1. Hogeschool Utrecht Utrecht University of Applied Sciences
Organizing content for the study of technology
Arien Bekker
Hermien Vossebeld
Gerald van Dijk

2. Tel Aviv is the place to be.
Centre of expertise for teacher education in science and technology
Aim: Dissemination of expertise from the academic world to the schools, via teacher education.
The Netherlands is a tiny country; our academic counterpart is rather small. Ecent has a nation wide responsibility.
Tel Aviv is the place to be.

3. Utrecht, The Netherlands

4. What we are going to do right now
We will tell you how we trained D&T teachers in Utrecht up to today.
We will tell you why we are not entirely happy with that.
We will show you our plans for the future.
We will ask you for your opinion

5. The Past Start with Todd, Todd, McCrory in 1989 Elements Activities
Impact

6. The Past Activities: Construction Transporting Production
Communication

7. What happened We lost track of the international developments
Due to demands of students and developments in the field, we developed a unit about design
We were allocated less teaching time for content matter.
We merged with physics and chemistry (people and management)
D&T partly integrated in science at secondary schools (2003)
We designed a new curriculum without a clear rationale for content matter

8. USA: the universals of technology

9. International developments
1996 Todd, Todd & McCrory

10. Todd, Todd & McCrory design & technology
designing, documenting and drawing
models and model-building
the resources of technology
elements + time, space, capital and management
the systems of technology
physical, bio-related, communication, control technology
the impact of technology
investigating, developing and improving
consequences and decisions

11. New Zealand curriculum 2007
THREE STRANDS
the nature of technology
designing, planning, developing and evaluating
technological practice
characteristics of technology
technological knowledge
models, products and systems

12. Curriculum Constructs New Zealand
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Curriculum Constructs New Zealand
Technological Practice
Nature of Technology
Technological Knowledge
Brief Development
Technology as Activity
Characteristics of Technology
Technology as Volition
Technological Modeling
Technology as Knowledge
Planning for Practice
Characteristics of Technological Outcomes
Technology as Artefact
Technological Products
Outcome Development and Evaluation
Technological Systems
Useful to give an overview of how the new NZ technology curriculum constructs relate to views of technology as discussed by Mitcham.
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13. Knowledge/ skill from other disciplines
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Knowledge/ skill from other disciplines
Knowledge/ skill from other disciplines
Context Specific Technological
Knowledge/skills
Technological
Practice
Technological
Knowledge
Technological
Literacy
Context Specific Technological
Knowledge/skills
Context Specific Technological
Knowledge/skills
Nature of
Technology
Context Specific Technological
Knowledge/skills
Useful to show how everything works together to support the overall development of student technological litertacy.
Knowledge/skill from other disciplines
Knowledge/skill from other disciplines
Vicky Compton New Zealand PATT18
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14. What we want A structure for content A clear rationale
Design as a leading theme
Introduction of new content:
The nature of science and Technology (in year 1)
Vocational contexts
Sustainability
Entrepreneurship

21. What do you think? (individually)
Which characteristics of your own curriculum are you proud of? This question could be answered with regard to the content of certain courses, but it could also be answered at the level of the structure of the content as a whole.
To what extent are these characteristics present in the Dutch proposal?
You receive a grant worth of 400 hours, to design improvements on your own curriculum. What would be the focus of your proposals?

22. To be answered as a group
You receive a grant worth of 200 hours to help the Dutch team to improve on their current proposals. What would be the focus of your work?

23. There will be a randomly chosen spokesperson (of course)
Toda raba
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