed to assess how this approach could transform one-way communication between the teacher and many students (cognitive communication 1.0) into more interactive communication between all participants (cognitive communication 2.0). A questionnaire was administered to 122 university students after they experienced a PowerPoint presentation integrated with Twitter in their classroom. The questionnaire assessed the approach across several dimensions related to pedagogy, technology, learning, classroom interactions, and behaviors. Preliminary results found that students recognized the pedagogical and technological benefits of the approach and perceived positive effects on the quality of their learning and interactions in the classroom.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
The document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of scientific principles to instruction and the use of technology in education to achieve learning objectives. The objectives and scope of educational technology include improving the teaching and learning process through tools like computers, software, and multimedia approaches at both the macro level of educational administration and the micro level of classroom instruction.
1) The document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of scientific principles and technological developments to improve the teaching and learning process.
2) The objectives of educational technology include transmitting information from teachers to students, serving as role models, assisting in skill development, providing feedback, and meeting the needs of maximum students through improved learning materials and independent study opportunities.
3) The scope of educational technology is wide, ranging from educational administration and management to instructional processes and educational testing. It involves identifying learning objectives, planning instruction, structuring content, selecting teaching strategies and media, and evaluating and improving the learning system.
International Journal of Computer Science & Information Technology (IJCSIT)ijcsit
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning. When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
The document discusses the importance of a "techno-pedagogue" or technology teacher in the 21st century. It notes that technology is constantly changing, placing demands on faculty to keep up with new technologies. It also argues that developing technology skills is a separate skill from selecting appropriate teaching strategies, and that media literacy and analyzing media are important skills for students. The document concludes that technology helps higher education overcome barriers to reaching remote students, but the changing nature of technology places additional demands on faculty to stay up to date.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
Morsink Schira Hagerman Hartman Et al 2011 Technology Integration TPACK Learn...Douglas K. Hartman
This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
TPACK integration in teacher education: A case study in educational institut...Vrije Universiteit Brussel
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.
The document discusses the importance of techno-pedagogic analysis in commerce education. It argues that techno-pedagogy, which refers to weaving technological skills into the learning process, is now a key factor in educational success. It presents a framework for technological pedagogical content knowledge (TPACK) that recognizes the interplay between content, pedagogy, and technology. The challenges of teaching with newer digital technologies are also addressed. The conclusion emphasizes that techno-pedagogic analysis, while complex, can dramatically improve student learning and teacher effectiveness in commerce and other disciplines.
This document summarizes a paper about using technology effectively in education. It outlines different stages of technology adoption that teachers go through, from initial exposure to full integration and reconceptualization. For technology to truly impact learning, it must be united with educational principles like active learning, multiple perspectives, and contextualization. When used properly based on cognitive research, technology can help students engage more deeply with lessons and better process information.
Pedagogical content knowledge refers to a teacher's understanding of how to effectively structure and represent academic content for students based on an understanding of common misconceptions and learning difficulties. It builds on content knowledge of a subject area as well as pedagogical knowledge of teaching strategies. Effective teaching requires the flexible integration of content knowledge, pedagogical knowledge, and increasingly, technological knowledge. As technologies continue to evolve, they present new challenges for teachers to apply them in straightforward and stable ways. The three core components of a teacher's knowledge - content, pedagogy, and technology - are interlinked and influence one another. Teachers must be aware of these three knowledge domains to identify and address problems in education.
This document is an assignment on the topic of educational technology submitted by Aswathy Raman to her teacher Mary Jain. It discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the effective use of tools to aid learning, including media, machines, and networking hardware. The objectives of educational technology are to improve information transmission, serve as teaching models, assist in skill practice, and provide feedback. The scope of educational technology is as broad as education itself and can be applied to areas like administration, testing, and instructional processes.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
Techno pedagogy refers to the integration of technology into teaching and learning. It demands that educational experiences be intertwined with hyper learning through technology. Effective techno pedagogical design considers student needs, learning objectives, content, and outcomes, as well as the level of students' technology knowledge and how technology can enhance the learning experience.
1. The document discusses the relevance of techno-pedagogic analysis in commerce education, which involves using technology to support pedagogic analysis or the logical breakdown of curriculum from a teacher's perspective.
2. Techno-pedagogic analysis is important in a learner-centered education system as it can make learning experiences more vivid and thorough while improving student learning and teacher effectiveness.
3. While techno-pedagogy has benefits like higher-order thinking, there are also challenges to technological integration like a lack of equipment, training focused only on basic skills, and unsupportive social and institutional contexts.
This document discusses digital literacy for teachers in Cuban Tourism and Hotel Management Schools. It aims to develop an ICT Competency Framework to assess teachers' ICT training and provide guidelines. The framework is based on a review of literature on digital literacy models and frameworks for teachers. The framework expresses that teacher ICT training must be ongoing to incorporate new tools critical for 21st century teaching. Examples of training courses from a Teacher ICT Training Research Project in Cuba are also provided.
The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.
This document discusses several topics related to educational technology, including:
1) It reviews Educational Technology 1 and discusses how it equipped learners to use traditional and modern educational tools.
2) It provides an overview of Educational Technology 2, which focuses on integrating technology into teaching and learning.
3) It looks at progressive state policies that support technology in education and new developments in pedagogical practice.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.
This document summarizes a research study that examined the cognitive processes used by students in two different engineering design education programs (Project Lead the Way and a technology education program partnered with NCETE) when solving an ill-defined problem. The study aimed to determine if the different curricular approaches affected how students solved problems and to identify any missing cognitive processes. Seven high school students participated, with three from Project Lead the Way schools and four from the NCETE partnered technology education program. The researcher observed the cognitive strategies used by each student group when presented with the same ill-defined problem to identify similarities and differences between the two approaches.
This document discusses the use of information and communication technology (ICT) and constructivist methods in social science education. It outlines key aspects of constructivism, including active student involvement, democratic and interactive environments, and the teacher facilitating learning. The role of ICT is also examined, noting how tools like projectors, audiovisuals, and online resources can support project-based, experiential learning in social studies. The conclusion advocates for ICT-based and constructivist approaches as both being student-centered methods that encourage autonomy and responsibility.
PRODUCT DESIGN AS A CREATIVE METHODOLOGY AMONG SCIENTIFICTECHNOLOGICAL AND AR...ijejournal
The rise of 21st century technologies means the integration of art term as creative expression into scientific and technology competences. It breaks a new ground in the field of knowledge, leading to debate new and updated learning methodologies for their implementation in the education system. It is carried out a review on STEAM educational tendency and a focused-on design Project-Based Learning (PBL), as a bond between artistic education and science and technological education. The aim of this work is the analysis of renewed methodologies, in order to carry out a qualitative assessment through observation and, this way,
outline directions for future research.
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
The document describes the ISTEAM program, which stands for Innovation, Science, Technology, Engineering, Art, and Mathematics. The program aims to encourage multidisciplinary learning and innovation through project-based learning. It adds an "I" for innovation to the traditional STEAM model. Over 600 students in Israel are participating in the pilot program, which emphasizes skills like collaboration, problem-solving, and the use of technology. Teachers received extensive training to implement the new curriculum, which focuses on complex, real-world projects cutting across multiple disciplines. Initial evaluations have been positive and the program aims to expand multidisciplinary, innovation-driven education.
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning. When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
The document discusses the importance of a "techno-pedagogue" or technology teacher in the 21st century. It notes that technology is constantly changing, placing demands on faculty to keep up with new technologies. It also argues that developing technology skills is a separate skill from selecting appropriate teaching strategies, and that media literacy and analyzing media are important skills for students. The document concludes that technology helps higher education overcome barriers to reaching remote students, but the changing nature of technology places additional demands on faculty to stay up to date.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
Morsink Schira Hagerman Hartman Et al 2011 Technology Integration TPACK Learn...Douglas K. Hartman
This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
TPACK integration in teacher education: A case study in educational institut...Vrije Universiteit Brussel
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.
The document discusses the importance of techno-pedagogic analysis in commerce education. It argues that techno-pedagogy, which refers to weaving technological skills into the learning process, is now a key factor in educational success. It presents a framework for technological pedagogical content knowledge (TPACK) that recognizes the interplay between content, pedagogy, and technology. The challenges of teaching with newer digital technologies are also addressed. The conclusion emphasizes that techno-pedagogic analysis, while complex, can dramatically improve student learning and teacher effectiveness in commerce and other disciplines.
This document summarizes a paper about using technology effectively in education. It outlines different stages of technology adoption that teachers go through, from initial exposure to full integration and reconceptualization. For technology to truly impact learning, it must be united with educational principles like active learning, multiple perspectives, and contextualization. When used properly based on cognitive research, technology can help students engage more deeply with lessons and better process information.
Pedagogical content knowledge refers to a teacher's understanding of how to effectively structure and represent academic content for students based on an understanding of common misconceptions and learning difficulties. It builds on content knowledge of a subject area as well as pedagogical knowledge of teaching strategies. Effective teaching requires the flexible integration of content knowledge, pedagogical knowledge, and increasingly, technological knowledge. As technologies continue to evolve, they present new challenges for teachers to apply them in straightforward and stable ways. The three core components of a teacher's knowledge - content, pedagogy, and technology - are interlinked and influence one another. Teachers must be aware of these three knowledge domains to identify and address problems in education.
This document is an assignment on the topic of educational technology submitted by Aswathy Raman to her teacher Mary Jain. It discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the effective use of tools to aid learning, including media, machines, and networking hardware. The objectives of educational technology are to improve information transmission, serve as teaching models, assist in skill practice, and provide feedback. The scope of educational technology is as broad as education itself and can be applied to areas like administration, testing, and instructional processes.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
Techno pedagogy refers to the integration of technology into teaching and learning. It demands that educational experiences be intertwined with hyper learning through technology. Effective techno pedagogical design considers student needs, learning objectives, content, and outcomes, as well as the level of students' technology knowledge and how technology can enhance the learning experience.
1. The document discusses the relevance of techno-pedagogic analysis in commerce education, which involves using technology to support pedagogic analysis or the logical breakdown of curriculum from a teacher's perspective.
2. Techno-pedagogic analysis is important in a learner-centered education system as it can make learning experiences more vivid and thorough while improving student learning and teacher effectiveness.
3. While techno-pedagogy has benefits like higher-order thinking, there are also challenges to technological integration like a lack of equipment, training focused only on basic skills, and unsupportive social and institutional contexts.
This document discusses digital literacy for teachers in Cuban Tourism and Hotel Management Schools. It aims to develop an ICT Competency Framework to assess teachers' ICT training and provide guidelines. The framework is based on a review of literature on digital literacy models and frameworks for teachers. The framework expresses that teacher ICT training must be ongoing to incorporate new tools critical for 21st century teaching. Examples of training courses from a Teacher ICT Training Research Project in Cuba are also provided.
The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.
This document discusses several topics related to educational technology, including:
1) It reviews Educational Technology 1 and discusses how it equipped learners to use traditional and modern educational tools.
2) It provides an overview of Educational Technology 2, which focuses on integrating technology into teaching and learning.
3) It looks at progressive state policies that support technology in education and new developments in pedagogical practice.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.
This document summarizes a research study that examined the cognitive processes used by students in two different engineering design education programs (Project Lead the Way and a technology education program partnered with NCETE) when solving an ill-defined problem. The study aimed to determine if the different curricular approaches affected how students solved problems and to identify any missing cognitive processes. Seven high school students participated, with three from Project Lead the Way schools and four from the NCETE partnered technology education program. The researcher observed the cognitive strategies used by each student group when presented with the same ill-defined problem to identify similarities and differences between the two approaches.
This document discusses the use of information and communication technology (ICT) and constructivist methods in social science education. It outlines key aspects of constructivism, including active student involvement, democratic and interactive environments, and the teacher facilitating learning. The role of ICT is also examined, noting how tools like projectors, audiovisuals, and online resources can support project-based, experiential learning in social studies. The conclusion advocates for ICT-based and constructivist approaches as both being student-centered methods that encourage autonomy and responsibility.
PRODUCT DESIGN AS A CREATIVE METHODOLOGY AMONG SCIENTIFICTECHNOLOGICAL AND AR...ijejournal
The rise of 21st century technologies means the integration of art term as creative expression into scientific and technology competences. It breaks a new ground in the field of knowledge, leading to debate new and updated learning methodologies for their implementation in the education system. It is carried out a review on STEAM educational tendency and a focused-on design Project-Based Learning (PBL), as a bond between artistic education and science and technological education. The aim of this work is the analysis of renewed methodologies, in order to carry out a qualitative assessment through observation and, this way,
outline directions for future research.
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
The document describes the ISTEAM program, which stands for Innovation, Science, Technology, Engineering, Art, and Mathematics. The program aims to encourage multidisciplinary learning and innovation through project-based learning. It adds an "I" for innovation to the traditional STEAM model. Over 600 students in Israel are participating in the pilot program, which emphasizes skills like collaboration, problem-solving, and the use of technology. Teachers received extensive training to implement the new curriculum, which focuses on complex, real-world projects cutting across multiple disciplines. Initial evaluations have been positive and the program aims to expand multidisciplinary, innovation-driven education.
Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote high-quality teaching and learning. Educational technology has wide scope across educational administration, testing, and instructional processes. Its objectives at the macro level include identifying educational needs, developing curriculum and models for teaching and learning. At the micro level, its objectives focus on analyzing student characteristics, determining classroom objectives, organizing content, and evaluating teaching effectiveness.
This document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of learning theories and instructional tools to enhance communication and impact learning. The objectives of educational technology include transmitting information to students, serving as role models, assisting skill development, and providing feedback. The scope of educational technology is as wide as education itself and can be applied to areas like educational administration, testing, and instructional processes.
Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote high-quality teaching and learning. Educational technology has wide scope across educational administration, testing, and instructional processes. Its objectives at the macro level include identifying educational needs, developing curriculum and models for teaching and learning. At the micro level, its objectives focus on analyzing student characteristics, determining classroom objectives, organizing content, and evaluating teaching effectiveness.
1. The document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as a system in which machines, materials, media, methods, and people work together to achieve specific educational goals.
2. The objectives of educational technology include transmitting information, serving as a role model, assisting in skill development, and providing feedback. At a macro level, objectives are to identify educational needs, determine curriculum and strategies, and manage the educational system.
3. The scope of educational technology is as broad as education itself and includes areas like administration, testing, and instructional processes. It aims to identify learning objectives, plan effective learning environments, evaluate learning systems, and improve teaching.
Design of a standardized tool to integrate learning scenarios in mobile learn...Mª Luz Guenaga Gómez
This document outlines a project to integrate mobile learning experiences into university courses. It aims to make the work of teachers easier by developing a conceptual framework and standardized digital learning scenarios that incorporate mobile devices. The project will define scenarios based on competency-based learning and five categories of teaching activity. An experimental phase will assess the impact on student motivation and results, and teacher preparation efforts. The goal is to standardize high-quality mobile learning experiences across different competencies and conclude by expanding the framework to all university competencies.
1. Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote effective teaching and learning.
2. Educational technology has many definitions as it is a broad field that includes learning theory, computer-based training, online learning, and mobile learning technologies. It focuses on improving communication skills and teaching approaches through strategic use of diverse media.
3. The objectives of educational technology are to identify educational needs, determine curriculum and strategies to achieve educational goals, develop appropriate teaching aids and equipment, and help extend educational opportunities to more learners through effective management of educational systems.
Implement a workshop aimed at teachers who range from 22 to 60 years of age, who belong to the basic level of secondary education of the public system, who are interested in finding different strategies to transmit knowledge to students through virtual learning.
The educational modality will be e-learning so that teacher training is flexible on time and the purpose will be the inclusion of technology as a tool to cover curricular contents and for students to learn the thematic contents in a fun way.
The workshop will guide teachers in mediating their pedagogical practice through Information and Communication Technologies, through the use of Virtual Teaching and Learning Environments. The teacher will be invited to enter the paths of the new Distance Education where they will find the means and tools to recognize it and distinguish it from other educational modalities. Emphasis will be placed on how to incorporate the tools in their planning and then elaborate their own technological-pedagogical proposals for virtual training with quality.
The use of enriched teaching strategies with technological tools will be potentiated so that the teacher applies them in a creative way with his students and thus generates a true change in learning. Another important aspect is that the teacher will evaluate the relevance of each teaching strategy taking into account the characteristics of the group and thus decide which one best responds to our needs.
The document discusses the use of technology in educational teaching. It defines educational technology as programs, procedures, and tools used to implement the educational process in a rational way that optimizes learning. The integration of technology into teaching provides opportunities to improve learning outcomes and make the process more interesting for teachers and students. However, teachers must carefully plan how and when to incorporate technology. Overall, educational technology can enhance learning by engaging students and allowing them to actively participate in and analyze the educational content.
1) The document discusses the use of technology in educational teaching and defines educational technology as programs, procedures, and tools used to rationalize and optimize the educational process.
2) It notes that technology provides opportunities to stimulate learning, create new relationships in the teaching/learning process, and encourage various classroom projects. When integrated properly, technology can increase learning effectiveness and make educational content more accessible.
3) The objectives of educational technology are to open new perspectives in teaching, represent new learning models and teaching methods, and act as an agent of didactic change through the implementation of modern technologies.
Enabling Motivated Instruction Outcomes through Technology Accessijtsrd
The research was conducted at Cebu Technological University Barili Campus, Barili, Cebu as a bases for Proposed Curriculum and technology integration Instructional Guide Through Departmental LAC sessions to strengthen the Domains and Objectives during actual instructional setting. The 650 respondents 600 Students and 50 Teachers distributed from three secondary schools in Toledo City Division namely Luray II National High School, Matab ang National High School and Toledo City Science High School wherein Descriptive –Correlation and Purposive sampling was used for the distribution of survey questionnaire instrument which aims to assess the level of technology Implementation integration in instruction in senior high school curriculum through its domains and objectives such as classroom activities, Research Works, Product Performance Task Monthly School Celebration Activities, Faculty Professional Communication, Learners Extrinsic motivation towards academics and Learners Monthly Percentage Attendance as well as to determine the barriers and challenges occur during the implementation of technology integration towards curriculum instruction a basis for upgraded instructional guide to be developed. Gathered data were treated using total weighted points, weighted mean, and correlations. Based on the findings and after a careful analysis and interpretation of the study, it is concluded that enabling motivated instructional guide through technology access is the best way to enhance learners 21st century skills. Maria Katrina S. Macapaz "Enabling Motivated Instruction Outcomes through Technology Access" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33301.pdf Paper Url: https://www.ijtsrd.com/management/management-development/33301/enabling-motivated-instruction-outcomes-through-technology-access/maria-katrina-s-macapaz
Online Assignment on Techno-Pedagogic Content Analysisfathimashaja
This document discusses techno-pedagogical content knowledge analysis in commerce education. It begins with introducing commerce education and its importance, as well as the objectives of commerce education. It then discusses pedagogical analysis and its steps. Next, it covers technology, advantages of technology, and techno-pedagogy. It analyzes techno-pedagogical content knowledge and the challenges of teaching with technology. Finally, it discusses e-commerce, online education, challenges in commerce education, and concludes on the need to integrate technology and make commerce education more practical and socially aware.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
This document is Marshelly Lumagui's portfolio on educational technology. It contains sections on Marshelly as a student, an introduction to educational technology, significant learnings from educational technology courses 1 and 2, and how educational technology has changed Marshelly. The portfolio emphasizes the importance of integrating technology effectively while not replacing the role of the teacher. It highlights how educational technology has helped Marshelly improve instructional material design and realize the value of student-centered learning approaches.
The document is a student assignment on the topic of educational technology. It discusses the meaning, objectives, and scope of educational technology. Educational technology is defined as a system using machines, materials, media, methods, and men to achieve specific educational objectives. The objectives of educational technology include identifying educational needs, determining educational aims and curriculum, and developing models to improve teaching and learning. The scope of educational technology is as wide as education itself and includes administration, testing, and instructional processes.
This document is a student assignment on the topic of educational technology. It discusses the meaning, objectives, and scope of educational technology. Educational technology is defined as a system using machines, materials, media, methods, and men to achieve specific educational objectives. The objectives of educational technology include identifying educational needs, determining educational aims and curriculum, and developing models to improve teaching and learning. The scope of educational technology is as wide as education itself and includes administration, testing, and instructional processes.
Educational technology aims to improve education by making course materials easily accessible to students and motivating learning. It allows for broader participation through distance learning and helps students improve their writing skills. Different types of educational software have been designed to help students learn specific subjects easier. A methodology course evaluates educational technology through student presentations using various technologies, reading assessments, article discussions, teaching demonstrations using technology, and a final essay analyzing technology use in education. Research shows the importance of understanding teachers' and students' experiences with technology and training teachers to use technology for educational purposes rather than just computer skills.
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PRODUCT DESIGN & 3D PRINTING: INTEGRATING NEW TECHNOLOGIES INTO THE CURRICULUM. CASE STUDY.
1. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
DOI :10.5121/ijite.2017.6402 11
PRODUCT DESIGN & 3D PRINTING: INTEGRATING
NEW TECHNOLOGIES INTO THE CURRICULUM.
CASE STUDY.
Joseba K. Azcaray Fernández1
, Manuel Martínez Torán2
, Marcelo Leslabay
Martínez3
, Chele Esteve Sendra4
1
Department of Design and New Technologies, Txikitech, Bilbao, España
2
Drawing Departament, FabLab Valencia, Universitat Politècnica de València, España
3
Departament of Industrial Technologies, Universidad Deusto, Bilbao, España
4
Drawing Departament, ETSID-UPV, Universitat Politècnica de València, España
ABSTRACT
The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led different
theorists to question and suggest a new education system. The rise of new information and communication
technologies has not only evolved our lifestyles but also redesigned new methodologies for knowledge.
Educational content is done for the curricular implementation in the subject of technology, and a scenario
where students develop and experiment projects based on the regulated abilities by the Spanish education.
A qualitative assessment that can be a guide for the teacher to improve the establishment of these named
technologies in education and future proposals and investigations.
Learning methodology based on projects (PBL) and 3D printing as an experimentation tool is applied,
constituting it as of the most important emerging technologies to face the new education of the digital era.
KEYWORDS
New technologies, Product Design, 3D Print, PBL, ICT, Education, Curriculum
1. INTRODUCTION
The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led
different theorists to question and suggest a new education system from different points of view,
mainly based on the historical distinction between Arts and Science. Currently, new educational
methodologies suggest a change so that both can be unified.
Development on Information and Communication Technologies (ICT) and the rise of the Internet
have not only evolved our lifestyles but have also altered our way of being in contact and interact
with others.
From the educational point of view, the implementation of new technologies in the classrooms
has promoted a change on the use of the tools by the faculty making it easier for students to
develop their digital abilities and guaranteeing an extra learning during their educational process.
It should be recalled that these ICT are not prepared to create knowledge, in order to solve this
problem technologies for Learning and Knowledge (TLK) are created [1].
These technologies, applied from an educational point of view, with proper resources and an
expert teacher, can become excellent tools for the student to develop new knowledge.
But basing the learning on the use of one or some specific tools is not enough anymore, because
these are increasing and are constantly changing and being updated. According to Lozano [2] &
Enríquez [3], “[…] it is not enough to teach ICTs anymore, this must go together with
methodological knowledge to learn or build with them significant learning”.
2. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
12
To give an educational response to the evolutionary rhythm of the technological society,
numerous schools have reconsidered their traditional education structure on behalf of new
methods such as Project Based Learning (PBL).
Vygotsky [4] outlined a learning model where the students conceive, develop and experiment
projects that are applied to daily life and at the same time creates a process where students acquire
dexterities, processes and abilities to learn on an autonomous way.
Dewey [5] and later Bruner [6] outlined the basis of knowledge acquisition through
constructivism, focusing on the student and his or her goals, building knowledge by
communicating with their schoolmates and the achieved experience [7].
To accomplish this teaching-learning process based on the foundations of the PBL, it is necessary
to delimit it to the TLKs inside educational field. For Canales, Carrillo, & Redondo said [8]
“technologies have become a tool of undeniable value and efficacy at the management of
information with educational purposes, acquiring significance on the teaching-learning process,
being the PBL the appropriate methodological approach”.
But the inclusion of these practices into the educational field means that the teacher needs to have
a huge knowledge of the different technical abilities while having the endless number of tools
with multiple possibilities that are offered by the manufacturers.
Facing that situation, in a lot of cases, according to Reig [9], “[…] the teacher will have to use a
digital methodology and the required tools to give the learned things meaning, or learn how to
adapt to the enormous amount of knowledge that we have created”.
This way, it is investigated the way to pass on the knowledge about technology inside the
educational field so that the teachers can keep using those tools outside that environment and, in
general, adapted to society.
2. OBJECT OF STUDY
The main objective of this investigation is to make a qualitative assessment through the
observation of the use of new technologies applied to the educational field.
To that effect a didactic model is done inside the framework of educational technological abilities
where the students can learn and test using 3D printers.
This study is done at Txikitech company, based in Bilbao, and around 100 children aged between
10 and 14 took part during the school year 2017.
Through this project we will study, from both point of views of the student and the teacher, the
interest generated by the addition of activities with 3D printers during the subject of Technology
for the development and improvement of future activities.
2.1. SPECIFIC OBJECTIVES
To develop the object of study we define the project inside the general objectives established
inside the legal basic education curriculum known in Spain as “Educación Secundaria Obligatoria
(ESO)”, published in the “Boletín Oficial del País Vasco (BOVP)” on January 15th
2016, Friday
(pp. 237-279).
To develop a teaching subject named “Design and 3D printing”, we place it inside the 7th
unit in
the bulletin: “Control, robotics and programming technology”.
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According to the 236/2015 decree, issued on December 22nd
, where it is established the
curriculum for the basic education and it is implemented to the autonomous community of the
Basque Country in Spain, the basic objectives that must be developed during that stage of the
technology have to be the following ones:
• “To detect a technological problem and design and plan a solution for it, searching and
selecting the information from different sources, […] encouraging an enterprising
behavior from the context itself”.
• “Analyze objects and systems of the technological field in a methodical way”.
• “Represent and simulate through appropriate channels and tools the expected or
accomplished technical solutions”.
• “Manage freely and responsibly technological elements from the environment, suggesting
options to improve, checking different sources if needed, to solve habitual situations in
different contexts”.
• “Obtain, on the virtual or the physical field, the solution for a technological problem,
preparing the required control program”.
• “Assess the process on the followed work, as well as the obtained product, […] to
guarantee that the technological problem has been solved and to be able to plan a new
improvement cycle”.
2.2. KEY COMPETENCES
To achieve a quality examination, the student will have to pass all the objectives through the
abilities for a formal education that are underlined in the 2nd
article of the Royal Decree
1105/2014 issued on December 26th
, p. 7 of Spanish Education:
• Linguistic Communication.
• Mathematical competence and basic science and technology competences.
• Digital competence.
• Learning to learn.
• Social and civic competence.
• Sense of leadership and entrepreneurship.
• Conscience and cultural expressions.
3. AN EDUCATIONAL AND TECHNOLOGICAL NEED
In 2015 the company Txikitech is created to develop the project “Engineering for children” in
Bilbao, where the integration of new technologies into the curriculum is carried out. A high
percentage of the students identified the need and interest of a technological education, added to
the one given at school.
In the same way it was analyzed the possibility of how to make the most of this interest and
encourage an education from a playful point of view and outside the school hours and to be part
on the educational and academic fields.
At the same time, López & Ponce [10] considered that experimenting with practical processes in
education that permit to see the performance of a tridimensional object in the virtual environment
of a computer and later a real representation through a 3D printer, provides inside the educational
context an experience that improves the education-learning process.
Beltran & Rodríguez [11] consider 3D printers are a resource that is slowly finding its place
among schools through teachers themselves and professional help from the outside. Generally,
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these are people who teach computing and technological subjects, who want to use the design of
components and their later printing to achieve the learning objectives.
The use of software for the following 3D printing inside the educational context has been possible
due to the price decrease and the technological improvements that have caused new low cost or
free applications so that both teachers and students can work in a tridimensional environment
[12]. But not all the schools are able to buy one or some 3D printers to be used but all or part of
the students.
Canessa, Fonda & Zennaro [13] & Saorín [12], state that “it is necessary to have methodologies
and educational resources that allow to take advantage of 3D printers in educational
environments”.
Facing this, attention is centered in different national and international projects that are not only
focusing in education, but also in the development of technological projects and engineering that
establish the day by day of our society.
Almost all of these technologies are related to the information and communication technologies,
and they permit us to establish some short-term objectives to investigate, analyze, experiment and
later implement them.
Jones et al. [14] consider that among the best-known projects RepRap can be highlighted, which
created a model of a 3D printer that could be manufactured at home using parts that could easily
be found and even be manufactured with other printers, the maker movement, FabLab, SPC-
MakerBot, opensource movement, BQ education, etc.
In Spain, the project Clone Wars must be underlined, created and directed by the engineer and
Doctor of Robotics Juan González Gómez [15].
Txikitech states that the new learning of technological subjects should not only and exclusively
use the technological product but also new and renewed ICTs.
To achieve this union between the different products provided by manufacturers for the academic
education and, at the same time, encourage children towards science and technologies, it is
developed following a series of activities delimited by a worldwide educational trend known as
STEAM (Science, Technology, Engineering, Art and Math) defined by the designer John Maeda
[16], and encouraged by the Rhode Island School of Design [17].
This education model is characterized by the integration and development of scientific-technical
and artistic subjects inside an only multidisciplinary guide, allowing the settlement of nexus
between students, education centers, teachers and teaching units using a learning based in
projects.
3.1. METHODOLOGY
Integration of new technologies into education, in this case 3D printing as a tool for knowledge
has meant some changes in planning and development of the activities. In Spain, from a general
point of view, we could say that the most used methodology in an educational environment in the
relations between teacher and student is the personalized teaching. This is distinguished by the
achievement of goals of each student, but without affecting the rest of the goal achievements of
each of them. This way the teacher is the broadcaster and the student the recipient of knowledge.
According to Cabero & Marín [18], the entrance of the ICT and TLK into the classrooms has
meant an evolution in education and learning so he will have to execute new functions and new
roles as teacher at the new digital schools. This implies that the teacher becomes a designer of
education situations that will have to spin around the student. This way the teacher goes from
being an expert in content to a facilitator of learning.
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López & Ponce [10] proposed the development of a new educational area inside an educational
frame where these new TLKs and 3D printing as a tool take part we will focus on a PBL type
learning based on constructivist theories typified by a collaborative learning.
This way, González & Del Valle [19] said the PBL makes the student become the leader of his
own learning:
• Learning happens in small groups.
• Student-centered learning.
• Teachers work as learning guides.
• Abilities are constructed achieved through solution searching.
• New information is acquired throughout independent learning.
• Leaner starts a motivation-based process that generates the “How to make” and finds
solutions based on problems.
3.2. STRUCTURE OF THE COURSE
For the structure of this case of study, an exercise by Núñez [20] is taken as model. He
accomplished an educational unit to introduce concepts and the use of 3D printing, known as “3D
printing” into the subject Technology for students in school years higher than the case that has
been studied.
For this investigation a new educational unit named “Design and 3D printing” is developed,
introducing new technological tools using the product design methodology.
A didactics educational unit is developed in Txikitech and named “Design and 3D printing” in
order to develop and test the procedure of an educational topic inside the curricular frame of the
Technology subject and slowly adjust to the objectives set by the BOPV.
This experiment needs to be developed during extracurricular time. The student spends a lot of
hours at school under a theoretical learning, so it is considered that it must be adjusted to a more
playful scenario from a pedagogical approach to make the most of the child.
As can be seen in Figure 1, Txikitech approaches the unit from two perspectives connected to
each other: playful and pedagogical.
Pedagogical approach: refers to developing of educational material to adjust and achieve the
targets set by the BOPV. For that matter it is developed under a PBL structure based on the basic
principles of Design Engineering (Figure 2).
Playful approach: through the constructivist methods applied to TLKs and in this case using 3D
printing tools, the student immerses himself in a learning environment through experimentation.
This lets us address a scenario where we can imagine, conceive, plan, experiment and solve
problems, facing all the deep changes that are happening and how they can be introduced as tools
and/or teaching units for curricular development.
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Figure 1. Approach for a learning based on design project
Figure 2. PBL structure based on the basic principles of Design Engineering
3.3. UNIT DEVELOPMENT
To accomplish the goals set by the BOPV and the basic abilities that a student should acquire
inside a curricular program in education, the subject of Design and 3D printing has been divided
in the two approaches previously mentioned.
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A pedagogical approach that matches the knowledge acquisition through learning based on design
projects and a playful and constructivist approach where the students will experiment their
learning is suggested.
It is conceived for a trimester with the contents of the subject for students from 7th
grade, 1st
year
of high school in Spain. The length will be a total of 12 sessions, one hour each.
Exercise that will be done – Brief “Dinosaur Exercise”:
The student will develop a project that will investigate, conceive, create and manufacture a
“dinosaur” using ICT tools and new technologies inside the subject of Technology related to the
educational unit “design and 3D printing”.
Concepts such as natural sciences, computing, creative and technical drawing and mathematics
are included. The methodology used will correspond a product design PBL.
New resources and tools that are included in the curriculum are digital manufacturing, PBL, new
digital manufacturing software and 3D printer.
3.3.1. Educational subject of Design and 3D printing
The educational subject of Design and 3D printing will be divided as follows:
Pedagogical approach:
• Product design and 3D printing: History and evolution – 1 session
• Design software assisted by a computer – 1 session
• Concepts for 3D printing – 1 session
Constructivist approach:
Conception – 2 sessions:
• Documenting and proposal that is going to be developed – 1 session
• Investigation and group interaction – 1 session (Figure 3)
Figure 3. Team paper for idea development
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Creation – 3 sessions:
• Freehand and digital drawing – 1 session
• Computer assisted drawing – 2 sessions (Figure 4)
Figure 4. 3D Product design using computers and digital manufacturing
Manufacturing – 3 sessions
• Printer tuning – 1 session
• Preparation of the digital prototype – 1 session
• Prototype printing – 1 session (Figure 5)
Figure 5. Product printing using 3D printers
• Presentation of the accomplished project (Figure 6)
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Figure 6. Final product that will be submitted
4. RESULTS
The objective of this paper is a qualitative evaluation through the observation of the students for
the development and improvement of the subject Design and 3D printing inside the subject
Technology in the curricular educational frame.
Considering the exercise done during the trimester, a qualitative evaluation is done based on the
abilities that the student should achieve according to the 2nd
article of the Royal Decree
1105/2014 from December 26th
p. 7 of the Spanish education.
• Linguistic communication: a correct technical vocabulary is used to understand and
communicate among students the elements related to technology, manufacturing methods
and parts that form 3D printing: this means new and technical terminology that the
student must learn for the correct use of the material and software. This communication is
done both orally and written.
• Mathematical competence and basic competences in science and technology: a practical
exercise is don base in the new educational trend STEAM. At the same time the “A”
(Art) from STEAM is highlighted, this part being the creative supplementary one to the
abilities mentioned in the title. Martínez Torán [17] said “the importance of the study of
the subject and their application to real life is stressed”. Due to the 3D printer we can
make exercises where the students observe and experiment mathematics, science and
technology from a practical view.
• Digital competence: all the abilities taken from the ICTs are used for a case study. At the
same time these are complemented by new design and 3D printing software where they
apply and develop simulations done in real life. Knowledge beyond playful software or
text editors is acquired, this way managing new and different digital formats.
• Learning to learn: development through PBL from a design exercise distinctive of design
engineering lets the student build knowledge in an autonomous way. The student has
sensed phases and has conceived strategies to solve problems. The function of the teacher
as a guide in the process of education-learning and not just as a knowledge broadcaster is
introduced as key in this process.
• Social and civic competence: during the phase of the project the student has developed
the ability of communicating with his classmates. From an individualistic point of view,
each of the children has shared ideas and has contributed with solutions in every phase.
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This way a supportive behavior and team work for the individualistic development of the
exercise is strengthened.
• Sense of leadership and entrepreneurship: the application of mathematics, computing,
science and technology from the practical point of view where the students can
experiment practically in all the phases of the product design, transforms into personal
initiative at the moment of facing with much more enthusiasm the urge to learn. The
incorporation of these new ICT and TLK tools, in this case 3D printing as a tool for
experimentation and manufacturing and new software for the development of a new
design PBL methodology, has created cognitive changes and new behaviors on the
student. According with Rivas Navarro [21], “this entrepreneurship ability from the point
of view of building knowledge in an autonomous way makes them rethink that I used to
do it this way; but now I do it this other way”.
• Conscience and cultural expressions: analyzing the documents and studying the different
proposals lets the student acquire new knowledge inside the ICT frame, in an almost
unlimited and questioning way to achieve the solution of their problems.
5. CONCLUSIONS
From the point of view of investigation of how to introduce a 3D printer as a tool in the subject of
Technology both at a curricular and extracurricular level, it means an evolution on the way to add
science and technology to a society that is constantly changing. Both children and adults, students
and teachers in this case, transform into a way to create the first steps of a communication
between real life problems and exercises solved at school.
As done in previous studies, just like in robotics, 3D printing as an educational tool for the
development of new information, communication, knowledge and learning technologies for an
education based in design projects, proves that facing the changes in the educational field, the
technological development and the digital break between native and immigrant digitals, a new
discipline as opened the way in the development of new learning scenarios for the evolution of
knowledge.
The 3D printer as a tool to experiment knowledge has been a motivation for students, where they
have been able to strengthen their creativity and improved their multitasking ability applied to the
different curricular areas.
Learning based on design projects has allowed the student to work in a more active and
autonomous way, offering himself and leaning on his classmate.
The 3D printer as an educational tool has encourage team work. The continuous development of
problem solving in a process where the teacher acts like a guide and not as a solution provider
makes the students lean to each other giving their maximum cooperation. This cooperative
learning increases the social and communication skills that let the student share ideas to overcome
challenges.
“How to make” has led the student to the curiosity of a continuous learning where not only has he
experimented the ability of performing his idea, but he has also made the most of capacity of the
ICTs as an information source, receiving encouragement that cannot be achieved with a
traditional or individualistic education.
The programs used for the project have been “open source”. Free use in most cases typify these.
Their development means progress as in that all the students can use these technologies not only
in the classrooms but also at home for free. Against it, we can see that these are not always
updated or are constantly being renewed, appearing changes that mean a lot of time to prepare the
material.
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From the teaching point of view, continuous and guided learning is required inside the new
educational model. A lot of time is needed to prepare and develop contents and to maintain all the
prepared and adjusted material for the student to use it.
Beyond any political, economic and social questions, we find factors that make it difficult or even
impossible to admit these practices inside the curricular educational environment and that is why
is offered in an extracurricular schedule. Among others we can underline training the teachers for
ICT and TLKs, the introductions of the pedagogical practices, the lack of economic resources for
the acquisition of technological tools, an oriented educational program, etc.
6. FUTURE LINES FOR DEVELOPMENT
Investigating the new possibilities that are offered by new technologies for their educational use.
For that it would be convenient to study them from a non-instrumental or productive point of
view. Analyzing new meanings and functions to create a new educational or school model that
answers to the new society whose technology is constantly changing.
As this is a new educational scenario, the introduction of new technologies both as curricular
methodologies and/or tools, it suggests a change in the idea of classroom formation or
positioning. An investigation of the formation of the new laboratory is required, where we can
make the most of this new education for the integration of the new technologies in our
curriculum.
We take as a reference already existing projects from scenarios where an education around new
technologies is applied. A good example would be the FabLab (Fabrication Laboratory) and all
the spaces linked to the digital manufacturing that are becoming a powerful tool for our society in
a short period of time. These spaces are distinguished by the development of projects connected
to the production of physical objects through machines capable of manufacturing anything. Their
mission is to favor any person’s creativity through manufacturing and project development
through a worldwide collaborative learning.
Studying a new vision of the model of teacher. New practices and methodologies that are
constantly changing are required. The teacher will have to assume new roles to build the
knowledge through technological tools.
The development of an educational program that allows to have a learning program for a non-
prepared faculty is investigated, and this, along with their pedagogical abilities in educational
subjects is the base for the proposal of new technologies based in the new ICT and TLKs.
A new line of investigation in the concept of STEAM is opened under a PBL approach. New
proposals for the integration of technology as learning tools for students and as educational
resources for the teachers are researched.
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AUTHORS
Joseba Koldobika Azcaray Fernández is a design, manufacturing and Projects
engineering PhD student at the Polytechnic University of Valencia, Spain. He is currently
the director and professor of Txikitech school and is investigating an educational
program about how to implement new technologies in the educational process through
different methodologies. As an industrial designer he excels in new product investigation
and tools for education.
Manuel Martínez Torán PhD is a professor and design researcher at UPV and Director
of FabLab Valencia. He has participated in two European and 25 R&D design project as
principal researcher (PI). He has published five books, twelve book chapters, fourteen
contributions at conferences and has four recognized patents. He has been visiting lecture
in Argentina, Mexico, Chile and Colombia. He has seven doctoral thesis read and one
live stage of recognized research from Spanish Ministry of Education.
13. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
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Marcelo Leslabay PhD Doctor of the Polytechnic University of Valencia. For more
than 25 years he has been managing his study Leslabay Design, specialised in exhibition
curator, design and organization representing Spanish design in several countries. He is
currently Project Manager at Deusto FabLab, manager of the Industrial Design
Engineering Degree, manager of the Ecodesign Lecture Room and Industrial Design
professor at Deusto University, Bilbao, Spain. He has been Editorial Director at
Experimenta since 2015, a publishing house specialised in Project, Design and
Communication Culture.
Chele Esteve Sendra PhD Senior Lecturer is a professor at ETSID-UPV (School of
Design and Engineering) and Head of Industrial Design Master´s Degree at Higher
Polytechnic School, Universidad de Nebrija (Madrid). She is interested in how everything
is connected: people, objects, ideas and cultures. The quality of the connections is the key
to success in a society which advocates multiculturalism. Chele’s work focuses on the
research and development of new products and market trends. She is working with
the Museum of Crafts of Valencia (Spain), showing the blurred boundaries and emerging alliances
between designers and craftsmen. She shares her work as a professor, designer, as well as a Design & Art
critic and exhibition curator.