LEADER 00939cam0-22003011i-450- 001 990000059700403321 005 20050503155150.0 035 $a000005970 035 $aFED01000005970 035 $a(Aleph)000005970FED01 035 $a000005970 100 $a20020821d1876----km-y0itay50------ba 101 0 $afre 102 $aFR 105 $ay-------001yy 200 1 $a<>art de la menuiserie$fpar Roubo$gnouvelle edition revue, corrigee et augmentee par un comite d'architectes et d'entrepreneurs de menuiserie, chefs d'atelier, professeurs de traits 210 $aParis$cCh. Juliot$d1876 215 $aVII, 398 p.$d25 cm 676 $a694 700 1$aRoubo,$bAndré Jacob$0448256 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000059700403321 952 $a13 AR 2 B 37$b1697$fFINBC 952 $a13 AR 1 A 13$b2125$fFINBC 959 $aFINBC 996 $aArt de la menuiserie$9111619 997 $aUNINA LEADER 04951nam 22006855 450 001 9910484124203321 005 20240321195407.0 010 $a9789812871701 010 $a9812871705 024 7 $a10.1007/978-981-287-170-1 035 $a(CKB)3710000000281695 035 $a(EBL)1967772 035 $a(OCoLC)896116754 035 $a(SSID)ssj0001386503 035 $a(PQKBManifestationID)11994462 035 $a(PQKBTitleCode)TC0001386503 035 $a(PQKBWorkID)11369159 035 $a(PQKB)10109358 035 $a(DE-He213)978-981-287-170-1 035 $a(MiAaPQ)EBC1967772 035 $a(PPN)183093984 035 $a(EXLCZ)993710000000281695 100 $a20141117d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Future of Technology Education /$fedited by P John Williams, Alister Jones, Cathy Buntting 205 $a1st ed. 2015. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2015. 215 $a1 online resource (288 p.) 225 1 $aContemporary Issues in Technology Education,$x2510-0335 300 $aDescription based upon print version of record. 311 08$a9789812871695 311 08$a9812871691 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aChapter 1 The more things change, the more (some) things stay the same -- Chapter 2 ?Seeing? and ?interpreting? the Human-Technology phenomenon -- Chapter 3 Theorising technology education from a cultural-historical perspective: Foundations and future imaginings -- Chapter 4 Indigenous technology in Technology Education curricula and teaching -- Chapter 5 The Pedagogical Ecology of Technology Education: An Agenda for Future Research and Development -- Chapter 6 Conversations to Support Learning in Technology Education -- Chapter 7 Assessment: feedback from our pasts, feedforward for our futures -- Chapter 8 Developing a technology curriculum -- Chapter 9 Developing a Deeper Understanding of Design in Technology Education -- Chapter 10 The Alignment of Technology with Other School Subjects -- Chapter 11 Vocational and General Technology Education -- Chapter 12 Technology Education and Developing Countries -- Chapter 13 Politics and Policy -- Chapter 14 Research Challenges for the Future -- Chapter 15Much remains to be done. 330 $aTwenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places. This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved. The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students? cultural capital are also explored, as are the role and place of political persuasion, professional organisations, and research that connects with practice. The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment. 410 0$aContemporary Issues in Technology Education,$x2510-0335 606 $aScience$xStudy and teaching 606 $aEarly childhood education 606 $aEducational technology 606 $aScience Education 606 $aEarly Childhood Education 606 $aDigital Education and Educational Technology 615 0$aScience$xStudy and teaching. 615 0$aEarly childhood education. 615 0$aEducational technology. 615 14$aScience Education. 615 24$aEarly Childhood Education. 615 24$aDigital Education and Educational Technology. 676 $a371.334 702 $aWilliams$b P John$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aJones$b Alister$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBuntting$b Cathy$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910484124203321 996 $aThe Future of Technology Education$92845732 997 $aUNINA