The impetus leading the concept of Science Technology Engineering Mathematics (STEM) education la... more The impetus leading the concept of Science Technology Engineering Mathematics (STEM) education largely evolved from a time when the United States of America was intimidated by the 1957 Russian launching of the 'Sputnik' satellite. STEM education ostensibly consists of four 'interrelated' subject disciplines. However Science, and to a lesser extent Mathematics have traditionally dominated over the Technology and Engineering (the T and the E) dimensions, as they have become less visible in contributing to the STEM education space. While there are a number of significant factors which have supported the continuation of this situation, a contemporary and relevant STEM education space needs to be seen as one which identifies and actively integrates the four subject disciplines with equal status. This paper will present a brief overview of the evolution of STEM education with an emphasis on recent Australian initiatives, together with examples of how both Technology and Engineering learning experiences can be harnessed to actively integrate and support a STEM education space. It is through these exemplars that the four subject disciplines can all contribute, and be recognised as essential components to a quality STEM education.
The popularity of sites like YouTube demonstrates the potential preference for users to use video... more The popularity of sites like YouTube demonstrates the potential preference for users to use video podcasts (vodcasts) as an instructional tool. As educators have been encouraged to become more literate in authoring Web 2.0 technologies, the implementation of vodcasts as an effective pedagogy has been increasingly used in educational settings. The recent proliferation of distance education courses caused educators in higher education settings to consider why some programs are more suitable for distance education than others, and whether procedural knowledge and skills that are required in various industries may be able to be delivered using contemporary technologies. This article discusses the efficacy of using vodcasting as a pedagogical tool, in developing procedural knowledge and skills in computer aided design and drawing, to pre-service teachers studying via distance education, and demonstrates the capacity for vodcasts to foster autonomous student learning.
Any curriculum is a construct of perceived social, political and economic needs developed at a po... more Any curriculum is a construct of perceived social, political and economic needs developed at a point in time. Given that these needs are in a constant state of flux, the curriculum is subjected to periodical renewal and development processes. Gaining more visibility in the iterations of curriculum documentation is the need for Australians to be more aware of their activities impacting on the environment. Comparable to a specific curriculum document, the content knowledge delivered through initial teacher education is specific to the conditions at a point in time, requiring teachers to adapt as the curriculum evolves. Peering through the lens of teacher content knowledge, research has shown that teachers need to efficiently adapt to these changes and effectively develop their expertise in the new content material. Those that can innovate in applying their existing knowledge to the new content are said to possess adaptive expertise. Given the breadth and diversity of school curriculum, the economisation of formalised professional learning opportunities does not address the shortfall in teacher content knowledge. As a result, qualified teachers have resorted to autonomous methods of professional learning to bridge the knowledge gap. This study examines whether autonomous professional learning approaches are an effective method for teachers to gain an understanding of new syllabus content. Using a case study of technology education teachers self-educating around the concepts of eco-friendly technology education, the study identifies the intrinsic motivation of teachers to know and understand their evolving subject, and provides a basis for self-directed and autonomous professional learning. What this results in is the successful development of a basic understanding of new information and concepts in technology education.
The functionality of web 2.0 technologies has caused academics to rethink their development of te... more The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop contemporary assessment tasks. In reviewing an example of a teaching tool based on Google SketchUp 3D Warehouse, we have had to consider social and cultural changes required by academics adopting and adapting such technology. In using open source and collaborative knowledge technology there is a risk of work – including the work of students and others – being seen to be plagiarised, and this coming into conflict with established rules of academic behaviour. We conclude that universities must not only be willing to invest in the educational infrastructure to avoid communication, ownership, and authority issues, but, more importantly, be prepared to examine cultural change regarding values and beliefs around ownership of knowledge and the roles of collaborative knowledge generation.
Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher educatio... more Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.
Description Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand hig... more Description Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 ...
The impetus leading the concept of Science Technology Engineering Mathematics (STEM) education la... more The impetus leading the concept of Science Technology Engineering Mathematics (STEM) education largely evolved from a time when the United States of America was intimidated by the 1957 Russian launching of the 'Sputnik' satellite. STEM education ostensibly consists of four 'interrelated' subject disciplines. However Science, and to a lesser extent Mathematics have traditionally dominated over the Technology and Engineering (the T and the E) dimensions, as they have become less visible in contributing to the STEM education space. While there are a number of significant factors which have supported the continuation of this situation, a contemporary and relevant STEM education space needs to be seen as one which identifies and actively integrates the four subject disciplines with equal status. This paper will present a brief overview of the evolution of STEM education with an emphasis on recent Australian initiatives, together with examples of how both Technology and Engineering learning experiences can be harnessed to actively integrate and support a STEM education space. It is through these exemplars that the four subject disciplines can all contribute, and be recognised as essential components to a quality STEM education.
The popularity of sites like YouTube demonstrates the potential preference for users to use video... more The popularity of sites like YouTube demonstrates the potential preference for users to use video podcasts (vodcasts) as an instructional tool. As educators have been encouraged to become more literate in authoring Web 2.0 technologies, the implementation of vodcasts as an effective pedagogy has been increasingly used in educational settings. The recent proliferation of distance education courses caused educators in higher education settings to consider why some programs are more suitable for distance education than others, and whether procedural knowledge and skills that are required in various industries may be able to be delivered using contemporary technologies. This article discusses the efficacy of using vodcasting as a pedagogical tool, in developing procedural knowledge and skills in computer aided design and drawing, to pre-service teachers studying via distance education, and demonstrates the capacity for vodcasts to foster autonomous student learning.
Any curriculum is a construct of perceived social, political and economic needs developed at a po... more Any curriculum is a construct of perceived social, political and economic needs developed at a point in time. Given that these needs are in a constant state of flux, the curriculum is subjected to periodical renewal and development processes. Gaining more visibility in the iterations of curriculum documentation is the need for Australians to be more aware of their activities impacting on the environment. Comparable to a specific curriculum document, the content knowledge delivered through initial teacher education is specific to the conditions at a point in time, requiring teachers to adapt as the curriculum evolves. Peering through the lens of teacher content knowledge, research has shown that teachers need to efficiently adapt to these changes and effectively develop their expertise in the new content material. Those that can innovate in applying their existing knowledge to the new content are said to possess adaptive expertise. Given the breadth and diversity of school curriculum, the economisation of formalised professional learning opportunities does not address the shortfall in teacher content knowledge. As a result, qualified teachers have resorted to autonomous methods of professional learning to bridge the knowledge gap. This study examines whether autonomous professional learning approaches are an effective method for teachers to gain an understanding of new syllabus content. Using a case study of technology education teachers self-educating around the concepts of eco-friendly technology education, the study identifies the intrinsic motivation of teachers to know and understand their evolving subject, and provides a basis for self-directed and autonomous professional learning. What this results in is the successful development of a basic understanding of new information and concepts in technology education.
The functionality of web 2.0 technologies has caused academics to rethink their development of te... more The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop contemporary assessment tasks. In reviewing an example of a teaching tool based on Google SketchUp 3D Warehouse, we have had to consider social and cultural changes required by academics adopting and adapting such technology. In using open source and collaborative knowledge technology there is a risk of work – including the work of students and others – being seen to be plagiarised, and this coming into conflict with established rules of academic behaviour. We conclude that universities must not only be willing to invest in the educational infrastructure to avoid communication, ownership, and authority issues, but, more importantly, be prepared to examine cultural change regarding values and beliefs around ownership of knowledge and the roles of collaborative knowledge generation.
Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher educatio... more Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.
Description Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand hig... more Description Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 ...
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