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Article
Identifying quality with pre-service technology educators: a different perspective on assessment
Institute of Industrial Arts and Technology Education (Members only Journal)
  • David Ellis, Southern Cross University
Document Type
Article
Publication Date
1-1-2012
Abstract

The development of an ‘eye for good design’- the ability to determine what looks good and is functionally appropriate - has always been a challenge for technology educators when dealing with students designing their own projects.

In a design and technological context, each new cohort presents a yearly challenge for educators in terms of transferring the ‘know-how’ to enable students to problem-solve, anticipate, and assess functionality problems, as well as develop an aesthetically pleasing project. Not all students find problem-solving easy and the cognitive skills required to successfully problem-solve necessitate in-depth engagement in defining the problem in order to develop an appropriate solution. (Lee, 1996)

From a skilled technology educator’s perspective, what may seem a relatively quick glance at a student idea or project, is in fact a demonstration of higher – order thinking skills being exercised, an ability acquired through the development of a cognitive infrastructure laid down through years of observation and experience, knowledge of industry standards and processes, technological foresight -including a mechanical aptitude- and honing skills across multiple technologies to name a few. Whilst this infrastructure enables these teachers to easily evaluate designs and problem solve, it is much more difficult for their inexperienced students, because of their lack of cognitive infrastructure.

Disciplines
Citation Information

Ellis, D 2012, 'Identifying quality with pre-service technology educators: a different perspective on assessment', Institute of Industrial Arts and Technology Education (Members only Journal), vol. 1.